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This meta-analysis evaluated the effectiveness of data-driven learning (DDL) among low-proficiency L2 English learners, addressing the mixed results found in previous meta-analyses. The study incorporated 38 studies involving 2085 participants, yielding 37 effect sizes from control-experimental (C/E) studies and 42 from pre- and post-test (P/P) studies. The findings demonstrated that DDL had a medium effect in C/E studies (g = 0.71) and a large effect in P/P studies (g = 1.43). The moderator analyses, based on the corpus-based language pedagogy (CBLP) framework by Ma et al. (2022), examined 7 pedagogical moderators. The results reaffirmed the efficacy of DDL in teaching lexicogrammatical items and suggested DDL’s curriculum flexibility; the duration of DDL did not significantly impact its effectiveness. Unique to this meta-analysis were findings that DDL was more effective for low-proficiency L2 learners of English when employing the following pedagogical strategies that cater to the cognitive-social nature of DDL: (1) utilizing paper-based concordancing to facilitate the pedagogical processing of corpus resources, (2) leveraging learners’ first language (L1) to improve comprehension of concordance meanings, (3) applying interactive communication with teacher verbal guidance or teacher verbal feedback attuned to learner responsiveness, and (4) providing teacher support in collaborative work to reduce the collaborative cognitive load on learners. Finally, this study proposed a holistic approach to CBLP design tailored to low-proficiency L2 learners, which presents an essential frontier for future research.

Blended learning (BL) is regarded as an effective strategy for combining traditional face-to-face classroom activities with various types of online learning tools (e.g., e-books). An effective feature of e-books is the ability to use digital notes. When e-books are used in BL, the strategic adoption of note-taking provides benefit that influence the learner' progress for self-regulated learning (SRL) and course achievements. However, learners tend to be unsure about how note-taking is performed using online learning materials and lack sequential patterns of e-book note-taking for SRL. Thus, in this paper, an exploratory study was conducted in an undergraduate course that implemented the BL design. The learning task for the blended learners in the present study was to study the learning material using BookRoll, an e-book system, during in-class and out-of-class learning sessions. Lag sequential analysis of the e-book learning behavior data was conducted to identify the blended learners' sequential behaviors of e-book note-taking for the cognitive strategy use of SRL. Moreover, the difference between higher- and lower-achievement blended learners in terms of their sequential behaviors of e-book note-taking for SRL was revealed. This study can help educators provide evidence-based educational feedback to learners regarding the identified sequential patterns of e-book note-taking that can be applied as effective strategies for promoting the cognitive strategy use of SRL and improvement of course achievement in BL.

Mobile technology is regarded as a helpful tool facilitating language learning. However, the success of mobile technology largely depends on learners’ acceptance. This study explored the factors that may affect students’ intention formation regarding mobile-assisted language learning (MALL) in the context of higher education through the lens of action control theory. The study adopted mixed methods: an online survey of 557 students and individual interviews with 70 students. The findings indicated factors in each of the three dimensions (preoccupation, hesitation, and volatility) of action control theory that positively or negatively influenced the students’ intention to use mobile technology for language learning. According to the findings, these influential factors may be related experiences in the preoccupation dimension, design and feature interference of MALL applications and teachers’ teaching style influence in the hesitation dimension, and overall appraisal and performance impact and other novelty interference in the volatility dimension. Students’ success in initiating and completing a MALL task depends on mainly depends on their acceptance of MALL, and this acceptance is affected by these factors in a positive or negative direction. The strengthening of the positive influence and the weakening of the negative influence caused by these factors should be paid attention to in the process of performing and engaging in a MALL task. Students’ concerns regarding the use of mobile technology in language education are addressed with suggestions for future research and practice in light of the findings.

This study employed drawing and co-word analysis techniques to explore students’ preferences for AI-assisted learning environments. A total of 64 teacher education students from a university in Taiwan participated in the study. The participants were asked to describe their perceptions of AI-assisted learning in the form of drawings and text descriptions. In order to analyze the content of the students’drawings, a coding scheme was developed based on the activity theory framework. Based on the results of the analysis, it was found that students placed more importance on personalized guidance and appropriate learning content provision. In addition, students acknowledged that AI technology can be used flexibly in different fields and situations. Interestingly, more than half of the students agreed that robots play important roles in AI-assisted learning. This indicates that the students expected a social AI learning companion. However, it was found that students’ expectations of an AI learning environment were less connected to the real environment and did not reveal learning activities with higher order thinking. In addition to the need for accurate and fast AI computing, this result indicated that professional instructional guidance is also an expectation that students have of AI education.

This study examined how information and communications technology (ICT) related factors and country-level economic status influence student academic achievement. Two-level structural equation modeling was employed to investigate both student-level and country-level variables, using the PISA 2015 data of ninth-grade students across 39 countries. The findings indicate that: (a) students’ interest in ICT, perceived ICT competence, and autonomy had positive impacts on academic performance; (b) GDP per capita had significant interaction effects on the relationship among ICT-related factors (ICT use for studying at school, for entertainment, and perceived ICT autonomy) and academic performance; and (c) a higher level of students’ perceived autonomy in ICT resulted in better learning outcomes in countries with less income inequality.

A new, highly reactive spacer-armed glycosyl-acceptor derivative of normuramic acid latam was synthesised using an optimized synthetic scheme. The scheme allowed the complete suppression of the side intramolecular N -alkylation reaction occurring during the preparation of this substance using a method based on intramolecular 3- O -alkylation. It was shown that intramolecular N -alkylation in the 3-chloropropylglycoside derivative of normuramic acid lactam led to the formation of an unusual tetracyclic derivative. The reaction of the synthesized reactive glycosyl-acceptor 4-hydroxy derivative with the lowre active 2-methyl-glucopyrano-[2,1- d ]-2-oxazoline glycosyl-donor resulted in a spacer-armed disaccharide derivative of normuramic acid lactam structurally similar to the repeating fragment of the bacterial spore cell wall peptidoglycan.

A method for the synthesis of new conjugates of tetrahydro-γ-carbolines and adamantan-1-amines linked via a trimethylene spacer was developed.

A series of hydrophilic derivatives of chlorophyll a containing a digalactose fragment and fragments of mono-, di-, and triterpenoids attached to the porphyrin macrocycle through the amide bond were synthesized. The dark and photocytotoxicity of new terpene-containing chlorin-galactose conjugates were assessed in comparison with the chlorin-galactose derivative without the terpene substituent. It was found that the incorporation of the diterpenoid isosteviol increased the photoinduced cytotoxicity against the HeLa cells at a concentration of the target compound of 1 µmol L −1 . A significant decrease in the survival of the HeLa, A549, and HT-29 cells occurred under the photoinduced exposure to all the studied compounds at a concentration of 10 µmol L −1 .

A synthetic approach to novel fluorinated 5,5′-dialkyl-substituted dipyrromethanes based on acid-catalyzed condensation of the corresponding pyrroles and ketones was developed. High efficiency of this transformation for a wide range of pyrroles and ketones was demonstrated using trifluoromethanesulfonic acid as a catalyst. A series of novel fluorinated dipyrromethanes was obtained in high yields.

The alkylation of 2,4,5-triarylimidazolines with allyl bromide, methallyl chloride, 2-chloromethyl- gem -dichlorocyclopropane, or 4-chloromethyl-1,3-dioxolane gave the corresponding new N -substituted derivatives. Molecular docking revealed that N -substituted 2,4,5-triarylimidazolines are capable of binding to the MDM2 protein in the way similar to nutlins. Cytotoxicity of the obtained derivatives was evaluated, and it was demonstrated that it is within the micromolar range of concentrations.