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This study examined Chinese EFL researchers' English abstract writing in language education. Using open-ended questionnaires, it first investigated 24 Chinese EFL researchers' perceptions of their challenges in writing English abstracts. Using generalizability theory and follow-up interviews, it then invited 16 experienced English journal reviewers to assess 27 published English abstracts written by Chinese EFL researchers to identify common errors and suggest improvement tips. Finally, it examined eight selected Chinese EFL researchers' critical reflections on the English journal reviewers' assessment of the 27 English abstracts. The results indicated that Chinese EFL researchers experienced several challenges in writing English abstracts. Further, the English reviewers' assessment of the 27 abstracts was consistent and reliable. The common errors were associated with the accuracy, non-evaluative nature, coherence and readability, and conciseness of an English abstract. The English reviewers provided tips for improvement, and Chinese EFL researchers expressed their critical reflections on their assessment. Educational implications are discussed. [ABSTRACT FROM AUTHOR]

This study examined Chinese EFL researchers' English abstract writing in language education. Using open-ended questionnaires, it first investigated 24 Chinese EFL researchers' perceptions of their challenges in writing English abstracts. Using generalizability theory and follow-up interviews, it then invited 16 experienced English journal reviewers to assess 27 published English abstracts written by Chinese EFL researchers to identify common errors and suggest improvement tips. Finally, it examined eight selected Chinese EFL researchers' critical reflections on the English journal reviewers' assessment of the 27 English abstracts. The results indicated that Chinese EFL researchers experienced several challenges in writing English abstracts. Further, the English reviewers' assessment of the 27 abstracts was consistent and reliable. The common errors were associated with the accuracy, non-evaluative nature, coherence and readability, and conciseness of an English abstract. The English reviewers provided tips for improvement, and Chinese EFL researchers expressed their critical reflections on their assessment. Educational implications are discussed. [ABSTRACT FROM AUTHOR]

This study aimed at investigating common errors made and difficulties faced by postgraduate students in the departments of curricula and teaching methods, Faculties of Education in Yemeni universities when preparing their theses and dissertations. To achieve this, the study followed both qualitative and quantitative methods. A questionnaire was administrated to (36) faculty members and a semi-structured interview was administrated with (30) postgraduate students. The study findings showed that the degree of common errors in preparing theses and dissertations among postgraduate students was high. Moreover, the findings of the interview showed that the most important difficulties faced by students were: choosing the thesis title, limited skills of conducting research and Internet search, writing the introduction sequentially and clearly determining the study problem. Other problems included lack of modern sources and references, writing research questions or formulating research hypotheses, the confusion between the significance and research objectives, the difficulty of determining the appropriate sample method, building the research tools, analyzing data, as well as the difficulty of using English. Moreover, difficulties related to the supervisor included: the supervisor’s other commitments, which led to allocating insufficient time for the student, and providing late feedback or providing ambiguous comments to students. [ABSTRACT FROM AUTHOR]

The teaching of the Qur'an is an application that has been continuing from generation to generation starting from the period of the Prophet. Allah (cc) praises those who are busy with the recitation of the Qur'an in the verse as follows: "Those who read the book of Allah, those who perform prayers, and those who use it secretly and openly for the sake of Allah (for Allah) can hope for a profit that will never be harmed." On the other hand, it is encouraged to be a student to the Qur'an and to be an instructor in the ahadith as follows: "The best of you is the one who learns and teaches the Quran." As it is seen in verses and ahadith, the Qur'an recitation is a worship with reward in the presence of Allah. For this reason, the scholars have shown great interest in the Qur'an recitation and tajweed throughout history both theoretically and practically. In this study, first of all we aimed to investigate how to read the Noble Quran properly as requested by Allah (swt), taught by Gabriel and read by the Prophet (pbuh). Then we aimed to identify existing current problems, both introverted and extroverted, and present some suggestions for ideal Qur'an education. As a matter of fact, the Qur'an asks us to read the best of the words in the most correct way possible. [ABSTRACT FROM AUTHOR]

