Pub Date : 2023-06-15DOI: 10.37745/ijelt.13/vol11n685104
Youness Boussaid
Despite the myriad of research in the advantages of utilizing conceptual metaphor in teaching and learning languages, no research was conducted to survey the perception of teachers about metaphor-based teaching. This study attempts to fill this gap by examining how this innovative pedagogic application has been perceived and the extent to which it has been applied and received in the teachers’ community worldwide. A questionnaire was administered and collected date from 255 EFL teachers worldwide. The results show that conceptual fluency is perceived as the least important language aspect by teachers despite the very multitude of research that demonstrate its essentialness in attaining fluency. The correlation between the teachers’ years of experience and perception about teaching conceptual metaphor is statistically insignificant (r= 0.02, p= 0.72). The findings support the need to rethink teacher education, redirecting teachers’ further teaching efforts to integrating the overlooked role of metaphor-based teaching which is not wholly recognized in language classrooms.
{"title":"EFL Teachers’ Perception about Metaphor-Based Teaching","authors":"Youness Boussaid","doi":"10.37745/ijelt.13/vol11n685104","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n685104","url":null,"abstract":"Despite the myriad of research in the advantages of utilizing conceptual metaphor in teaching and learning languages, no research was conducted to survey the perception of teachers about metaphor-based teaching. This study attempts to fill this gap by examining how this innovative pedagogic application has been perceived and the extent to which it has been applied and received in the teachers’ community worldwide. A questionnaire was administered and collected date from 255 EFL teachers worldwide. The results show that conceptual fluency is perceived as the least important language aspect by teachers despite the very multitude of research that demonstrate its essentialness in attaining fluency. The correlation between the teachers’ years of experience and perception about teaching conceptual metaphor is statistically insignificant (r= 0.02, p= 0.72). The findings support the need to rethink teacher education, redirecting teachers’ further teaching efforts to integrating the overlooked role of metaphor-based teaching which is not wholly recognized in language classrooms.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139369843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.37745/ijelt.13/vol11n6121
Said Kamisah Mat
This paper discusses the adoption of digital storytelling (DST) in ESL classrooms within rural settings in Malaysia. The general aim of this study is to explore how and to what extent engagement in DST activities would induce learning motivation towards ESL, both from the learners’ and instructors’ points of view. The study employed a case study approach, whereby semi-structured interviews and non-participant observations were conducted to gather qualitative data. 35 pupils and seven ESL teachers were involved. The results revealed that the pupils perceived DST activities as fun and interesting and would like to experience it again as they concurred that their learning motivation towards ESL was induced after being involved in DST-related activities. The teachers’ responses were in parallel with the pupils’ responses. Factors affecting pupils’ engagement and participation during ESL lessons as well as factors affecting rural teachers’ preference in adopting DST were also comprehended. The study provides insights to the education stakeholders in finding ways to meet the needs of rural school communities in Malaysia.
{"title":"A Case Study On the Adoption of Digital Storytelling in ESL Classrooms to Induce Learning Motivation Among School Children in Rural Kelantan, Malaysia","authors":"Said Kamisah Mat","doi":"10.37745/ijelt.13/vol11n6121","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n6121","url":null,"abstract":"This paper discusses the adoption of digital storytelling (DST) in ESL classrooms within rural settings in Malaysia. The general aim of this study is to explore how and to what extent engagement in DST activities would induce learning motivation towards ESL, both from the learners’ and instructors’ points of view. The study employed a case study approach, whereby semi-structured interviews and non-participant observations were conducted to gather qualitative data. 35 pupils and seven ESL teachers were involved. The results revealed that the pupils perceived DST activities as fun and interesting and would like to experience it again as they concurred that their learning motivation towards ESL was induced after being involved in DST-related activities. The teachers’ responses were in parallel with the pupils’ responses. Factors affecting pupils’ engagement and participation during ESL lessons as well as factors affecting rural teachers’ preference in adopting DST were also comprehended. The study provides insights to the education stakeholders in finding ways to meet the needs of rural school communities in Malaysia.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139369849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.37745/ijelt.13/vol11n64566
Fenghua Sui
With the economic globalization, intercultural communication is becoming more and more frequent. To communicate with people of different cultural backgrounds effectively and appropriately, people need intercultural communication competence. The National Medium and Long-Term Plan for Education Reform and Development (2010-2020) points out that it is necessary “to train a large number of international talents”; English Curriculum Standards for Secondary Vocational Schools (2018) makes it clear that “one of the tasks of English course for secondary vocational school is to equip students with intercultural communication competence in daily life and professional situations”. Most studies on intercultural communication competence are aimed at college students and senior high school students, and there are few studies on secondary vocational school students. In addition, there are few empirical studies on intercultural communication competence training in English reading teaching in secondary vocational schools in China. So, it is necessary to take this as a starting point to conduct empirical study on intercultural communication competence training in secondary vocational schools. This study adopts a combination of quantitative and qualitative data analysis methods to investigate the current situation of intercultural communication competence among secondary vocational students. Questionnaires and student interviews are adopted to collect and analyze data.
