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Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies. Therefore, establishing an interactive virtual learning platform that connects everyone together in a classroom environment and helping learners become familiar with such media might serve a set of purposes in any educational setting. Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become widespread: blended learning. It is a term used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators design online materials and utilize them in synchronous or asynchronous ways to suit the convenience of learners and instructors and program demands. In this study with a group of intermediate-level English language learners at the School of Foreign Languages of an English-medium state university, the goal was to enhance students' vocabulary learning performance by using synchronous and asynchronous games and activities that will activate and maintain intrinsic motivation in an effort to teach parts of speech and collocations over a period of eight weeks. The data consisted of a survey of students' reflections on their vocabulary learning experiences through digital games and activities. The findings were discussed with respect to the efficiency of incorporating synchronous and asynchronous learning materials.

Foreign bodies lodged in the oral cavity can be life-threatening. Their removal should be determined on the basis of the patient's condition, the type of object, the removal techniques available, the appropriate medication available and the potential complications. A 9-month-old girl was brought to the emergency room by ambulance after a part of a toy became stuck in her oral cavity. Her father had unsuccessfully attempted to remove it at home. A blue cylindrical, rigid plastic toy part was seen during examination of her oral cavity and her tongue was trapped inside it. On initial assessment, her vital signs were within the normal range. She was agitated, a small amount of saliva mixed with blood was coming out of her mouth and she could not swallow her spittle. She was treated in the resuscitation room by an otorhinolaryngologist and a paediatric emergency team, and the foreign body was removed using bayonet forceps inside the mouth. The child was monitored in the paediatric emergency observation unit for 6 hours for signs of asphyxia and aspiration, and she was discharged without complications. Foreign bodies in the oral cavity can cause serious complications, including injury, bleeding and sudden airway obstruction. Experienced healthcare professionals, especially those skilled in airway management, should handle these cases using a multidisciplinary approach to ensure respiratory safety. Abbreviations: LMA: laryngeal mask airway; PED: paediatric emergency department. [ABSTRACT FROM AUTHOR]

Learners are likely to grow autonomous through understanding causal relations and recognizing self-agentic responsibilities (Bandura, 2006). Once they are provided with an autonomy-supportive learning environment, they engage with one another in a purposive and proactive way, which may be referred to as agentic engagement. To this end, the focus of this paper is on the reflections of six peer advisors (PAs) at a medium-sized public Turkish university as they explored prominent characteristics of their advisor identity, with reference to the end-of-training appreciation cards that were presented by their advisor educators. Based on Benson's contribution (2007) to the field illustrating the "interwoven" relationship of identity formation and autonomy development (p. 30), PAs' reflections on their identity are observed to lead to the exercising of agency, which fulfills the basic psychological need of increased autonomy. This paper explores the interrelatedness of the key constructs of autonomy, agency, and identity in language education and is intended to meet the need for empirical knowledge relating to these three major concepts (Benson, 2007; Huang & Benson, 2013) by providing some evidence examining their relationship within the peer advisor education setting. [ABSTRACT FROM AUTHOR]