EFL - Science topic

Hello, have a look at the following academic works:

Dear Farhad Mardaneh ,

Thank you for your question,

To enhance Intercultural Communicative Competence (ICC) in pre-intermediate EFL learners, effective materials include authentic texts, videos, role-plays, songs, and virtual exchanges. Case studies, multicultural literature, and interactive cultural dilemmas further develop awareness and adaptability. These resources expose learners to diverse perspectives, real-life communication, and cultural nuances, fostering effective cross-cultural interactions.

Best,

Zylfije Tahiri

Done, Dear Dr

Thank you, Baiben. Unfortunately, only native Speakers of English or Spanish can be considered for participation. I really appreciate your willingness. Thanks again.

For some possibilities, go here https://www.baleap.org/jobs and scroll down.

Many thanks for your reply!

Hello, here are some academic publications

Gilmore 2010 " Exploiting Film Discourse in the Foreign Language Classroom" : https://www.academia.edu/11315036/Catching_words_Exploiting_film_discourse_in_the_foreign_language_classroom

Donaghy 2014: " How Can Film Help You

Teach or Learn English? " : https://www.britishcouncil.org/voices-magazine/how-can-film-help-you-teach-or-learn-english

Good luck!

Nilufar Azizbayeva I suggest the adoption of multicultural education approaches/practices, which are inclusive practices, to be utilized in EFL classroom settings.

Here are some ideas that just popped into my mind:

1. "Fostering student centeredness via AI-driven tools" = you can focus on the many AI tools that enhance second language learning.

2. "Study mobility experiences as L2 skills enhancer" = you focus on students' mobility experiences and how these foster second language acquisition (away from standard teacher-driven classroom lecturing)

Please read my article related to your topic on ResearchGate. Entitled:

(THE IMPACT OF DISCUSSION ACTIVITIES ON IMPROVING STUDENTS' FLUENCY IN SPEAKING SKILL).

Interesting!

Dear Jamal Kaid Mohammed Ali , thanks for sharing this question. Let me tell you that I have found similar discussion room, related to the issue that you have raised.

Some use case scenarios that come to mind:

1. Social Network Analysis: AI can analyze the structure of online social networks and how language flows within them. This helps us understand how social connections and communities influence language use.

2. Analysis of Speech, Text, etc.: AI-based Natural Language Processing techniques like named entity recognition, different types of topic modeling, etc., can be used to identify patterns and topics from the corpus.

3. Machine Translation, Dialect identification

4. Sentiment Analysis

I hope others can add some recent use cases as well.

their qiraat of quran of the arabic language greatly affects their English speaking.

Z. Zainurrahman Z. Zainurrahman I'd like to share some of my experience with a "process" learning style. However, could you give some background to your question? For example what age are you teaching?? Do they all share/come from a common culture ?? Do they all encounter similar styles of teaching and learning or does this vary ?? Is this an open and creative environment or more regimented ?? Is there adequate time to work with students individually or will “process writing” be introduced and explored in a uniform style ?? Are you free to develop your own manner to evaluate the "process" of learning or does the school prescribe and administer student evaluation exams ??? And lastly are you a teacher or is this research into new methods of teaching ???

Maybe this will help.

Celik, I. (2022). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. https://doi.org/10.1016/j.chb.2022.107468

Hello Kokona Hinoke , I appreciate your consideration to share your thoughts with me and I am so honored to help you. Given that educators and researchers have addressed this topic with studies for decade, yet every single teacher has their own unique experience of applying any approach. So I recommend that you reserve yours. Have your own teaching style and be proud of your signature work. This is my personal belief I loved to share with yo.

However, to answer your question I will share you a very enriching paper written by a bunch of valuable scholars and experts in this field. I believe it would help you so much. Thanks for sharing and best wishes for you👌🏽

Google Scholar can help you better to find the papers you want.

Dear Kokona,

I can think of the classic "University Grammar of English" by Quirk and Greenbaum. I also suggest the Co-Build Grammar, which is corpus-based, relying on genuine English as used by real people.

I hope this useful.

Following. That's an interesting topic. Practical considerations: Are you going to use only digital versions? Are you going to actually READ all digital stories? Are you going to scan and digitize? You will need stories published in different eras to be able to diachronically compare gender representation shifts.

See these links:

Teachers and lecturers worldwide are increasingly integrating AI tools like ChatGPT into English as a Foreign Language (EFL) classes and writing instruction to enhance learning outcomes. AI tools offer several benefits, including personalized learning experiences, instant feedback, and language practice in real-world contexts.