{"title":"An Empirical Study on the Current Situation of Intercultural Communication Competence in English Reading Teaching in Secondary Vocational Schools","authors":"Fenghua Sui","doi":"10.37745/ijelt.13/vol11n64566","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n64566","url":null,"abstract":"With the economic globalization, intercultural communication is becoming more and more frequent. To communicate with people of different cultural backgrounds effectively and appropriately, people need intercultural communication competence. The National Medium and Long-Term Plan for Education Reform and Development (2010-2020) points out that it is necessary “to train a large number of international talents”; English Curriculum Standards for Secondary Vocational Schools (2018) makes it clear that “one of the tasks of English course for secondary vocational school is to equip students with intercultural communication competence in daily life and professional situations”. Most studies on intercultural communication competence are aimed at college students and senior high school students, and there are few studies on secondary vocational school students. In addition, there are few empirical studies on intercultural communication competence training in English reading teaching in secondary vocational schools in China. So, it is necessary to take this as a starting point to conduct empirical study on intercultural communication competence training in secondary vocational schools. This study adopts a combination of quantitative and qualitative data analysis methods to investigate the current situation of intercultural communication competence among secondary vocational students. Questionnaires and student interviews are adopted to collect and analyze data.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139369944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.37745/ijelt.13/vol11n51224
Bashir ELbashir
Every element of life has been influenced by the COVID-19 pandemic. Both during and after the pandemic, students, in the different levels of the educational system, encountered numerous difficulties. This study aims to identify some of the most pressing difficulties encountered by A’Sharqiyah University’s GFP students as they reintegrated into the normal educational mode. In addition, the study tries to understand the effects of these problems and to discover their potential solutions. The findings revealed that returning to a traditional classroom setting presented students with a variety of academic, psychological, and social obstacles. For instance, pupils lost their motivation and their general academic performance declined. Students also developed the habit of reaching for their technological devices when performing even the simplest tasks. Additionally, social interaction among students became increasingly constrained. To accommodate teachers and students and boost students’ participation, it is suggested that higher education institutions (HEIs) perform greater capacity-building tasks for learning online.
