Sparse Information Filtering for English Language Repositories Using Multilevel Interactive Attention Mechanism

The Recommender System (RS) has obtained a pivotal role in e-commerce. To improve the performance of RS, review text information has been extensively utilized. However, it is still a challenge for RS to extract the most informative feature from a tremendous amount of reviews. Another significant issue is the modeling of user–item interaction, which is rarely considered to capture high- and low-order interactions simultaneously. In this paper, we design a multi-level attention mechanism to learn the usefulness of reviews and the significance of words by Deep Neural Networks (DNN). In addition, we develop a hybrid prediction structure that integrates Factorization Machine (FM) and DNN to model low-order user–item interactions as in FM and capture the high-order interactions as in DNN. Based on these two designs, we build a Multi-level Attentional and Hybrid-prediction-based Recommender (MAHR) model for recommendation. Extensive experiments on Amazon and Yelp datasets showed that our approach provides more accurate recommendations than the state-of-the-art recommendation approaches. Furthermore, the verification experiments and explainability study, including the visualization of attention modules and the review-usefulness prediction test, also validated the reasonability of our multi-level attention mechanism and hybrid prediction.

Gliomas, the most aggressive primary tumors in the central nervous system, are characterized by high morphological heterogeneity and diffusely infiltrating boundaries. Such complexity poses significant challenges for accurate segmentation in clinical practice. Although deep learning methods have shown promising results, they often struggle to achieve a satisfactory trade-off among precise boundary delineation, robust multi-scale feature representation, and computational efficiency, particularly when processing high-resolution three-dimensional (3D) magnetic resonance imaging (MRI) data. Therefore, the aim of this study is to develop a novel 3D segmentation framework that specifically addresses these challenges, thereby improving clinical utility in brain tumor analysis. To accomplish this, we propose a multi-level channel-spatial attention and light-weight scale-fusion network (MCSLF-Net), which integrates a multi-level channel-spatial attention mechanism (MCSAM) and a light-weight scale-fusion module. By strategically enhancing subtle boundary features while maintaining a compact network design, our approach seeks to achieve high accuracy in delineating complex glioma morphologies, reduce computational burden, and provide a more clinically feasible segmentation solution. We propose MCSLF-Net, a network integrating two key components: (I) MCSAM: by strategically inserting a 3D channel-spatial attention module at critical semantic layers, the network progressively emphasizes subtle, infiltrative edges and small, easily overlooked contours. This avoids reliance on an additional edge detection branch while enabling fine-grained localization in ambiguous transitional regions. (II) Light-weight scale fusion unit (LSFU): leveraging depth-wise separable convolutions combined with multi-scale atrous (dilated) convolutions, LSFU enhances computational efficiency and adapts to varying feature requirements at different network depths. In doing so, it effectively captures small infiltrative lesions as well as extensive tumor areas. By coupling these two modules, MCSLF-Net balances global contextual information with local fine-grained features, simultaneously reducing the computational burden typically associated with 3D medical image segmentation. Extensive experiments on the BraTS 2019, BraTS 2020, and BraTS 2021 datasets validated the effectiveness of our approach. On BraTS 2021, MCSLF-Net achieved a mean Dice similarity coefficient (DSC) of 0.8974 and a mean 95th percentile Hausdorff distance (HD95) of 2.52 mm. Notably, it excels in segmenting intricate transitional areas, including the enhancing tumor (ET) region and the tumor core (TC), thereby demonstrating superior boundary delineation and multi-scale feature fusion capabilities relative to existing methods. These findings underscore the clinical potential of deploying multi-level channel-spatial attention and light-weight multi-scale fusion strategies in high-precision 3D glioma segmentation. By striking an optimal balance among boundary accuracy, multi-scale feature capture, and computational efficiency, the proposed MCSLF-Net offers a practical framework for further advancements in automated brain tumor analysis and can be extended to a range of 3D medical image segmentation tasks.

