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  • 1
    Online Resource
    Online Resource
    Tracking the establishment of local endemic populations of an emergent enteric pathogen
    Proceedings of the National Academy of Sciences ; 2013
    In:  Proceedings of the National Academy of Sciences Vol. 110, No. 43 ( 2013-10-22), p. 17522-17527
    Details
    In: Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, Vol. 110, No. 43 ( 2013-10-22), p. 17522-17527
    Abstract: Shigella sonnei is a human-adapted pathogen that is emerging globally as the dominant agent of bacterial dysentery. To investigate local establishment, we sequenced the genomes of 263 Vietnamese S. sonnei isolated over 15 y. Our data show that S. sonnei was introduced into Vietnam in the 1980s and has undergone localized clonal expansion, punctuated by genomic fixation events through periodic selective sweeps. We uncover geographical spread, spatially restricted frontier populations, and convergent evolution through local gene pool sampling. This work provides a unique, high-resolution insight into the microevolution of a pioneering human pathogen during its establishment in a new host population.
    Type of Medium: Online Resource
    ISSN: 0027-8424 , 1091-6490
    URL: Article
    DOI: 10.1073/pnas.1308632110
    RVK:
    TA 1000
    RVK:
    WA 15000
    Language: English
    Publisher: Proceedings of the National Academy of Sciences
    Publication Date: 2013
    detail.hit.zdb_id: 209104-5
    detail.hit.zdb_id: 1461794-8
    SSG: 11
    SSG: 12
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  • 2
    Online Resource
    Online Resource
    Identifying Developmental Language Disorder in Vietnamese Children
    American Speech Language Hearing Association ; 2019
    In:  Journal of Speech, Language, and Hearing Research Vol. 62, No. 5 ( 2019-05-21), p. 1452-1467
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 62, No. 5 ( 2019-05-21), p. 1452-1467
    Abstract: Developmental language disorder (DLD), defined by low language performance despite otherwise normal development, can negatively impact children's social and academic outcomes. This study is the 1st to examine DLD in Vietnamese. To lay the foundation, we identified cases of DLD in Vietnam and explored language-specific characteristics of the disorder. Method Teacher ratings of 1,250 kindergarteners living in Hanoi, Vietnam, were used to recruit children with and without risk for DLD. One hundred four children completed direct measures of vocabulary and language sampling, and their parents completed in-depth surveys. We examined convergence and divergence across tasks to identify measures that could serve as reliable indicators of risk. Then, we compared performance on direct language measures across ability levels. Results There were positive associations between teacher and parent report and between report and direct language measures. Three groups were identified based on convergence across measures: DLD, some risk for DLD, and no risk. The DLD group performed lowest on measures of receptive and expressive vocabulary, mean length of utterance, and grammaticality. Although children with DLD exhibited a greater number of errors, the types of errors found were similar across DLD and No Risk groups. Conclusions Similar to rates found globally, 7% of the kindergarten population in Vietnam exhibited risk for DLD. Results highlight the importance of parent and teacher report and the value of multiple measures to identify DLD. We discuss potential clinical markers for DLD in the Vietnamese language and outline future directions.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2019_JSLHR-L-18-0305
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2019
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 3
    Online Resource
    Online Resource
    A lossless online Bayesian classifier
    Elsevier BV ; 2019
    In:  Information Sciences Vol. 489 ( 2019-07), p. 1-17
    Details
    In: Information Sciences, Elsevier BV, Vol. 489 ( 2019-07), p. 1-17
    Type of Medium: Online Resource
    ISSN: 0020-0255
    URL: Article
    DOI: 10.1016/j.ins.2019.03.031
    RVK:
    SA 5420
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2019
    detail.hit.zdb_id: 218760-7
    detail.hit.zdb_id: 1478990-5
    SSG: 24,1
    SSG: 7,11
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  • 4
    Online Resource
    Online Resource
    Uncovering the Edge of Ambivertedness in Acquiring the English Language
    Academy Publication ; 2023
    In:  Journal of Language Teaching and Research Vol. 14, No. 5 ( 2023-09-01), p. 1363-1374
    Details
    In: Journal of Language Teaching and Research, Academy Publication, Vol. 14, No. 5 ( 2023-09-01), p. 1363-1374
    Abstract: The current study endeavors to investigate the preferred English language learning strategies among individuals who self-identify as ambiverts. A mixed-methods research design, comprising a survey questionnaire and follow-up interviews, was implemented to gather data from a sample population of 68 English-major students, of which 22 self-identified as ambiverts. The study aimed to elucidate the influence of the balance between introversion and extroversion on ambiverts’ favored learning strategies and to examine the benefits this balance provides in terms of selecting strategies that are best adapted to their unique needs and preferences. The results demonstrate that ambiverts favored affective learning strategies, such as musical accompaniment and positive self-talk, as well as compensatory strategies, such as deductive reasoning and seeking assistance. Furthermore, ambiverts displayed a proclivity for metacognitive strategies, including the recognition of faults and focusing on specific tasks, and memory-related strategies, including the utilization of color-coding and the integration of images and keywords. The study also revealed that social strategies, such as collaboration with others and seeking clarification, were favored by ambiverts, emphasizing the significance of interaction and engagement in the learning process. These findings have important implications for language educators and may inform the development of more inclusive learning materials that cater to a broad range of learning styles, including ambiverts, and enhance the effectiveness of language instruction.