In EFL classes, teachers leverage AI tools to provide individualized support to students based on their proficiency levels and learning needs. ChatGPT, for example, can engage students in conversational English practice, helping them improve their speaking and listening skills. Additionally, AI-powered language learning platforms offer interactive exercises, quizzes, and games tailored to students' abilities, making learning more engaging and effective.

In EFL writing classes, AI tools play a crucial role in providing feedback and assistance throughout the writing process. Teachers use ChatGPT to generate prompts, brainstorm ideas, and offer instant feedback on grammar, vocabulary, and sentence structure. By analyzing students' writing samples, AI tools can identify common errors and areas for improvement, enabling teachers to focus on targeted instruction and scaffold students' writing skills effectively.

Overall, the integration of AI tools like ChatGPT in EFL classes and writing instruction empowers teachers to create dynamic and interactive learning environments that cater to diverse learner needs. By leveraging the capabilities of AI, educators can optimize instructional delivery, facilitate language acquisition, and foster students' proficiency in English communication and writing skills.

I would make the questions short, clear and to the point. For example:

How do you feel about this module?

Did yoy face any difficulties? If yes what were they?

What would you like to see in the next teaching moduls?

If yoy would delete something what would it be?

If you would like to add something what would it be?

Ans so on. Hope this was helpful!

Goodluck

Definitely.

Do you feel online fatigue? If yes, explain the reason and support your answer with examples?

Does online leaning demotivate students/ teachers?

It is not a good idea to use the same questionnaire that has been used in a published work. It is better if you can use the questionnaire as a sample and rewrite your own questionnaire and avoid the issue of plagiarism.

The Theory of Multiple Intelligences is the most famous psychological theory from the American scientist Dr. Howard Gardner and has greatly helped English language teachers to apply his theory in a variety of ways by applying relevant techniques, this theory also made a very important turn in the field of education. This theory is considered to serve as a basic theory on the construction of an effective teaching methodology, and in this case, we have the so-called Differentiated Instructions methodology in the English Language classrooms in Lower and Upper secondary public schools in Kosovo. The exploratory research study aims to reveal the effectiveness and importance of this theory in EFL classrooms in Kosovo. The techniques followed in the examination focused on presenting two kinds of data, quantitative and qualitative data. The methodology used in this research is considered effective, given that for each research question findings were made. The research presents and reflects the teaching methodology in the English language classroom and the integration of MI theory in the classroom. This research presents the investigation of the Intelligence profile of English language teachers in Kosovo and its correlation to their teaching methodology, their knowledge of the theory of Multiple Intelligences, as well as its importance in the classroom. During the empirical research, it was seen that English language teachers in lower and upper secondary public schools have an average knowledge of the theory in question, that their intelligence profile is almost Linguistic, and that their teaching methodology is mainly behavioral and cognitivist in some rare cases, therefore, differentiated instructions as a teaching methodology are applied average in the EFL classrooms. Author:

Hello, I also curious to know about corpora in the sketch engine. I think we can add data from our language to that machine. If other persons who create the data on that machine by using our language, we can use the data to make comparisons with other languages.

SpeechRecorder by LMU Munich University. I would still recommend PRAAT, however. It's simple and there are many tutorials about how to use it on YouTube.

Very exiting! I am looking foreward to read more! I am exited to link this new method with Paulo Freires teaching philosphy!

It depends on how you use it, I reckon that. Of course, every coin has two sides. For me, I never try to use Chat GPT in a lesson because I do not trust everything that it generates for me as sometimes it can be misleading and biased.

Being a liberal ESL/ EFL teacher myself, I embrace many new technologies and new ideas. However, It does not mean that I will jump on a bandwagon.

So the conclusion is that I never use it in any lesson.

I think there is an Army Regulation about NATO terminology. The Joint School for Foreign Languages should also have some kind of hanbook. Moreover, I found some interesting aechives, that I am attaching to this message. I think you will find the preety useful...

I am interested in collaborating with you. Would you like to publish the results in Scopus ar WOS based journals?

Literacy is a part of competence and is referred to correct usage of language esp. written. It is closer to performance because it presupposes language usage. Competence is more ideal, generalized knowledge or understanding how a certain languge works.