Road damage detection using UAV images based on multi-level attention mechanism

The cold-start problem in recommender systems has been facing a great challenge. Cross-domain recommendation can improve the performance of cold-start user recommendations in the target domain by using the rich information of users in the source domain. In cross-domain cold-start recommendation, users in target domain lack sufficient historical behaviors. Existing meta-learning-based methods depend on the feature distribution of training data and limit the adaptability in new tasks. To address these issues, we propose a meta-adversarial framework for cross-domain cold-start recommendation (MAFCDR) . Specifically, we employ a multi-level feature attention mechanism for independently learning the weights of long-term and short-term features to construct preferences of users in source domain. To migrate user representations, we train a meta-adversarial network that utilizes feature embeddings in the source domain as input and enhances the robustness and stability of the model. Then, the personalized bridge function transfers the user preferences in the source domain to the target domain. We build three cross-domain tasks using Amazon dataset and conduct extensive experiments, which demonstrate the effectiveness of the proposed model in cold-start user recommendation.

Cooperative learning is one of the PAK-21 learning methods that emphasize student-centered learning. This method makes students work together in seeking knowledge which in turn makes the learning process more interesting. Thus, the Ministry of Education Malaysia has strived to improve student development by encouraging the use of cooperative learning methods during the teaching and learning process. The objectives of the study are to identify the differences in high-achieving and low-achieving students’ perceptions of the effectiveness of cooperative learning, to identify high and low-achieving students' perceptions of the effectiveness of cooperative learning and to identify high-achieving and motivated learning motivations in cooperative learning in English primary school. A total of 227 Year 5 students from 3 schools were randomly selected using the survey method. The results show that there is no significant difference in the perception of high-achieving students and low-achieving students on the effectiveness of cooperative learning. Meanwhile, the average mean for the level of perception of high-achieving and low-achieving students on the effectiveness of primary school cooperative learning is high at 4,076 and the mean for the level of learning motivation of high-achieving and low-achieving students on the effectiveness of cooperative learning in primary school English is also high at 3.998. Cooperative learning has a positive impact on the learning motivation and perception of the next high-achieving students and low-achieving students can work together and establish good relationships during the teaching and learning process.

English learning is an integrated learning process in which listening, speaking, reading, writing and other parts are interrelated. Because of this feature of English learning, higher requirements are put forward for the design of English learning assistance systems. On the other hand, the wide application of advanced science and technology such as automation and cloud computing in all walks of life has promoted the development of society into the era of artificial intelligence. Under such a large development background, how to build a multifunctional integrated English learning system to realize the personalized learning of learners with different levels and different needs has become a focus of current English teaching research. With the increasing abundance of English learning materials, it has become very important to help users find suitable English learning resources from the massive materials, which directly affects the cost of learning time and interest of users. Based on this, this paper introduces a multi-similarity ranking model to achieve personalized design, and then uses artificial intelligence technology to design and implement a personalized intelligent assistant system for college English teaching.

The rapid development of new media technology has reduced the degree of restrictions on education for the elderly, and digital learning resources have gradually become the foundation of autonomous learning, providing effective guarantees for elderly English learning. Therefore, this paper conducts research on the construction of digital learning resources for elderly English. Firstly, the current situation of digital learning resources for elderly English in China was analyzed. Based on this, quality standards and strategies for constructing different types of digital learning resources were proposed. Finally, the construction methods of digital learning resources were concluded, including positioning learning resource construction goals, clarifying content systems, enriching learning resources, and evaluating resources.

Cross-lingual font generation aims to transfer font styles across different scripts while preserving character readability. However, existing methods often suffer from inconsistent style representation and the loss of critical structural details. To address these challenges, we propose DAA-Font, a Dual-branch Axial Attention font generation network that integrates dual-branch feature encoding with multi-level axial attention. The network consists of two encoders: a style encoder equipped with a structural orientation module and a direction-guided cross-attention mechanism to capture edge-aware and directional features from English characters; and a content encoder designed to model the global and local structural patterns of Chinese glyphs through convolutional and attention-based layers. A multi-level axial attention mechanism is further applied to style features across multiple scales, enabling fine-grained modeling of structural variations along horizontal and vertical axes. In addition, a style injection module dynamically modulates the decoding process to enhance style consistency in the generated fonts. Extensive experiments on few-shot and cross-lingual font generation tasks demonstrate that DAA-Font produces structurally complete characters to high style fidelity, achieving superior results to state-of-the-art methods across quantitative and qualitative benchmarks.

