Using ChatGPT in Learning Chinese Mandarin: An Interactive Dictionary Rather Than a Content Facilitator

Lecturers have reverted to using a "blended" approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also "grade oriented" rather than "learning oriented" as they indicated that they were more concerned about results than "owning" the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

A BSTRACT: The learning process , which was made by the model observer lecturers , w as success in increasing the students learning process. Based on the result and the discussion of some research ers , it can be concluded that the learning process , in the basic subject of mathematics learning process through applying “ l esson s tudy” , can help in increasing the learning students ’ motivation. The learning model modification was done based on the students need. Meanwhile, the role of intrinsic and extrinsic motivation s are needed in the learning process. The intrinsic motivation is the encouragement coming from the students themselves , such as the desire and the willingness to be success, the encouragement and the learning need, and the dream of the future. The extrinsic motivation is the encourag e ment coming from the outside of the students themselves , which are shown by the existence of the reward, the interesting activity, the conducive learning environment in the learning process, so that the students are able to learn well. This research aimed at describing the students learning motivation in the subject of mathematics learning basic and process through applying the “ l esson s tudy”. The research consisted of 4 cycles, and every cycle consisted of 3 steps, they are “plan, do , and see ” . The subject of research was the Class D mathematics education study program students of UMP (Muhammadiyah University of Purwokerto) in academic year 2012. The data were got from the observation sheet, video recording , and questionnaire. The data analysis techniques were data reducing, data presenting, and concluding. The research showed that the students learning motivation was different in every cycle and the highest average motivation score was the fourth cycle. KEY WORDS : L earning motivation, lesson study , intrinsic and extrinsic motivation s, basic subject of mathematics , and students learning process . About the Authors: Anggun Badu Kusuma, M.Pd., Fitrianto Eko Subekti, M.Pd ., and Reni Untarti, M.Pd. are the Lecturers at the Department of Mathematics Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. The authors can be reached at: anggun.badu@gmail.com , efitrians@ymail.com , and reniuntarti@gmail.com How to cite this article? Kusuma, Anggun Badu, Fitrianto Eko Subekti & Reni Untarti. (2015). “Description of the Students Learning Motivation in the Subject of Mathematics Learning Basic and Process Using the Lesson Study” in EDUCARE: International Journal for Educational Studies , Vol.7(2) February, pp.103-110. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (January 9, 2015); Revised (February 10, 2015); and Published (February 28, 2015).

This explanatory sequential mixed-methods study examined how professional social media learning behaviors relate to learning engagement and perceived educational outcomes among Chinese medical students. Survey data from 350 students across four universities were analyzed using confirmatory factor analysis and structural equation modeling, followed by interviews with 18 students. Professional social media learning behaviors included information seeking, observing professional discourse, peer knowledge exchange, and academic discussion participation. Results showed that these behaviors were positively associated with learning engagement, which in turn was positively associated with perceived learning effectiveness, academic confidence, and perceived professional development. Engagement partially mediated the relationship between professional social media learning and perceived outcomes. Interview findings indicated that professional social media functioned as a flexible supplementary learning environment supporting concept clarification, peer interaction, and professional sense-making, while also requiring critical evaluation and selective use. The findings suggest that the educational value of professional social media depends on how students engage with it.

This paper formalizes and tests two key assumptions of the concept of suprasegmental timing: segmental independence and suprasegmental mediation. Segmental independence holds that the duration of a suprasegmental unit such as a syllable or foot is only minimally dependent on its segments. Suprasegmental mediation states that the duration of a segment is determined by the duration of its suprasegmental unit and its identity, but not directly by the specific prosodic context responsible for suprasegmental unit duration. Both assumptions are made by various versions of the isochrony hypothesis [I. Lehiste, J. Phonetics 5, 253-263 (1977)], and by the syllable timing hypothesis [W. Campbell, Speech Commun. 9, 57-62 (1990)]. The validity of these assumptions was studied using the syllable as suprasegmental unit in American English and Mandarin Chinese. To avoid unnatural timing patterns that might be induced when reading carrier phrase material, meaningful, nonrepetitive sentences were used with a wide range of lengths. Segmental independence was tested by measuring how the average duration of a syllable in a fixed prosodic context depends on its segmental composition. A strong association was found; in many cases the increase in average syllabic duration when one segment was substituted for another (e.g., bin versus pin) was the same as the difference in average duration between the two segments (i.e., [b] versus [p]). Thus, the [i] and [n] were not compressed to make room for the longer [p], which is inconsistent with segmental independence. Syllabic mediation was tested by measuring which locations in a syllable are most strongly affected by various contextual factors, including phrasal position, within-word position, tone, and lexical stress. Systematic differences were found between these factors in terms of the intrasyllabic locus of maximal effect. These and earlier results obtained by van Son and van Santen [R. J. J. H van Son and J. P. H. van Santen, "Modeling the interaction between factors affecting consonant duration," Proceedings Eurospeech-97, 1997, pp. 319-322] showing a three-way interaction between consonantal identity (coronals vs labials), within-word position of the syllable, and stress of surrounding vowels, imply that segmental duration cannot be predicted by compressing or elongating segments to fit into a predetermined syllabic time interval. In conclusion, while there is little doubt that suprasegmental units play important predictive and explanatory roles as phonological units, the concept of suprasegmental timing is less promising.

