Relevant bibliographies by topics / Technical English

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technical English'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Technical English"

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Manjula, K., and D. Kanakadurga. "Technical Structures in Technical English." SREYAS International Journal of Scientists and Technocrats 1, no. 3 (February 27, 2017): 37–42. http://dx.doi.org/10.24951/sreyasijst.org/2017031006.

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White, Jack Palmer. "English Technical Translation." Babel. Revue internationale de la traduction / International Journal of Translation 31, no. 3 (January 1, 1985): 147–51. http://dx.doi.org/10.1075/babel.31.3.06whi.

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MATVEEV, Anton. "TECHNICAL ENGLISH IN AEROSPACE." World of academia: Culture, Education, no. 8 (November 12, 2021): 31–35. http://dx.doi.org/10.18522/2658-6983-2021-8-31-35.

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Since 2004, the International Civil Aviation Organization has imposed pilots and air traffic controllers elsewhere in the world to comply with the established language proficiency standards as a safety measure against language and communication problems during flights. Currently, one of the problems that aviation English practitioners face is the lack of training materials on aviation specifications to learn various language aspects. This article discusses peculiarities of technical English used in aerospace. Thus, technical English not only facilitates communication between native and non-native English speakers but reduces the risk of errors and overall risks as well. In this regard, appropriate teaching approaches should be chosen, various tools and forms of teaching English aviation language should be used to form the language competence of future specialists.
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ONO, Yoshimasa. "Flowchart of Technical Writing in English and Structure of Technical Papers in English(English for Engineers and Scientists: Technical Writing and Oral Presentation in English)." Journal of the Society of Mechanical Engineers 107, no. 1026 (2004): 380–83. http://dx.doi.org/10.1299/jsmemag.107.1026_380.

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ONO, Yoshimasa. "Technical Writing in English Introduction." Journal of the Society of Mechanical Engineers 107, no. 1025 (2004): 282–85. http://dx.doi.org/10.1299/jsmemag.107.1025_282.

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Suyarova, Mavjuda Ergashevna, and Zukhra Allaberdievna Zulfiqorova. "TEXT ANALYSIS IN TECHNICAL ENGLISH." Theoretical & Applied Science 73, no. 05 (May 30, 2019): 126–28. http://dx.doi.org/10.15863/tas.2019.05.73.21.

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Harvey, Arlene. "Definitions in English technical discourse." Functions of Language 6, no. 1 (November 26, 1999): 53–94. http://dx.doi.org/10.1075/fol.6.1.03har.

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This paper explores degrees of equivalence constructed in English technical definitions. From an ergative perspective, the degree of equivalence depends upon the effectiveness of the clause (i.e. effective vs middle). Effective clauses tend to be encoding in orientation (i.e. the direction of the coding in the clause is from the gloss to the term) whereas middle clauses tend to be decoding (from term to gloss) (Halliday 1967/8, 1994; Davidse 1992a, 1996). In technical definitions, ideational meaning (expressed in relational clauses) is typically metafunctionally dominant and lexicogrammatically "deautomatized" (Mukarovsky 1977), while interpersonal meanings (expressed in mood and modality) are less dominant and "automatized". In technical definitions, the source of knowledge is either absent but probeable or absent and non-probeable. It is argued here that, despite the general automatization of interpersonal meaning in definitional clauses, a residue of interpersonality is in fact critical to the degree of equivalence constructed in the clause.
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ANDREI, Cristina Maria. "The Labyrinth of Technical English." ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE 2024, no. 1 (July 19, 2024): 18–23. http://dx.doi.org/10.52744/aucsflsa.2024.01.03.

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ESP is a complex matter to deal with for teachers as well as for students. It involves effort and commitment on both sides, a great deal of free time necessary for training, seriousness and, more than anything else, motivation; technical English is not just a long list of words to be learned by heart or complicated set phrases, it is a mix of everyday English vocabulary and conversations that are commonly met in technical contexts. Acquiring the terms in the field of expertise is vital, but only used in appropriate authentic situations may help learners get the real meaning and may help them to handle them correctly. One key aspect is to master the ability to adapt the knowledge from the class to the related work field opportunities. Useful materials are hard to create since the English teacher has no connection to the technical field, thus, a collaboration with other teachers is a positive aspect that should be taken into consideration. Students may also contribute with relevant information in the class, generating a bond with the teacher and a friendly learning environment where everybody plays a role, brings a contribution and offers support. It may be perceived as a team work coordinated by a teacher in the role of the leader. However, recently, a lot of specialised books for teaching technical English have appeared on the market, facilitating the entire teaching process.
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Manukonda, Ramesh. "English for Scientific & Technical Writing." International Journal for Research in Applied Science and Engineering Technology 10, no. 11 (November 30, 2022): 916–19. http://dx.doi.org/10.22214/ijraset.2022.47469.