The need to apply science and technology is becoming an increasingly important need. For educators, the need for mastery of technology is something that must be mastered to support the learning process. The aim of this program is to equip elementary school teachers with mastery of using the Internet to facilitate the search for English learning resources and to introduce and deepen their knowledge of English learning aid sites to improve teacher performance. There are five stages in implementing a community service program to find English learning resources in Internet Usage Seminars: Introduction Stage, Social and Audience Stage, Development Stage, Internet usage training and final assessment stage. The conference lasted for two days. The first day of activity is in the form of material procurement. The second day focused on Internet usage practices. The results of measuring the satisfaction of the training participants showed that almost all participants were satisfied with the training they attended. Meanwhile, the results of the effectiveness measurement show that the training is effective and has an impact on the participants.

Many students in higher education settings struggle with learning a new language. It’s not uncommon for international students to need additional resources in learning to speak and write in English. A pilot study funded by Fort Hays State University implemented various English software programs, such as Rosetta Stone, and Memrise at one of their Chinese partnership universities. The English programs were given as an option to help the students during an English composition course. The current study took advantage of FHSU’s pilot study and used that opportunity to investigate additional variables related to second language acquisition. The current study does not assess the result of the programs used in the pilot study, but rather explores variables such as motivation and learning strategies that are related to English acquisition. There were 76 participants (36 men and 40 women) from Sias International University sampled in this study. The mean age for participants was 20.77 (SD=1.07). Students enrolled in five sections of ENG 101 from fall 2013 and another five sections of ENG 102 from spring 2014 participated in the study. As part of the study, participants completed a battery of surveys including: an ESL placement test (developed by FHSU ESL Office), a demographic survey (self-constructed), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991), the Strategy Inventory for Language Learning (SILL; Oxford & Burry-Stock, 1998), and a media consumption questionnaire (modified from Kohut, Doherty, Dimock, & Keeter, 2012). It was predicted that demographic variables (e.g., desire to study abroad, frequency with which English was spoken in the home, interest in learning English) would be related to ESL placement test scores. However, no significant results related to demographic variables were found. For example, there was no significant difference in scores on the ESL placement test between participants who desired to study abroad, did not desire to study abroad, or might be interested in studying abroad. In addition, the correlation between frequency with which English was spoken in the home and scores on the ESL placement test was not statistically significant. Similarly, the correlation between an individual’s interest in learning English and scores on the ESL placement test was not statistically significant. And, there was no significant difference in scores on the ESL placement test between participants who indicated that learning English is beneficial and participants who indicated that learning English is not beneficial. It was also hypothesized that ESL placement test scores would be related to scores on the MSLQ, SILL, and media consumption surveys. The correlations between intrinsic motivation and extrinsic motivation scores on the ESL placement test were not statistically significant. The correlations between the SILL subscales and scores on the ESL placement test were not statistically significant. The correlation between English media consumption and scores on the ESL placement test was not statistically significant. Although the correlations run between ESL placement test scores and Demographic variables, motivation scales, Strategy Inventory for Language Learning, and media consumption were found to be insignificant, this information can be beneficial for future research. Future research may use this information to take a more in-depth look at one or more of those variables and their relationship with second language acquisition or other areas of learning. Knowing that these correlations were found to be insignificant also expands the body of knowledge on second language acquisition. This study helps educators and students to understand different variables that may or may not be related to second language acquisition at the college level.

Wisdom learning is an innovation of learning style under the guidance of the smart Classroom concept, and it is an effective means to improve the efficiency of university students' language learning in the information age. This paper introduces the smart learning mode of English in minority university from the concept of the smart classroom and its interactive, experiential and diversified characteristics. It focuses on the learning design of the smart learning mode before, during and after the class. Smart learning is an effective solution to the problems of unbalanced English education resource, low initiative and efficiency in English learning in especially the underdeveloped area in China.

This research was aimed to find out the barrier factors in teaching and learning English at the ninth grade students of SMP YKP Pertamina Jambi. The research methodology of this study was qualitative research with random sampling. The researcher conducted at ninth grade students in SMP YKP Pertamina Jambi. The subject of this research is 1 teacher and 7 students, by using online interview with research instrument, technique of data collecting, and technique of data analysis. Overall, the result of this research showed barrier factors in teaching and learning English in SMP YKP Pertamina Jambi. Finding from this research shows that there are barrier factors when teaching and learning English, and factors that most influence students when learning English. Hence, it can be concluded that there was a barrier factor which was the teacher's mistake when learning English and the most dominant factor experienced by students was family factors that could affect in learning.Keywords: Barrier factors, teaching, learning process.