Purpose of the study. To study the comparative state and variability of cognitive capabilities, the degree of their correlation with the subjective and objective state of health among students of a medical university. Materials and methods. The study was carried out during the year from 01.12.2018 to 01.12.2019 at the Far Eastern Federal University and the Pacific State Medical University. The sample size is 394 respondents. The response rate is 91.9%. The state of co‑cognitive functions was determined according to the Montreal scale for assessing cognitive functions (IOC‑test; MoCA, Montreal Cognitive Assessment). For the self‑assessment of the quality of life, the “Brief form of self‑assessment of the quality of life related to health MOS SF‑36” (MOS SF – Medical Outcomes Study‑Short Form) was used. To collect information on social, economic, physiological, behavioral status, a specialized questionnaire Pozdeeva (2008) and standard medical documentation were used. Results. The total indicator of the assessment of cognitive functions in students was 26.1 points, in senior students it was slightly higher (26.8/25.5, p≥0.05). It was found that in the learning process, students significantly increase the level of executive functions (3.1/3.8, p≤0.05), attention, concentration and working memory (4.2/4.8, p≤0.05). The final assessment of physical health among primary students was 69 points, for senior students – 72 points. The indicator of mental health among students of the initial period of study was estimated at 52 points, among graduates – at 62 points (p≤0.05). The composite indicator of the quality of life associated with health was equal to 60 points for 1–3 year students, 67 points for 4–6 year students, (p≤0.05). The students of both age cohorts had a high incidence of chronic somatic pathology, the comorbidity index was 0.6, however, the number of visits to the doctor among senior students was significantly lower, in junior years (3.2/2.1, p≤0.05). The total indicator of the students' cognitive function was most strongly associated with physical activity (r=0.85, p≤0.05) and the state of physical health (r=0.73, p≤0.05). Conclusions. Cognitive functions in medical students correspond to normal values. The activity of executive functions, attention, concentration and working memory significantly improves in the process of studying at a medical university. Medical students value their health‑related quality of life highly, but most of them have chronic medical conditions. Senior students assess their psychological status more highly by optimizing the emotional component. The total indicator of the cognitive function of students is interrelated with the frequency of physical activity, the state of physical health, quality of nutrition, self‑assessment of mental health and psychological comfort.

“There is more here than meets the eye!”: the use of final ou in two sequential positions in Mandarin Chinese conversation

Mandarin Chinese is a particle-rich language. Using conversation analysis as its research method, the present study examines one of the Mandarin final particles, namely the particle ba , and illustrates its interactional imports in complying responses to three types of directive actions including requests, suggestions, and proposals. It is argued that the particle ba serves as a conversational resource that is employed at the end of compliance tokens like hao or xing (good or okay) to modify or, to put it more specifically, downgrade its speaker’s commitment. By indicating the reserved or downgraded commitment in an off-record way, participants show their orientation to preserving and maintaining social solidarity. This study contributes to the understanding of commitment in social interaction, especially in responsive actions. Together with other conversation analytic studies on the particle ba , this study also contributes to the understanding of the core meaning and function of the particle ba as a conversational object.