1. Subject-Verb agreement.

2. The more they write, the more mistakes they make.

3. They need to be taught on how to write concisely.

The ideal teacher is one who cares deeply about his students. He must also be a humble and humble person who proves that true knowledge gives a person humility. The ideal teacher always understands his students, helps them learn effectively

. On the other hand, there is no distinction between them. He is a person who is loyal to his teaching profession, and he is an expert in his profession.

Vahid Norouzi Larsari

Hi,

Your selection method is chiefly purposive sampling, as you’ve chosen distinct sixth-grade male students from Rezvanshahr based on set criteria, including their OQPT scores. The subsequent random allocation to groups only took place after this deliberate selection, so the principal approach is purposive.

Hope this help.

ChatGPT, an artificial intelligence language model, has been the subject of several studies examining its impact on various aspects of education, including EFL (English as a Foreign Language) students' social and emotional learning. While there is limited research specifically focused on this topic, some studies have explored the effects of ChatGPT on learning motivation, attitudes, and perceptions in educational contexts.

Research Findings

One study, titled "Impact of ChatGPT on Learning Motivation : Teachers and Students' Voices," surveyed 196 university students to gather data on the impact of ChatGPT on learning motivation . The results indicated a negative correlation between the use of ChatGPT and learning motivation. However, it's important to note that this study did not directly measure the impact on social and emotional learning but rather focused on learning motivation specifically.

Another study, "The Perception of Artificial Intelligence in Educational Contexts after the Launch of ChatGPT : Disruption or Panic?" examined the perception of artificial intelligence, including ChatGPT, in educational contexts. While this study did not specifically address social and emotional learning, it highlighted the need to explore the potential disruptions and challenges posed by the integration of AI technologies in education.

Potential Impact on Social and Emotional Learning

While there is limited research specifically addressing the impact of ChatGPT on EFL students' social and emotional learning, it is essential to consider the potential implications. Language learning, including EFL, often involves social interactions and emotional engagement. These aspects play a crucial role in developing communication skills, cultural understanding, and self-confidence.

The use of ChatGPT in EFL classrooms can provide opportunities for students to practice their language skills and engage in conversations. However, it is important to balance the use of AI technologies with human interaction to ensure that students have meaningful social interactions and emotional connections with their peers and teachers.

Considerations for EFL Teachers

EFL teachers should consider the following factors when incorporating ChatGPT or other AI technologies into their classrooms:

Supplementing rather than replacing: While AI technologies can be valuable tools, they should not replace human interaction and guidance. EFL teachers should continue to play an active role in facilitating social interactions and emotional development in the classroom.

Monitoring and feedback: EFL teachers should closely monitor students' interactions with ChatGPT and provide feedback to help students develop their language skills, social awareness, and emotional intelligence.

Promoting collaborative learning: Encouraging students to work together in pairs or groups, both with AI tools like ChatGPT and with their peers, can foster social and emotional learning. Collaborative activities can provide opportunities for cooperation, empathy, and the development of interpersonal skills.

Addressing potential biases: EFL teachers should be mindful of potential biases in AI technologies, including language models like ChatGPT. It is essential to critically evaluate and discuss the content generated by AI tools to ensure that it promotes inclusivity, cultural sensitivity, and respect for diverse perspectives.

Balancing screen time: While AI technologies can be engaging and beneficial, it is important to strike a balance between screen time and other activities that promote social and emotional development, such as face-to-face conversations, group work, and experiential learning.

Dear Bushra, there are several published scales for both foreign-language anxiety and foreign-language enjoyment in the L2 literature. A recent article that measured both FLA and FLE is: Jean-Marc Dewaele & Mateb Alfawzan (2018): Does the effect of enjoyment outweigh that of anxiety in foreign language performance? - This might be a good starting point.

While there is no specific search result directly addressing the beliefs of engineering students in China's application-oriented universities, we can still gain some insights from the available information. Here are a few relevant findings from the search results:

The belief in the importance of English proficiency: English proficiency is often considered essential in EFL education, including in China. This suggests that engineering students, regardless of their proficiency levels, may understand the importance of English in their field.

The impact of English proficiency on attitudes: One study mentioned that low English proficiency was linked to higher levels of demotivation among EMI (English-Medium Instruction) students. This suggests that engineering students with lower English proficiency may face greater challenges and potential demotivation in their English language learning.

Learner autonomy and English proficiency: Another study explored the relationship between learner autonomy and English proficiency. It highlighted that learners with higher English proficiency tend to have a higher degree of social autonomy in their learning environment . This suggests that engineering students with higher English proficiency may be more independent and self-directed in their language learning.