{"title":"Post Covid19 Challenges Encountered by The Omani GFP Students: Teachers’ Perspectives","authors":"Bashir ELbashir","doi":"10.37745/ijelt.13/vol11n51224","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n51224","url":null,"abstract":"Every element of life has been influenced by the COVID-19 pandemic. Both during and after the pandemic, students, in the different levels of the educational system, encountered numerous difficulties. This study aims to identify some of the most pressing difficulties encountered by A’Sharqiyah University’s GFP students as they reintegrated into the normal educational mode. In addition, the study tries to understand the effects of these problems and to discover their potential solutions. The findings revealed that returning to a traditional classroom setting presented students with a variety of academic, psychological, and social obstacles. For instance, pupils lost their motivation and their general academic performance declined. Students also developed the habit of reaching for their technological devices when performing even the simplest tasks. Additionally, social interaction among students became increasingly constrained. To accommodate teachers and students and boost students’ participation, it is suggested that higher education institutions (HEIs) perform greater capacity-building tasks for learning online.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135140697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.37745/ijelt.13/vol11n5111
Fatima Ahmed Mohamed El Hassan, Rawda Bashir Abdullah Ahmed
The aim of this study is to investigate the challenges that EFL teachers face while assessing their students online and to find out some solutions EFL teachers can adopt to overcome the challenges of online assessments. The study has followed the descriptive approach by investigating some previous studies that shed the light on the online assessment that done by EFL teachers. According to most of previous studies, the results of this study show that most of EFL teachers face challenges when using online assessment methods. the severity of these challenges is the iinternet cost and connection all the studies which were investigated by the researchers have these findings. Then, comes lack of digital literacy, less motivated and discouraged students and academic dishonesty respectively. The study recommends that EFL teachers should improve their computer literacy to be able to manage computers well or to operate a basic online platform. In addition, teachers should adopt effective and interesting teaching materials and techniques to increase students' motivation and enthusiasm for learning.
{"title":"EFL Teachers’ Challenges on the Usage of Online Assessment Methods","authors":"Fatima Ahmed Mohamed El Hassan, Rawda Bashir Abdullah Ahmed","doi":"10.37745/ijelt.13/vol11n5111","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n5111","url":null,"abstract":"The aim of this study is to investigate the challenges that EFL teachers face while assessing their students online and to find out some solutions EFL teachers can adopt to overcome the challenges of online assessments. The study has followed the descriptive approach by investigating some previous studies that shed the light on the online assessment that done by EFL teachers. According to most of previous studies, the results of this study show that most of EFL teachers face challenges when using online assessment methods. the severity of these challenges is the iinternet cost and connection all the studies which were investigated by the researchers have these findings. Then, comes lack of digital literacy, less motivated and discouraged students and academic dishonesty respectively. The study recommends that EFL teachers should improve their computer literacy to be able to manage computers well or to operate a basic online platform. In addition, teachers should adopt effective and interesting teaching materials and techniques to increase students' motivation and enthusiasm for learning.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135140698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.37745/ijelt.13/vol11n55264
Bashir ELbashir
The purpose of this research was to discover the problems of writing skills that General Foundation Programme (GFP) students have and to come up with effective solutions. In Feb 2023, the study was carried out at A'Sharqiyah University, Oman. A descriptive study approach (content analysis) was adopted by the researcher. 36 GFP students were chosen at random and instructed to compose a paragraph of 100–120 words on a certain topic. Six GFP instructors had marked the essays of the students twice; to identify errors made by students. The study found that students struggle with the selection of words, punctuation marks, spelling, capitalization, verb tenses and the structure of sentences, when writing. Following those conclusions, various recommendations were made. For example, students should read a lot because it improves their vocabulary, grammatical skills, and general understanding. Additionally, the writing instructor should place more emphasis on the good aspects of students' work rather than their shortcomings.
{"title":"Writing Skills Problems: Causes and Solutions","authors":"Bashir ELbashir","doi":"10.37745/ijelt.13/vol11n55264","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n55264","url":null,"abstract":"The purpose of this research was to discover the problems of writing skills that General Foundation Programme (GFP) students have and to come up with effective solutions. In Feb 2023, the study was carried out at A'Sharqiyah University, Oman. A descriptive study approach (content analysis) was adopted by the researcher. 36 GFP students were chosen at random and instructed to compose a paragraph of 100–120 words on a certain topic. Six GFP instructors had marked the essays of the students twice; to identify errors made by students. The study found that students struggle with the selection of words, punctuation marks, spelling, capitalization, verb tenses and the structure of sentences, when writing. Following those conclusions, various recommendations were made. For example, students should read a lot because it improves their vocabulary, grammatical skills, and general understanding. Additionally, the writing instructor should place more emphasis on the good aspects of students' work rather than their shortcomings.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135140700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.37745/ijelt.13/vol11n54351
Jean Christophe Faye
The present work refers to the analysis of grammatical consequences of digital technology on the learning of English language in the Senegalese high schools. In other words, this article deals with the grammatical consequences of WhatsApp in the learning of English in a context dominated by the implementation, by the State of Senegal, of the "Digital Senegal" strategy and the concretization of certain programs in the building of an “inclusive digital society”, in order to promote a learning society. WhatsApp is a cross-platform instant messaging application that allows users to exchange text, image, video, and audio messages for free through phones. Thus, the work aims to analyze the grammatical consequences of this cross-platform application in the study of English as a foreign language. However, to collect data in order to have a corpus to treat and analyze, we have done some research, organized interviews with teachers and pupils at high school. We have also exchanged messages through WhatsApp with other pupils. This approach has helped us to point out that this method of communication has affected the learning of English at high school.
