Search results

Based on an experimental study on English for Specific Purposes (ESP) students, at the Business Department at the University of Bisha, the purpose of the study is to examine the effect of chatbot use on learning ESP in online classrooms during COVID-19 and find out how Dialogflow chabot can be a useful and interactive online platform to help ESP learners in learning vocabulary well.

The research paper is based on an experimental study of two groups, an experiential group and a controlled group. Two tests were carried out. Pre-tests and post-test of vocabulary knowledge were conducted for both groups to explore the usefulness of using the Dialogflow chatbot in learning ESP vocabulary. A designed chatbot content was prepared and included all the vocabulary details related to words' synonyms and a brief explanation of words’ meanings. An informal interview is another tool used in the study. The purpose of using the interview with the participants was to elicit more data from the participants about using the chatbot and about how and in what aspects chatbot using the conversational program was useful and productive.

The findings of the study explored that the use of chatbots plays a major role in enhancing and learning ESP vocabulary. That was clear as the results showed that the students who used the chatbot Dialogflow in the experimental group outperformed their counterparts in the control group.

The study displays an important pedagogical implication as the use of chatbots could be applied in several settings to improve language learning in general or learning ESP courses in particular. Chatbot creates an interesting environment to foster build good interactions where negotiation of meaning takes place clearly seems to be of great benefit to help learners advance in their L2 lexical development.

Examining and exploring whether the use of chatbots plays a major role in enhancing and learning ESP vocabulary in English as Foreign Language setting.

The purpose of this study is to address the extended travel time caused by dwelling time at stations for passengers on traditional rail transit lines. To mitigate this issue, the authors propose the “Non-stop” design, which involves trains comprised of modular vehicles that can couple and uncouple from each other during operation, thereby eliminating dwelling time at stations..

The main contributions of this paper are threefold: first, to introduce the concept of non-stop rail transit lines, which, to the best of the authors’ knowledge, has not been researched in the literature; second, to develop a framework for the operation schedule of such a line; and third, the author evaluate the potential of its implementation in terms of total passenger travel time.

The total travel time was reduced by 6% to 32.91%. The results show that the savings were more significant for long commutes and low train occupancy rates.

The non-stop system can improve existing lines without the need for the construction of additional facilities, but it requires technological advances for rolling stock.

To eliminate dwelling time at stations, the authors present the “Non-stop” design, which is based on trains composed of locomotives that couple and uncouple from each other during operation, which to the best of the authors’ knowledge has not been researched in the literature.

Grounded in second-language acquisition (SLA) field, with a particular focus on the positive psychology (PP) theoretical perspective, this study examined the potential interplay between learning engagement (LE) and language learning strategies (LLSs), and their impact on language learning achievement of Saudi English as a foreign language (EFL) learners.

This quantitative study adopted a cross-sectional design using an online questionnaire distributed to 168 Saudi EFL college-level students in Saudi Arabia. Various statistical analyses (descriptive analyses, correlations and simple linear regression) were used.

The findings revealed that the most frequently LLSs used were metacognitive, followed by compensation, cognitive, affective, social and memory strategies. High levels of behavioral, followed by cognitive, emotional and agentic, engagement were reported. There was a significant and positive correlation between LLS and LE. LLS use and LE were significant predictors of language learning achievement.

The findings contribute to the domain of second language (L2) educational research and SLA field by emphasizing the importance of researching positive psychological factors such as engagement in relation to individual learners' learning strategies and styles to enhance learners' language learning achievement. A number of pedagogical implications for policymakers, educational stakeholders and foreign language teachers were provided.

Cloud Manufacturing (CM) is the manufacturing version of Cloud Computing and aims to increase flexibility in the provision of manufacturing services. On-demand manufacturing services can be requested by users to the cloud and this enables the concept of Manufacturing-as-a-Service (MaaS). Given the considerable number of prototypes and proofs of concept addressed in literature, this work seeks real CM platforms to study them from a business perspective, in order to discover what MaaS concretely means today and how these platforms are operating.

Since the number of real applications of this paradigm is very limited (if the authors exclude prototypes), the research approach is qualitative. The paper presents a multiple-case analysis of 6 different platforms operating in the manufacturing field today. It is based on empirical data and inductively researches differences among them (e.g. stakeholders, operational flows, capabilities offered and scalability level).

MaaS has come true in some contexts, and today it is following two different deployment models: open or closed to the provider side. The open architecture is inspired by a truly open platform which allows any company to be part of the pool of service providers, while the closed architecture is limited to a single service provider of the manufacturing services, as it happens in most cloud computing services.

The research shoots a picture of what MaaS offers today in term of capabilities, what are the deployment models and finally suggests a framework to assess different levels of development of MaaS platforms.

This study aims to examine activity-related sound levels and pupils’ perceptions of the acoustic environment in two classrooms, one of which was a traditional classroom (Reference classroom, reverberation time (RT) 0.54 s) and the other a refurbished classroom (Demo classroom, RT 0.32 s).

Three types of data were gathered: room acoustic measurements, activity sound levels during different activities and pupils’ subjective experience concerning factors related to acoustics. Pupils, 10–11 years old (N = 34), estimated their subjective experience in general and after four test lessons. Teachers planned the test lessons to have four different lesson types: quiet work, one-person speaking, group work and activity-based work. The sound levels of activities were measured during the test lessons.

The activity sound levels were 2–13 dB L_Aeq lower in the Demo classroom than in the Reference classroom, depending on lesson type. Pupils were less annoyed by noise in the Demo than in the Reference classroom. Pupils’ speech was the most annoying sound source. More pupils were annoyed by it in the Reference classroom (65%) than in the Demo classroom (15%). Hearing the teacher while not seeing her face, concentrating on teaching and sitting in one’s place were estimated easier in the Demo classroom than in the Reference classroom.