Based on these findings, we can infer that there may be differences in EFL learning beliefs between high-English-proficiency and low-English-proficiency engineering students in China. Students with higher English proficiency may exhibit greater motivation and learner autonomy in their EFL learning, while those with lower English proficiency may face additional challenges and potentially be less motivated.

It's important to note that these conclusions are based on general observations from the search results, and more specific research focusing on engineering students in China's application-oriented universities would be needed for a more accurate assessment of their EFL learning beliefs.

To control extraneous variables in quasi-experimental design you have to pick up the homogeneous control as well as the experimental group members in terms of linguistic proficiency level ,age ,bilingual/multilingual issues ,to measure their , emotional engagement,interest, and attitude toward OER before the instructional period. As both the groups are similar and after the intervention the result will be a form of testimony that the experimental design has contributed a lot in this changed phenomenon.

Peer review can be an effective tool for enhancing strategic competence in EFL students. It encourages students to reflect on their own work, gives them the opportunity to receive feedback from others, and helps them to communicate their ideas more effectively. Peer review can also help students to develop critical thinking skills and improve their ability to evaluate the work of others.

To successfully implement peer review in EFL classrooms, it is important to provide students with clear guidelines and criteria for evaluating each other's work, and to train them in effective feedback strategies. Teachers should also be actively involved in the peer review process, providing guidance and support to students as needed. Overall, the success of peer review as a tool for enhancing strategic competence will depend on the attitudes and practices of both teachers and students, and their willingness to engage in the process.

Dear Colleague,

This is a good question!

Since the test is about teaching English as a Foreign Language with the content of the intervention is "just" polite requesting. Attention should be attached to the following two aspects:

(1) Test items type: Is it a test of multiple choice questions or short answer questions? If it is an objective test of 20 or 30 multiple choice questions, the interval may be longer, say, two weeks or so. If it is a test of short answer questions or an essay question, the interval may be shortened to one week;

(2) Test effect

If test effect is put into consideration, the time interval btw pre- and post-test should be no more than 3 days. The reason is simple: during those three days, the general proficiency of the students, statistically, will not have significant changes.

Pronunciation intelligibility is subjective, and it is hard to evaluate with perfect accuracy.

For such situations, I adapt the idea behind the 6 Plus 1 Traits model.

Attached is an oral proficiency rubric I have used. It is not ONLY intelligibility, but it shows how you can break down one of the English skills into component parts and evaluate each to achieve a total score.

For the teaching of vocabulary, you should start with the key words of the topic by introducing them to the students as an input at the very beginning of the teaching session. You can use them as isolated words through TPR, use them in a small paragraph or a short dialogue, etc. It depends on the level of the students and whether you are teaching the target language as L1 or L2 ...

Your choice is basically between Ancova, Anova and Repeated Measures Anova. The issues involved in making the choice are discussed here:

1. what is the effect of metacognitive strategy instruction on the listening skills of the students?

2. what is the effect of metacognitive strategy instruction on the reading skills of the students?

3. what is the mean difference between male and female in the effect of metacognitive strategy instruction on the listening skills of the students

4. what is the mean difference between male and female in the effect of metacognitive strategy instruction on the reading skills of the students?

5. what is the effect of metacognitive strategy instruction on the metacognitive awareness of the students?

6. what is the mean difference between male and female in the effect of metacognitive strategy instruction on the metacognitive awareness of the students?

An alternative may be "Communicative Game-based learning in an EFL context: Students' and lecturers' perceptions."

Dear Changhong Peng

If your question starts with 'what are the effects...', then you will have an experimental study.

If your question starts with 'what is the relation...', then you will have a correlational study.

Having said that, what is more convenient for you? Do you have time to implement a treatment in order to carry out an experimental study?

In case you decide to do that, you could choose a set of metacognitive strategies to teach to a group of students for some time and see the effect of that treatment on their comprehension (either reading or listening, or both). You also need to be specific regarding the task you will use. Then, you question would be something like:

'what are the effects of learning x and y metacognitive strategies on understanding main ideas?'

In this case, you would need to find out what metacognitive strategies have not been investigated yet, or what reading/listening tasks have not been investigated yet.

Here you need to have a control group, so it would be a between-subject design.

You could also conduct a correlational study to see whether students who are successful readers/listeners implement metacognitive strategies. Again, you would need to choose a specific task... understanding supporting details, for example. You would need some kind of measure of metacognitive strategies, like a questionnaire. Here you could have a within-subject design. So, your research question would be something like:

'what is the relation between understanding supporting details and the use of x and y metacognitive strategies in successful reading/listening comprehension?'