Introduction The organization of repair has received sustained interest in the study of language and social interaction over the past decades. Although, until recently, research in this area has based its claims primarily on English materials, there has been a growing interest, especially in the past ten years or so, in exploring how repair operates in languages other than English. This expanding body of research includes studies of German (e.g., Egbert 1996, 1997b, 2004; Selting 1988, 1992, 1996; Uhmann 2001), Japanese (e.g., Fox et al . 1996), Korean (e.g., Kim 1999a, 2001), Thai (e.g., Moerman 1977), and Mandarin Chinese (e.g., Chui 1996; Tao et al . 1999; Wu 2006; Zhang 1998), among others. Some of these studies have focused on the mechanisms of self- and other-initiation of repair in the languages examined (e.g., Chui 1996; Kim 1999a, 2001; Moerman 1977; Zhang 1998), while others have uncovered the linkages between repair and other aspects of interactional practice, such as prosody (e.g., Selting 1996; Tao et al . 1999) and bodily conduct (e.g., Egbert 1996), and still others have explored the relation between repair and syntax from a cross-linguistic perspective (e.g., Fox et al . 1996). As part of this growing effort to understand the organization of repair across languages, this chapter investigates two repeat-formatted other-initiated repair practices in Mandarin conversation. Using the methodology of conversation analysis (CA), this study will show that the two Mandarin repair initiations under examination, like other-initiation of repair in English, serve not only to initiate repair but also as vehicles for accomplishing additional negatively valenced actions, such as displaying a stance of disbelief or nonalignment.

REZNUN MUTMAINNAH, 2021. "Motivation to Learn Mandarin Students for Class VIII Students of Frater Makassar Junior High School". Thesis. Mandarin Education Study Program, Department of Foreign Languages, Faculty of Languages and Literature. Makassar State University (supervised by Misnawaty Usman and Burhanuddin).The method used in this study was quantitative descriptive that used questionnaires as a data collection technique. This study aims to determine what factors that influence that student’s motivation in learning Mandarin in SMP Frater Makassar grade VIII, the sample was taken from one class which consist of 33 students. The results showed that 51.5% of students practiced pronunciation in Mandarin, 63.6% of students were able to work on Chinese questions well, and 72.7% of students were motivated to learn Mandarin because of the teacher's role in providing direction during the learning process. included in the high category. Keywords : Motivation, Learning, Mandarin Languages.

The wh -expressions shei ‘who’ and shenme ‘what’ in Mandarin Chinese not only convey an interrogative meaning but also exhibit existential and universal readings in specific contexts ( Huang 1982 , Cheng 1991 , 1995 , Li 1992 , Tsai 1994 , Lin 1996 , 1998 ). Focusing on the universal interpretation of shei , this paper has three objectives. First, we demonstrate that current state-of-the-art large language models (LLMs) such as ChatGPT, lack reliability in distinguishing these three distinct readings of shei . Second, we develop a specialized natural language processing and understanding (NLP/NLU) system capable of processing and interpreting shei across diverse contexts with greater accuracy, transparency, and consistency. Unlike current LLMs, our system is built upon Wang et al.’s ( 2019a , 2019b ) generative linguistics-based NLP/NLU software tools, Articut and Loki, enabling it to require significantly less training data to interpret the universal reading of shei . Third, we compare our model’s performance with that of ChatGPT, demonstrating its superior accuracy and robustness in interpreting the universal reading of shei .

This paper presents new experimental results obtained from 88 Mandarin speaking children (2; 11 – 4; 09; M = 3; 11; SD = 0; 6; 44 girls) in their acquisition of shenme ‘a/some’, a prototypical superweak Negative Polarity Item (NPI) that survives in nonveridical contexts only (cf. Lin Jing et al. 2014). The existence of NPIs like shenme leads to a learnability problem. Without being confronted with negative evidence, such as corrective feedback or explicit instructions on shenme’s ungrammaticality in contexts that are not nonveridical, how can children detect shenme’s distributional constraint? By analysing children’s performance in an elicited imitation task, this paper investigates the learnability of the superweak NPI in Mandarin Chinese. The results suggest a learning process in which Mandarin children initially analyse shenme as a mere wh-quantifier and reanalyse it as a referentially deficient quantifier later on. The wh-analysis gives rise to a distribution of shenme in wh-questions only, whereas the non-referential analysis generates shenme’s distribution in the whole array of nonveridical contexts. The investigation of the acquisition of the Mandarin NPI shenme shows that children are able to acquire distributionally constrained items in the absence of negative evidence: they start out with a strict assumption (i.e. the wh-analysis) and switch to a less strict and generalising analysis (i.e. the non-referential analysis) later on.