    Type of Medium: Online Resource
    ISSN: 2053-0684 , 1798-4769
    URL: Article
    DOI: 10.17507/jltr.1405.25
    Language: Unknown
    Publisher: Academy Publication
    Publication Date: 2023
    detail.hit.zdb_id: 2548723-1
    SSG: 5,3
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  • 5
    Online Resource
    Online Resource
    Metacognitive Awareness of Using Reading Strategies by TESOL Postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University
    Academy Publication ; 2020
    In:  Theory and Practice in Language Studies Vol. 10, No. 2 ( 2020-02-01), p. 157-
    Details
    In: Theory and Practice in Language Studies, Academy Publication, Vol. 10, No. 2 ( 2020-02-01), p. 157-
    Abstract: Metacognitive awareness of reading strategies is significantly important for language learners at all levels, including TESOL postgraduates, as it can help them enhance their reading comprehension ability. However, if there is any one ignored or less frequently used strategy, reading comprehension definitely weakens. This study, therefore, aimed at investigating metacognitive awareness of using reading strategies by the TESOL postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University, Vietnam. The current study adopted features of a mixed-methods research design to collect data in depth and breadth. A sample of eighty-one TESOL postgraduates Intakes 11 and 12 was recruited for the current study. Their awareness and factuality of using metacognitive strategies in reading process was elucidated through two instruments of a thirty-eight-item questionnaire and a five-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that perils of using metacognitive strategies in reading process seemed to outweigh merits of this implementation. In addition, some metacognitive reading strategies were neglected by some TESOL postgraduates, that is, using context clues, guessing the text content, and critically analyzing and evaluating the text information (global group), discussing with others, self-questioning, and paraphrasing (support group). The study was closed by a brief conclusion of key findings.
    Type of Medium: Online Resource
    ISSN: 1799-2591
    URL: Article
    DOI: 10.17507/tpls.1002.03
    Language: Unknown
    Publisher: Academy Publication
    Publication Date: 2020
    detail.hit.zdb_id: 2614434-7
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  • 6
    Online Resource
    Online Resource
    Classroom assessment and learning motivation: insights from secondary school EFL classrooms
    Walter de Gruyter GmbH ; 2022
    In:  International Review of Applied Linguistics in Language Teaching Vol. 0, No. 0 ( 2022-07-14)
    Details
    In: International Review of Applied Linguistics in Language Teaching, Walter de Gruyter GmbH, Vol. 0, No. 0 ( 2022-07-14)
    Abstract: This study compares L2 classroom assessment practices related to learning motivation in a high-performing grammar school and middle-range regular school to find the characteristics of L2 classroom assessment that promote learning motivation. First, we observed how four L2 teachers assessed eight seventh-grade classes at the two schools (four classes per school). Then, we administered questionnaires to the students in these eight classes to investigate the correlation between classroom assessment and learning motivation. Finally, we conducted semi-structured interviews with the four teachers (each teacher in charge of two classes) and 10 randomly stratified students to interpret such a relationship. Quantitative data were projected into SPSS 25 for analysis, and qualitative data were analyzed thematically. The results showed that it was not the frequency but the characteristics of assessment that fostered learning motivation. The results suggest including assessment techniques to enhance learning motivation in Vietnamese L2 teacher education programs.
    Type of Medium: Online Resource
    ISSN: 0019-042X , 1613-4141
    URL: Article
    DOI: 10.1515/iral-2022-0020
    RVK:
    EQ 1000
    Language: English
    Publisher: Walter de Gruyter GmbH
    Publication Date: 2022
    detail.hit.zdb_id: 4491-X
    detail.hit.zdb_id: 2033176-9
    SSG: 7,11
    SSG: 5,3
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