I hope this helps!

Best.

My suggestion, go refer to Research Typology (Strang,2015) and Research Onion (Saunders, 2015) and from that, you customize your own research method according to requirement of your study

Appreciated, really useful.

Hello Sidi Youssef El Baghdadi !

I am not sure I understand your question. As far as I know, the product and process approaches are used in teaching writing.

As an English teacher, I use three stages to teach listening (pre, while, and post). Through these stages, I focus on listening subskills such as skimming and scanning. I also employ Jigsaw listening activities to make the lesson more communicative.

Could you please explain the process/product approaches very briefly?

So there you have it. Blaine Tomkins and I are on opposite ends of the participant engagement spectrum. My approach is to engage their honesty and aid their reflection by a sense of respect and non-judgmental interest combined with a genuine curiosity to hear what they have to say. By a declaration of trust in the participant, and a sense that the research is important and that their participation is an important contribution I hope to minimise loss of interest and motivation.

However, you may also design defensively, as Blaine points out, and keep the participants in the dark as to the real purpose of the study, and make it hard for them to develop a coherent overall response set by presenting the items in a random order. I trained under this paradigm and know it well.

In the end, it's mostly about your vision of the relationship between research and the people who participate. Do we take data from them or create knowedge with them?

I guess my position is clear!

https://ajet.net › jet-resources › esl-teaching-courses-and-programs

Best regards

I think that analysis and discussion of complex situations can help them to consider the necessity of considering unusual solutions for new problems developing a useful sense of creativity for fostering their problem-solving skill.

A couple of ideas:

I suggest you group them in groups of four and within that group, make pairs. By doing so, they have a better chance to speak and are actively engaged, which is necessary to fulfill the task.

It is important for them to know the vocabulary and the grammar points before any activity, warming up and use modelling for them to know what you expect.

Activities you can do:

- Giving one of them pictures and the other one prompting questions. One asks and the other answer. Then they swap. Let them talk and be a guide. Take notes. At the end of the lesson, share common mistakes with the class.

- Learning stations. Make 5 stations and students rotate every six - seven minutes (depending on the station). Within each learning station, provide them with activities they need to talk. For instance, one station is about telling the time, another one is speed talking about mini topics or interviewing, the other about charades game, taboo cards and so on and so forth.

- Guess who. They have to describe the character or if their level is not too high, you give them the description and they read it aloud for their pairs in order to guess. You can facilitate prompts for the guessing student to make questions and trying to guess.

- Draw a picture. They get a card and by giving details, the other one has to draw.

- Using story cubes, throwing them and inventing a story.

- Role plays. The simulate situations.

Hope it is of help.

Regards.

Dear Samaher, I did not know that "language learning mindset" was an established term (or, rather, an established learner variable) in SLA research at all. I agree with Ting He that it sounds like a collection of other learner features, such as their L2 aptitude, L2 motivation, or L2 competence. I suppose that "self-efficacy" for L2 learning would be a student's belief in their capacity to act in the ways necessary to learn the L2. In any case, you may want to look up both terms in any available SLA Handbook's index to find more clear-cut definitions.

Developing good analytical tools (learning analytics/educational data mining) based on learners' interactions in the learning environment might give as an insight...

It is amazing how many ways we have of displaying and presenting various types of lexical and pragmatic information. These displays and presentations are at various levels of abstraction, detail and presentation medium. They are chosen to represent time, space, significance, and other relative differences. Consider the following: Advertisement, Audio-Visual Aid, Bar Graph, Bell-Shaped Curve, Blood Lines, Caricature, Cartoon, Category, Cause-Effect Line, Chain of Command, Chinese Boxes, Drawing, Family Tree, Floor Plan, Flow Chart, Hierarchy, Map, Matrix, Musical Score, Outline, Photograph, Diagram (e.g. Reed Kellogg), Set, Sketch, Time Line, Tree Diagram, Venn Diagram, etc. This lexical and pragmatic information can be presented over various mediums. Consider the following: Book, Card Catalogue, Catalogue, Chalk Board, Cell Phone, Internet, Journal, Magazine, Movie, PowerPoint, Radio, Skype, Teleconference, Telephone, Video Stream, Webinar, White Board, Zoom, etc. And information can be organized alphabetically, numerically, sequentially, spatially, etc. Lexical items can also be semantically weighted, and related to other lexical items in various ways, and these weightings and relationships can be quantified (always, usually, sometimes, seldom, never, etc. How important for you is pragmatics in the field of Teaching English as a Foreign Language?