{"title":"Grammatical consequences of the Digital on the Learning of English at Senegalese High School: The Case of WhatsApp","authors":"Jean Christophe Faye","doi":"10.37745/ijelt.13/vol11n54351","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n54351","url":null,"abstract":"The present work refers to the analysis of grammatical consequences of digital technology on the learning of English language in the Senegalese high schools. In other words, this article deals with the grammatical consequences of WhatsApp in the learning of English in a context dominated by the implementation, by the State of Senegal, of the \"Digital Senegal\" strategy and the concretization of certain programs in the building of an “inclusive digital society”, in order to promote a learning society. WhatsApp is a cross-platform instant messaging application that allows users to exchange text, image, video, and audio messages for free through phones. Thus, the work aims to analyze the grammatical consequences of this cross-platform application in the study of English as a foreign language. However, to collect data in order to have a corpus to treat and analyze, we have done some research, organized interviews with teachers and pupils at high school. We have also exchanged messages through WhatsApp with other pupils. This approach has helped us to point out that this method of communication has affected the learning of English at high school.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135140701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.37745/ijelt.13/vol11n52542
S.A Bukhari
In this study I aimed to investigate the impact of a Global Englishes for Language Teaching course on teachers’ attitudes towards teaching English as a global language. I employed an intervention research design to make a comparison between a control group and an intervention group. Forty-four Saudi preservice and inservice teachers participated in the study. The findings of the pre-questionnaire for both groups showed positive attitudes towards global perspectives on English language teaching and a slight attachment to traditional perspectives on English language teaching. The statistically significant difference between the pre-questionnaire and post-questionnaire of the intervention group showed the Global Englishes course could raise the intervention group’s appreciation of global perspectives on English language teaching and encourage a willingness to detach from traditional perspectives on English language teaching.
{"title":"The Impact of a Global Englishes Course on Teachers’ Attitudes Towards Teaching English as a Global Language","authors":"S.A Bukhari","doi":"10.37745/ijelt.13/vol11n52542","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n52542","url":null,"abstract":"In this study I aimed to investigate the impact of a Global Englishes for Language Teaching course on teachers’ attitudes towards teaching English as a global language. I employed an intervention research design to make a comparison between a control group and an intervention group. Forty-four Saudi preservice and inservice teachers participated in the study. The findings of the pre-questionnaire for both groups showed positive attitudes towards global perspectives on English language teaching and a slight attachment to traditional perspectives on English language teaching. The statistically significant difference between the pre-questionnaire and post-questionnaire of the intervention group showed the Global Englishes course could raise the intervention group’s appreciation of global perspectives on English language teaching and encourage a willingness to detach from traditional perspectives on English language teaching.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135140699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the case of advocating autonomous learning and lifelong learning, learners need to master English learning strategies and use them effectively. How to exert functions of English learning strategies is a key issue that needs to be solved. In this study, the revised The Strategy Inventory for Language Learning (SILL) to design a questionnaire and interviews were conducted to understand the current situation of English learning strategies used by junior high school students. Then, in order to augment students’ initiative in using learning strategies, based on the cognitive load theory, this study proposed six strategies. First, decrease internal cognitive load: reducing elements and linking old and new knowledge. Second, decrease external cognitive load: setting goals and reducing redundancy. Third, increase germane cognitive load: stimulating learning motivation and multi-modal training.