This study investigates effects of selective vulnerability and dominant language transfer in heritage grammar. Mandarin Chinese has ashì…decleft construction, which, despite its superficial similarities with theit-cleft in English, is subject to additional conditions. Four experimental tasks elicited eighteen adult heritage speakers’ implicit knowledge of the word order and the temporal, telicity and discourse conditions associated with the Chinese cleft. The heritage speakers demonstrated target-like representation of the conditions. Meanwhile, their sensitivity to the telicity and discourse conditions is weaker than that of native speakers in Beijing, suggesting selective vulnerability in the heritage grammar. By comparing the heritage speakers with adult second language learners of Chinese, we concluded that the vulnerability of the heritage grammar in the discourse domain did not result from cross-linguistic influence from English. In different types of Chinese-English bilinguals, the dominant language affects the weaker language in different ways.

The main aim of this book is to provide teaching ideas that can be adapted to different learning environments and that can be used with different language combinations. The pedagogical approach and the activities, tasks and projects are based on Communicative, Humanistic and Socioconstructivist principles: the students are actively involved in their learning process by making decisions and interacting with each other in a classroom setting that is a discussion forum and hands-on workshop. Clear aims are specified for the activities, which move from the most rudimentary level of the word, to the more complicated issues of syntax and, finally, to those of cultural difference. Moreover, they attempt to synthesize various translation theories, not only those based on linguistics, but those derived from cultural studies as well. This volume will be of interest to translation teachers, to foreign language teachers who wish to include translation in their classes, to graduates and professional translators interested in becoming teachers, and also to administrators exploring the possibility of starting a new translation programme.

BackgroundMistreatment is a behavior that reflects disrespect for the dignity of others. Mistreatment can be intentional or unintentional, and can interfere with the process of learning and perceived well-being. This study explored the prevalence and characteristics of mistreatment, mistreatment reporting, student-related factors, and consequences among medical students in Thai context.MethodsWe first developed a Thai version of the Clinical Workplace Learning Negative Acts Questionnaire-Revised (NAQ-R) using a forward-back translation process with quality analysis. The design was a cross-sectional survey study, using the Thai Clinical Workplace Learning NAQ-R, Thai Maslach Burnout Inventory-Student Survey, Thai Patient Health Questionnaire (to assess depression risk), demographic information, mistreatment characteristics, mistreatment reports, related factors, and consequences. Descriptive and correlational analyses using multivariate analysis of variance were conducted.ResultsIn total, 681 medical students (52.4% female, 54.6% in the clinical years) completed the surveys (79.1% response rate). The reliability of the Thai Clinical Workplace Learning NAQ-R was high (Cronbach’s alpha 0.922), with a high degree of agreement (83.9%). Most participants (n = 510, 74.5%) reported that they had experienced mistreatment. The most common type of mistreatment was workplace learning-related bullying (67.7%), and the most common source was attending staff or teachers (31.6%). People who mistreated preclinical medical students were most often senior students or peers (25.9%). People who mistreated clinical students were most commonly attending staff (57.5%). Only 56 students (8.2%) reported these instances of mistreatment to others. Students’ academic year was significantly related to workplace learning-related bullying (r = 0.261, p < 0.001). Depression and burnout risk were significantly associated with person-related bullying (depression: r = 0.20, p < 0.001, burnout: r = 0.20, p = 0.012). Students who experienced person-related bullying were more often the subject of filed unprofessional behavior reports, concerning conflict or arguments with colleagues, being absent from class or work without reasonable cause, and mistreatment of others.ConclusionsMistreatment of medical students was evident in medical school and was related to the risk for depression and burnout, as well as the risk of unprofessional behavior.Trial registrationTCTR20230107006(07/01/2023).

One critical factor in achieving optimal learning outcomes is using learning media to facilitate active student learning. Therefore, this study aims to examine the use of augmented reality (AR) interactive media in discovery learning to improve student learning processes and outcomes. The approach is qualitative, with a classroom action research type. The research subjects were 12th-grade IV students at MIN 26 North Aceh. This research was conducted in 2 cycles. Observation techniques, tests, and documentation obtained data. This study focuses on the learning process (student activities) and student learning outcomes. The results showed that the learning process (student activities) using interactive media in discovery learning in cycles I and II improved. In line with the improvement in the learning process, student learning outcomes also increased from having sufficient qualifications in cycle I to being well qualified in cycle II. This study concludes that using interactive media in inquiry learning can improve the process of student activities. The learning process becomes more lively because two-way communication is established, and students' active participation makes learning more meaningful and powerful. The learning syntax in discovery learning can facilitate students using interactive media because it can stimulate students to be active in learning. Students are encouraged to identify material in the media, and using interactive learning, discovery learning changes teacher-oriented learning to student-oriented learning. This positively impacts student learning outcomes, which increase as the learning process increases