This study offers a new approach using test lessons for studying activity sounds in schools. Activity sounds and their annoyance can be significantly diminished by classroom refurbishments.

While the three lines model (TLM) provides an organizational structure to execute risk and control duties, research and practice show limitations in the model's implementation. These limitations result in governance issues. Such issues, together with control weaknesses, could be addressed by leveraging properties of distribution, transparency, and immutability of blockchain technology. To this end, in this paper the authors propose a conceptual control framework based on blockchain technology to augment control practice.

The design of the resulting blockchain-based control framework (BBCF) and its prototype, based on the design science research methodology (DSRM), is presented and discussed in terms of the potential impact in the context of the identified problems within the TLM.

One potential outcome of BBCF could be to redefine the scope and boundaries of some of the activities in audit and control practices from a more static to a more dynamic and prospective role. In a larger context of improving governance practices, the BBCF could set the path for a more inclusive and participatory interaction between the different governance actors of an organization.

However, this assumes that blockchain is more widely adopted despite its complexity and rigidity.

BBCF covering both a conceptual model design and a reference implementation provides an innovation in audit and control. BBCF could include all relevant stakeholders who have an interest in corporate governance and control activities, including the regulators.

The contribution intends to serve both as a starting point for discussing the evolution of audit and control practice based on blockchain technology, as well as an initial actionable prototype for experimentation and further development.

The purpose of this paper is to review cases of artificial reefs built through additive manufacturing (AM) technologies and analyse their ecological goals, fabrication process, materials, structural design features and implementation location to determine predominant parameters, environmental impacts, advantages, and limitations.

The review analysed 16 cases of artificial reefs from both temperate and tropical regions. These were categorised based on the AM process used, the mortar material used (crucial for biological applications), the structural design features and the location of implementation. These parameters are assessed to determine how effectively the designs meet the stipulated ecological goals, how AM technologies demonstrate their potential in comparison to conventional methods and the preference locations of these implementations.

The overview revealed that the dominant artificial reef implementation occurs in the Mediterranean and Atlantic Seas, both accounting for 24%. The remaining cases were in the Australian Sea (20%), the South Asia Sea (12%), the Persian Gulf and the Pacific Ocean, both with 8%, and the Indian Sea with 4% of all the cases studied. It was concluded that fused filament fabrication, binder jetting and material extrusion represent the main AM processes used to build artificial reefs. Cementitious materials, ceramics, polymers and geopolymer formulations were used, incorporating aggregates from mineral residues, biological wastes and pozzolan materials, to reduce environmental impacts, promote the circular economy and be more beneficial for marine ecosystems. The evaluation ranking assessed how well their design and materials align with their ecological goals, demonstrating that five cases were ranked with high effectiveness, ten projects with moderate effectiveness and one case with low effectiveness.

AM represents an innovative method for marine restoration and management. It offers a rapid prototyping technique for design validation and enables the creation of highly complex shapes for habitat diversification while incorporating a diverse range of materials to benefit environmental and marine species’ habitats.

The purpose of this study is to explore the perceptions of teachers’ and undergraduate students concerning the provision of written corrective feedback (WCF) in Saudi EFL writing classrooms in the form of a case study.

The sample consisted of three teachers and five students, whose views on WCF were recorded via individual semi-structured interviews to gather qualitative data.

The results revealed some divergent viewpoints between students and teachers and among peers in both groups.

By offering the best WCF practice and considering students' interests, this research is important for improving the pedagogical approaches used by EFL instructors for teaching writing to university learners. It will, therefore, have more of an impact on EFL writing instruction.

In the field of heritage science, especially applied to buildings and artefacts made by organic hygroscopic materials, analyzing the microclimate has always been of extreme importance. In particular, in many cases, the knowledge of the outdoor/indoor microclimate may support the decision process in conservation and preservation matters of historic buildings. This knowledge is often gained by implementing long and time-consuming monitoring campaigns that allow collecting atmospheric and climatic data.

Sometimes the collected time series may be corrupted, incomplete and/or subjected to the sensors' errors because of the remoteness of the historic building location, the natural aging of the sensor or the lack of a continuous check of the data downloading process. For this reason, in this work, an innovative approach about reconstructing the indoor microclimate into heritage buildings, just knowing the outdoor one, is proposed. This methodology is based on using machine learning tools known as variational auto encoders (VAEs), that are able to reconstruct time series and/or to fill data gaps.

The proposed approach is implemented using data collected in Ringebu Stave Church, a Norwegian medieval wooden heritage building. Reconstructing a realistic time series, for the vast majority of the year period, of the natural internal climate of the Church has been successfully implemented.

The novelty of this work is discussed in the framework of the existing literature. The work explores the potentials of machine learning tools compared to traditional ones, providing a method that is able to reliably fill missing data in time series.

This study aims to explore how university language students evaluate different sustainability themes and examine the overall relevance of ecological, social, cultural and economic sustainability dimensions in language education.

A questionnaire was designed to study Finnish university language students’ (n = 55) order of priority for sustainability dimensions and their sub-themes and the justifications for the priority orders using a mixed methods design. Qualitative content analysis was conducted using NVivo software, and weighted rankings were used to analyse the quantitative data.

The findings of the study showed that language students evaluated the social and cultural dimensions as the most relevant in language teaching. In all dimensions, students approached sustainability mainly by prioritising larger issues and advancing towards smaller ones. Most non-directional responses appeared in the economic dimension. In addition, individual prioritising and justification approaches varied between different sustainability dimensions.

To the best of the authors’ knowledge, no previous studies have examined language students’ evaluations of and justifications for all four sustainability dimensions. The results highlight the need to use multiple, holistic approaches and systems thinking to incorporate education for sustainable development.