在倡导自主学习和终身学习的情况下，学习者需要掌握并有效地使用英语学习策略。如何发挥英语学习策略的功能是一个需要解决的关键问题。本研究采用修订后的《语言学习策略量表》(the Strategy Inventory for Language Learning, SILL)设计问卷和访谈，了解初中生英语学习策略的使用现状。然后，为了增强学生使用学习策略的主动性，本研究基于认知负荷理论提出了六种策略。第一，减少内部认知负荷:减少要素，衔接新旧知识。第二，减少外部认知负荷:设定目标，减少冗余。第三，增加相关认知负荷:激发学习动机和多模态训练。
{"title":"Research on English Learning Strategies in Junior High Schools Based on Cognitive Load Theory","authors":"Jiang Peishan, Wang Hongyuan","doi":"10.5430/ijelt.v10n1p1","DOIUrl":"https://doi.org/10.5430/ijelt.v10n1p1","url":null,"abstract":"In the case of advocating autonomous learning and lifelong learning, learners need to master English learning strategies and use them effectively. How to exert functions of English learning strategies is a key issue that needs to be solved. In this study, the revised The Strategy Inventory for Language Learning (SILL) to design a questionnaire and interviews were conducted to understand the current situation of English learning strategies used by junior high school students. Then, in order to augment students’ initiative in using learning strategies, based on the cognitive load theory, this study proposed six strategies. First, decrease internal cognitive load: reducing elements and linking old and new knowledge. Second, decrease external cognitive load: setting goals and reducing redundancy. Third, increase germane cognitive load: stimulating learning motivation and multi-modal training.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130783779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-15DOI: 10.37745/ijelt.13/vol11n4719
Lam Kai Shun
Infectious disease has a long history with our human beings. These diseases have been well known from the common flu in Spring to the most recent one such as the COVID-19 etc. People always want to find a cure such as vaccine to them. However, as the diseases’ viruses have thousands or mil-lions of mutation in their DNA or RNA, it is therefore difficult to predict the next popular species that may be spread among people in the coming year. Mathematically, the combinatoric plus the optimi-zation techniques may be the most feasible way to solve the problem. In the present thesis, this author suggests an innovate comparative research method that includes research group (HKLam regres-sion) and the control group (other regressions) to the infected virus such as COVID-19 or common flu etc. The aforementioned method is used to determine these virus(es)’s convergence (/or) diver-gence mutations such that we may further genetic edit them to obtain several feasible vaccine candi-dates for further investigation in human beings etc. In other words, we are trying to artificially devel-oped a tailor made “cow-pox” for these infected viruses and hence may be save millions of our lives.
{"title":"An Innovate Comparative Research Method to determine the convergence (/or divergence) of the Infective Virus like COVID-19 & Common Flu","authors":"Lam Kai Shun","doi":"10.37745/ijelt.13/vol11n4719","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n4719","url":null,"abstract":"Infectious disease has a long history with our human beings. These diseases have been well known from the common flu in Spring to the most recent one such as the COVID-19 etc. People always want to find a cure such as vaccine to them. However, as the diseases’ viruses have thousands or mil-lions of mutation in their DNA or RNA, it is therefore difficult to predict the next popular species that may be spread among people in the coming year. Mathematically, the combinatoric plus the optimi-zation techniques may be the most feasible way to solve the problem. In the present thesis, this author suggests an innovate comparative research method that includes research group (HKLam regres-sion) and the control group (other regressions) to the infected virus such as COVID-19 or common flu etc. The aforementioned method is used to determine these virus(es)’s convergence (/or) diver-gence mutations such that we may further genetic edit them to obtain several feasible vaccine candi-dates for further investigation in human beings etc. In other words, we are trying to artificially devel-oped a tailor made “cow-pox” for these infected viruses and hence may be save millions of our lives.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130345242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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