The objectives of this research are to describe : (1) lesson plans, (2) learning implementation, (3) constraints encountered, (4) solutions to deal with the constraints in the poetry appreciation learning on the topic of poems reading of the five year students of the State Elementary School, Gentan 2, Bendosari Sub-District, Sukoharjo Regency in the academic years 2015/2016 within the school based curriculum perspective. This research used the descriptive qualitative method. Its subjects were the five year students of the State elementary School, Gentan 2, Bendosari Sub-District, Sukoharjo Regency, in the academic year 2015/2016. The data of this research were words, phrases sentences, behaviors, activities during the learning process. The data sources of the research were learning activities, document, and resource persons or informants. The data were collected through observation, content analysis, and in-depth interview. They were validated by using the source and method triangulation, and analyzed by using the interactive model of analysis as claimed by Miles & Huberman. The results of the research are as follows. (1) The class teacher of the five year students mastered the existing curriculum and syllabus with the school based curriculum perspective and the lesson plan was equipped with the quantum learning method. (2) The learning was implemented in accordance with the arranged lesson plan, which had been prepared according to the concept of the quantum learning method. (3) The constraints encountered during the learning process were those of: (a) teacher, (b) students, (c) learning media, and (d) learning resources. (4) The solutions to deal with the constraints were as follows; (a) to improve the students interest and motivation, the teacher acted firmly by giving punishment to the students who neglected the learning but giving reward to those who responded positively during the learning: (b) to deal with the teacher’s weakness, the teacher’s attention was directed to all class, her position was sedentary, and her voice volume was made louder; (c) to deal with the learning media constraints, the students were allowed to bring their own instrumental music CDs; and (d) to deal with the learning resources, the students were given freedom to make and perform their own poem manuscripts. Keywords : poetry appreciation, quantum learning method, school-based curriculum Alisjahbana, S. Takdir. 1950. Puisi Lama . Jakarta: Pustaka Rakjat. Aminuddin. 1991. Pengantar Apresiasi Karya Sastra . Bandung: Sinar Baru. Andayani. 2004. Pendekatan Abrams dalam Pengajaran Sastra . Materi Kuliah. Burton, S.H. 1977. The Criticism of Poetry . Singapore: Logman. Djoyosuroto, Kinayati. 2005. Puisi: Pendekatan dan Pembelajarannya . Bandung: Nuansa. Effendi, S. 1982. Bimbingan Apresiasi Puisi . Jakarta: Tangga Mustika Alam. Ferrine, Laurence. 1974. Literature Structure, Sound, and Sense . New York: Harcourt Brace Jovanovich, Inc. Gani, Rizanur. 1981. Pengajaran Apresiasi Puisi: Sebuah Antologi . Surakarta: FKIP Universitas Sebelas Maret. Gino, dkk. 2000. Belajar dan Pembelajarai 1 . Surakarta: Sebelas Maret University Press. Hamalik, Oemar. 2001. Kurikulum dan Pembelajaran . Jakarta: Bumi Aksara Harjanto. 2005. Perencanaan Pengajaran . Jakarta: Aneka Cipta. Hartoko, Dick. 1986. Pengantar Ilmu Sastra . Jakarta: Grasindo. Kennedy, X.J. 1971. An Introduction to Poetry . USA : Little Brown and Company Boston. Khuzaila. 2008. http://indonesiastudy.wordpress.com/2008/11/27/apresiasi-puisi-artikel/ Diakses tanggal 9April 2015, Pukul 14.30 WIB. Mahayana, Maman S. 2009.Apresiasi Puisi: (http://mahayanamahadewa.com/sejumlah-masalah-dalam-apresiasi-puisi,htm.) Diakses tanggal 9 April 2015, Pukul 10.45 WIB. Miles, B. Mattew dan Hubberman, A. Michael. 1992. Analisis Data Kualitatif . (Terjemahan Tjetjep Rohendi Rohidi). Jakarta: Universitas Indonesia Indonesia Press. Moleong, Lexy J. 2001. Metodologi Penelitian Kualitatif . Bandung: PT Remaja Rosdakarya. Mulyasa. 2005. Kurikulum Berbasis Kompetensi . Bandung: Tarsito. Nasution. 1986. Belajar dan Pembelajaran . Jakarta: Rineka Cipta. Nugrahani, Farida. 2008. Pembelajaran sastra yang Apresiatif di SMA Surakarta dalam Perspektif Kurikulum Berbasis Kompetensi: Studi Evaluasai. Nugrahani, Farida. 2014. Metode Penelitian Kualitatif . Solo: Cakra Books. Nurgiyantoro, Burhan. 1998. Teori Pengkajian Fiksi .Yogyakarta: Gadjah Mada University Press. Rozak, Zaidan. 2001. Pedoman Penyuluhan Apresiasi Sastra . Jakarta: Depdiknas. Sayuti, Suminto A. 1985. Puisi dan Pengajarannya: Sebuah Pengantar . Yogyakarta: IKIP Semarang Press. Selman, Jerry. 1968. Quantum Learning : Learn Without Learning. International Business and Economics Research Journal . Volume 2. Number 4. 47. Sudjana, Nana H. 2002. Pembinaan dan Pengembangan Kurikulum di Sekolah . Bandung: Sinar Baru Algensindo. Sutrisno. 2008. Wawancara Khusus tentang KTSP sebagai Inovasi Pendidikan . Jambi Ekspress, Januari 2008. Sutopo, H.B. 2002. Metodologi Penelitian Kualitatif . Surakarta: Sebelas MaretUniversity Press. Swandono. 1995. Perencanaan Pengajaran Bahasa dan Sastra Indonesia . Surakarta: Sebelas Maret University Press. Tarigan, Henry Guntur. 1984. Prinsip-prinsip Dasar Sastra . Bandung: Angkasa. Waluyo, Herman J. 1987. Teori dan Apresiasi Puisi . Jakarta: Erlangga Widayati, Mukti. 2014. “Language of Poetry Balada Orang-Orang Tercinta, Empat Kumpulan Sajak, Blues untuk Bonnie, and Sajak-Sajak Sepatu Tua Written by W. S. Rendra”. Macrothink Institute , International Journal of Linguisitics . Vol 6, No. 3, June 2014