The language problem in ADHD could be expressed in any age, in different intensity levels, that could bring negative effects in all daily activities and learning process, which depends on the right language acquisition during the child’s development. Among the most common comorbidities in ADHD, the abnormalities in language result in greater unsatisfactory evolution and many problems in verbal and nonverbal abilities, and even more in academic life, as a result of losses in reading and writing appropriation.

People who have some kind of obsessive compulsive disorder (OCD) can in certain circumstance train themselves away from that behavior. In so doing they actually alter the metabolism of the OCD circuit in the brain. I remember as a child that my father could wiggle his ears and I could not. However, by spending a lot of time willing my ears to move, they eventually did. Reattribute by recognizing the need to develop new brain circuitry, taking advantage of the fact that the brain is known to be plastic throughout one’s adult life. Until the circuitry develops it is pointless to be disappointed at mistakes or less than perfect pronunciation or communication in the new language.

Estimada Ana briceida Pimente

Estoy buscando oraciones simples para el Reading Span Test en inglés. Esta es una prueba de uso común para medir la capacidad de la memoria de trabajo verbal. Dado que mis participantes son estudiantes de EFL, creo que esta es la mejor prueba compleja de capacidad de memoria para usar. Además, tendré que crear varios otros instrumentos, así que pensé que sería mejor usar un RST que haya sido validado.

The assistance you may find depends on the subjects' L1 involved besides English. I believe it is helpful if you specify the L1 in the question.

Dear Changhong Peng,

For reading, there is the Motivations for Reading Questionnaire (MRQ), which was originally intended for children (check the links below). You could adapt this instrument to use with an elderly population, or you could always devise your own questionnaire.

Cheers,

It seems to me that seeking to publish theory in an applied linguistics outlet is like trying to fit a square peg in a round hole. When the theory becomes viable, you may apply it and publish your findings in applied linguistics journals. I suggest for theory journals such as Journal of Linguistics, Theoretical Linguistics, Natural Language and Linguistic Theory, etc. Good luck with your theory.

Dear Changhong Peng,

I have a colleague here in Brazil who researches MALL in EFL who may be able to help you. Her name is Luana Garbin Baldissera. There is one article you could read about apps for developing pronunciation (see link below). Right now, she is working on the development of listening skills through videos. Her e-mail is luanagbaldissera@gmail.com. You could also contact her advisor, Celso Henrique Soufen Tumolo.

Best regards.

For having language skills, the great challenges are shyness and the consciousness about the reactions of the listeners.

Brandon J. Barnard Definitely agree

My dear ,

It depends on the aim of your study and you have to choose the suitable instrument for your study

Good luck

Using strategies for pronciation for EFL learners are so essential. Those learners need to learn such strategies since they do not meet native speakers of English, thus learning opportunities to pronounc English are limited compared to ESL learners.

These may be of some use:

Good luck!

I recommend choosing your topic this way:

Think about all of your coursework. What things interested you most? They review academic papers related to your subject. Ask yourself what additional questions you have that what you read did not answer. Then ask yourself how you could collect data to answer your question.

This process may help you narrow down your topics and also help you choose a topic that interests you.

Dear Samaher, your research would need to start from the research question(s) that you want to answer - and not from the research instruments you are using. The instrument itself is only a way to gather data that can help you to answer your question(s). So the simplest idea to help you would be to turn your research back on its feet: Start with want you want to find out about (which usually derives from what is already know/not yet known in your area of research) - and only then pick the scales that are appropriate to measure the student characteristics that you are interested in.

Liqaa Habeb Al-Obaydi And do you think it is/was beneficial to students?

When students are interested, they can get their attention focused! Focusing is so important to observation!

I would determine whether or not the participants consented to the use of their data beyond the study that they originally consented to. Sometimes this means contacting the collecting researcher.

This article explains the importance of paying attention to the cognitive aspect of the teacher and its impact on the student

نعم

If you know the principal planes of your lens you can use the simple lens equation if you set the object distance as the distance between the object and the first principal plane and the image distance as the distance between the second principal plane and the image while using the EFL as the focal length.

Otherwise, the ray tracing can be quite complicated - even the procedure described by Piergiacomo will not be completely correct if at least one of the individual lenses in a lens system are "thick".