Aim: To compare the perceptions of students when using five different tooth replicas and to detect common errors in the performance of students that might be attributed to a specific type of tooth replica. Methodology: Five groups (n = 10 each) of artificial first maxillary molars (DEPT, DRSK, Nissin, DENTALIKE and TrueTooth) were used. All 50 teeth were mounted individually in opaque containers, distributed in 10 packages containing a sample from each with an assigned random order for students to perform root canal treatments. Ten postgraduate students each performed a root canal treatment on the five replicas, in the assigned order, and completed a satisfaction questionnaire. Three trained and calibrated endodontic educators, each with more than 15 years of experience, evaluated their performance using a grading rubric and completed a questionnaire to detect common errors attributed to a specific tooth replica. Inter‐rater reliability was calculated with the interclass correlation coefficient for both consistency and absolute agreement. A two‐way related measures anova was used to assess the interaction amongst evaluators and tooth groups on the average scores of students. Post hoc T3 Dunnet was used to compare groups. The perceptions of students amongst groups were compared with chi‐square and linear‐by‐linear association tests. Results: Inter‐rater reliability was very high for both consistency (ICCC = 0.939; 95% confidence interval (CI) 0.902–0.964) and absolute agreement (ICCA = 0.940; 95% CI 0.904–0.965). No significant differences were found amongst the ratings of evaluators; however, students performed differently when using the various tooth replicas (P < 0.05). Overall, 60% of students preferred the DRSK replica for root canal treatment training purposes, followed by DENTALIKE (30%). The least preferred was TrueTooth (70% responses) due to its complex anatomy and poor resistance to instruments and heat pluggers. Evaluators detected several common errors in specific tooth replicas and preferred tooth replicas manufactured based on microCT scans of natural teeth. Conclusions: Tooth replicas manufactured based on microCT scans of natural teeth (TrueTooth and DENTALIKE) had much better acceptance amongst evaluators, although students rated and performed less well in TrueTooth replicas due to their greater level of difficulty. [ABSTRACT FROM AUTHOR]

Language is human speech, either spoken or written and is the most common system of communication. The purpose of the study was to identify the ability of English reading skill of class five students at Government primary schools in District Kech. It also intended to identify the common errors committed by the students and the English teachers’ thinking about teaching their students’ reading skills. To achieve these purposes 125 students and 20 teachers were chosen from 5 Government primary schools at District Kech. A test containing a single subject paragraph was taken from the English course of Balochistan Textbook Board Quetta and a questionnaire was developed to find out the teachers’ thinking about teaching reading skills. While reading comprehension a key score list containing reading errors was applied to check students reading ability. The test score of student and item-wise score, as well as responses to the questionnaire, were analyzed using statistical devices like percentage and frequency. The students’ average score of marks is 8.95%. In the reading test, only 1 student got the full marks, 1 student made a single error and 1 student made two errors. The situation of independent reading is satisfactory, but the overall amount of errors indicates the students’ inefficiency of reading skills in English. Not known word errors occupied the highest position which is 73.88%. In this circumstance, the teachers are putting their effort into improving students’ reading skills, but they have barriers in most of the cases. Though the teachers are trying to develop their students’ reading skills but they are developing very slowly. [ABSTRACT FROM AUTHOR]

When writing scientific manuscripts, many important details are left a side which many times causes the rejection of the manuscript from high impact journals. Scientific writing is a combination of a comprehensive literature search and study, collection of statistical data, and a clear and concise structured writing, while avoiding common and known errors. The knowledge and implementation of basic rules of style, structure, and presentation when writing a scientific paper increase the chances of success and ultimately publication. This article aims to contribute with the existing information on how to recognize and avoid common errors for a successful scientific writing and consequently being published.Level of Evidence: Not ratable. [ABSTRACT FROM AUTHOR]

Choosing appropriate strategies and implementing them correctly to solve problems are essential parts of mathematical reasoning. In this study, we examined 214 US fourth graders' strategy choice and implementation when solving a fraction ordering task amenable to multiple strategies. The students used 12 distinct fraction comparison strategies. Of these, the rectangle model, butterfly, circle model, and common denominator strategies were used most frequently. Overall, visual strategies were more common than symbolic or verbal strategies, perhaps reflecting the emphasis on visual models in the US Common Core State Standards for Mathematics and textbooks. Students experienced a range of difficulties in implementing their chosen strategies. Only 28 % solved the focal problem correctly, and only 22 % provided both correct fraction order and correct justifications. The implications of students' strategy choice and implementation for teachers, teacher educators, and researchers are discussed. • 214 US fourth graders used 12 strategies to solve a fraction ordering task. • Students used visual (43 %), symbolic (19 %), and verbal strategies (5 %). • Students faced common difficulties for each fraction comparison strategy. • Of the 22 students who used cross multiplication, only three ordered correctly. • Some strategies (e.g., common denominators, the number line) were more accurate. [ABSTRACT FROM AUTHOR]