Establishing a teaching resource base for English in higher vocational education is one of the effective informatization reform measures. In this paper, the basic framework of English teaching resource base based on a knowledge graph is firstly designed to semantically describe and organize the existing teaching resource organization structure and storage method in the form of a graph based on text semantic coding. Using entity linking technology and knowledge point automated association method, the entity vocabulary in the text is identified and linked to the corresponding entities in the knowledge base to realize the association between teaching resources and knowledge points. Then, the cosine similarity between historical learning resources and teaching resources in terms of semantic features is calculated, and resource recommendation is carried out based on the knowledge connectivity between user interests and resources. The evaluation of the teaching resource library’s performance and its effect on students’ English learning and teachers’ teaching ability is concluded. The results show that users’ evaluations of the indicators of the teaching resource library are concentrated between (3.9-4.4), the p-values of the dimensions of students’ English knowledge in the two cases of yes/no use of the resource library are 0.010, 0.047, 0.038, 0.035, 0.018, and 0.026, and there is a significant variability of the teacher’s teaching ability at the level of 5 percent. This study offers guidance on how to promote the reform of English curriculum construction, optimize teaching resources, and enhance teachers’ overall teaching ability.

This study aimed to investigate the use of Blended Learning method on students' motivation in learning English.The participants of this study namely the first semester of Chemistry students in Musamus University.This study is qualitative study which focused on descriptive qualitative study.The sample was chosen by using purposive sampling.In taking the data, the researcher used observation, questionnaire and interview.The observation consisted on preobservation and post-observation to see the students' motivation before and after implemented blended learning.Thus, interview was also used which consisted on 7 questions.In making the data more valid, the researchers gave questionnaire about their motivation in learning English after using blended learning.The questionnaire consisted of 15 questions.Based on the observation was done by researchers, the students were more attractive in learning English using blended learning method.The results of interview showed that most students agree and were motivated in learning English by using handbook for face to face learning and using learning video and e-material for non face to face learning (blended learning method).Furthermore, for the results of questionnaire, most students also gave positive responds for the implementation of blended learning in teaching and learning process.