The effect of reading strategy use on online reading comprehension.

In the current age, digital technology is rapidly changing daily routines, and young people today spend most of their time using various digital tools. Therefore, traditional reading of the printed page is being transformed into digital reading of online texts among students. Thus, online reading strategies have become crucial for their development in online reading performance.

Measurement invariance of the English reading motivational structure of bilingual and multilingual university students.

Self-related beliefs can influence language learning motivation. In turn, reading motivation can facilitate self-related beliefs in influencing English reading comprehension (ERC). Additionally, past language learning experience affects future language learning.

English as a foreign language learners' strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors.

The previous three decades have seen a growing body of research into language learners' self-regulated learning (SRL), language learning strategy (LLS) use, and their possible effects on proficiency. This study thus provides insights into the relationship between elementary and low intermediate learners' perceptions of their self-regulated strategy use in English as a foreign language (EFL) and their attitude to English in relation to their proficiency level. Nine hundred and sixty-six higher proficiency students and 399 lower proficiency students in Year 8 participated in the research.

Online Assessment and Game-Based Development of Inductive Reasoning.

The aims of the study were (1) to develop a domain-general computer-based assessment tool for inductive reasoning and to empirically test the theoretical models of Klauer and Christou and Papageorgiou; and (2) to develop an online game to foster inductive reasoning through mathematical content and to investigate its effectiveness. The sample was drawn from fifth-grade students for the assessment (N = 267) along with the intervention study (N = 122). The online figurative test consisted of 54 items: nine items were developed for each of the six inductive reasoning processes.

Exploring the Role of English as a Foreign Language Receptive Skills and Learning Strategy Usage in the Ability to Acquire and Apply Knowledge at the Beginning of Higher Education.

Foreign language learning plays a prominent role in the world today not only for communication across borders, but also for the potential benefits of other learning skills. The main objective of this research is to examine and explore the relationship between first-year full-time undergraduate students' ( = 1,257) English as a foreign language (EFL) reading and listening achievement and learning strategy preferences in relation to knowledge acquisition and knowledge application. Our results show that students achieved significantly better on listening tasks than on reading tasks and that their knowledge acquisition performance was higher than their knowledge application achievement.

Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude.

The main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies. We also aimed to explore strategy use frequency in connection with attitude toward English language learning. Data were collected from 1,653 lower secondary students in Hungary through a revised version of the previously developed online Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) based on Oxford's Strategic Self-Regulation (SR) Model.

Cross-cultural differences in foreign language learning strategy preferences among Hungarian, Chinese and Mongolian University students.

The present study explores English as a foreign language (EFL) learning strategies used in Hungarian, Chinese, and Mongolian university students with different cultural and linguistic backgrounds. A total of 519 university students participated in the survey from the three different countries. The Strategy Inventory for Language Learning (SILL), developed by Rebecca Oxford (2003), was administered to explore cross-cultural differences in strategy use in the study.

Exploring Hungarian teachers' perceptions of inclusive education of SEN students.

The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N = 121) using an adapted version of the self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university.

Validation of a Self-Regulated Foreign Language Learning Strategy Questionnaire Through Multidimensional Modelling.

The main objective of the present research is to validate a Self-Regulated Foreign Language Learning Strategy Questionnaire based on previous research, conceptualised in a strategy inventory for language learning and self-regulated language learning. A total of 2223 lower secondary school children participated in the study. After the questionnaire development process, children completed the questionnaire online.

The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement.

This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 ( = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacognitive strategies in both years.

[Empirical antibiotic therapy of complicated skin and soft tissue infections in dermatological practice].

Unlabelled: Erysipelas is an acute bacterial infection of the skin predominantly caused by Streptococcus pyogenes. According to the international classification complicated erysipelas belongs to the complicated skin and soft tissue infections. Complicated infections are defined as severe skin involvement or when the infection occurs in compromised hosts.