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Abstract: ‘Communication is important not only in an organization but also in our daily life. When we use communication pertaining to technical, industrial or business matters belong to the category of technical or business communication’’. Scientific and technical writing, a form of technical communication, is a style of writing used in fields of diverse as computer hardware and software, engineering, chemistry, the aerospace, industry, robotics, finance, consumer electronics and biotechnology. Technical writing teams or departments are often referred to as Information development, User Assistance, Technical Documentation, or Technical Publications. Technical writers themselves may be called API writers, information developers, documentation specialists, documentation engineers, or technical content developers. Specific areas to be elaborated on the full paper. “ Nature of scientific and technical documentation-basics of scientific and technical documentation- organization in technical and scientific documentation – style in technical and scientific documentation –ABC of good technical and scientific documentation – history of technical and scientific documentation’. Broadly speaking, technical documentation can be categorized into three types, depending on the style of writing, the level of knowledge transferred and the target audience. End user assistance: These information products help a user understand how ton use a technical software or hardware product. Traditional technical documentation: here the objective of the writer is to communicate with a specific audience.
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ONO, Yoshimasa. "Clear and Suitable English Expressions for Technical Papers(English for Engineers and Scientists: Technical Writing and Oral Presentation in English)." Journal of the Society of Mechanical Engineers 107, no. 1028 (2004): 548–51. http://dx.doi.org/10.1299/jsmemag.107.1028_548.

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Dissertations / Theses on the topic "Technical English"

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Lea, Billie. "Readability in business and technical writing." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/420.

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Swan, Bonita B. "Opinions of technical college students toward required writing courses in associate degree programs on the Northeast Wisconsin Technical College campus." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999swanb.pdf.

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Newbold, Curtis Robert. "Teaching Creativity in Technical Communication Curricula." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/4.

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This thesis addresses the need to claim creativity as an essential component to our technical communication curricula as we prepare students for what their managers want. While many technical communication programs at universities across the country have recognized a need to teach skills beyond 'writing technically,' few, if any, have addressed or 'claimed' a concept such as creativity that helps build these skills. I argue that creativity is what managers are looking for and what technical communication programs are already implementing. Claiming this concept will help us further define a discipline that is becoming much richer and help students develop an understanding of what they will be expected to do. Furthermore, this thesis examines a creative process whereby technical communicators can learn and practice creative abilities. Ultimately, the present study examines four pedagogical theories to consider for the implementation of creativity into the technical communication curricula.
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Barker, Ken. "Semiautomatic recognition of semantic relationships in English technical texts." Thesis, University of Ottawa (Canada), 1998. http://hdl.handle.net/10393/4443.

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When people read a text, they rely on a priori knowledge of language, common sense knowledge and knowledge of the domain. Many natural language processing systems implement this human model of language understanding, and therefore are heavily knowledge-dependent. Such systems assume the availability of large amounts of background knowledge coded in advance in a specialized formalism. The problem with such an assumption is that building a knowledge base with sufficient and relevant content is labour-intensive and very costly. And often, the resulting knowledge is either too specific to be used for more than one very narrow domain or too general to allow subtle analyses of texts. In order to avoid the problems of manually encoding background knowledge, many researchers have abandoned symbolic language analysis in favour of statistical methods. The availability of large online corpora and improvements in computing resources have made it possible to make predictions about meaning based on observations of frequencies, contexts, correlation, and other phenomena in a corpus. Systems that use statistical methods have had some impressive successes, notably in part of speech tagging, word class clustering and word sense disambiguation. But these systems often require large amounts of analyzed language data to arrive at even shallow interpretations. Both of these kinds of natural language processing systems seek models of a text---knowledge-intensive systems a deep semantic model, corpus-based systems a much shallower distributional one. And both kinds of system depend on outside sources of data. This dissertation describes the construction and evaluation of an interactive tool that also seeks a model of a text. The model takes the form of semantic relationships between syntactic elements in English sentences. The system also depends on an outside source of data: a cooperative user. Unlike knowledge-intensive and corpus-based systems, however, it does not require a large repository of semantic information and it does not require any previously analyzed data: it can start processing a text from scratch. The system inspects the surface syntax of a sentence to make informed decisions about its possible interpretations. It then suggests these interpretations to the user. As more text is analyzed, the system learns from previous analyses to make better decisions, reducing its reliance on the user. Evaluation confirms that the semi-automatic acquisition of the model of a text is relatively painless for the user. The regular structure of the model identifies concepts that have different surface-syntactic forms. These concepts could be used as the knowledge base for expert systems or query answering systems. They could be used as a conceptual profile of a text, allowing, for example, text indexing on semantic concepts instead of just keywords. The concepts and semantic relationships between them could serve as base structures for text summarization. They could also be used as the domain-specific background knowledge core for natural language processing systems that attempt deeper understanding of a text.
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Lund, Max. "Duplicate Detection and Text Classification on Simplified Technical English." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158714.

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This thesis investigates the most effective way of performing classification of text labels and clustering of duplicate texts in technical documentation written in Simplified Technical English. Pre-trained language models from transformers (BERT) were tested against traditional methods such as tf-idf with cosine similarity (kNN) and SVMs on the classification task. For detecting duplicate texts, vector representations from pre-trained transformer and LSTM models were tested against tf-idf using the density-based clustering algorithms DBSCAN and HDBSCAN. The results show that traditional methods are comparable to pre-trained models for classification, and that using tf-idf vectors with a low distance threshold in DBSCAN is preferable for duplicate detection.
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Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.

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Iftiger, Arlene Patricia. "Curriculum for a technical course in business English: Business Communications 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1155.

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Barker, Ken. "Semi-automatic recognition of semantic relationships in English technical texts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ36763.pdf.

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Балацька, Наталія Іванівна. "The peculiarities of teaching english in technical higher educational establishments." Thesis, Київ 2018, 2018. http://er.nau.edu.ua/handle/NAU/33060.

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Disborg, Karin. "Advantages and disadvantages with Simplified Technical English : to be used in technical documentation by Swedish export companies." Thesis, Linköping University, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10071.

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Understanding technical documentation is of vital importance, since instructions and descriptions are given about how technical products are used, maintained and repaired. Because of the increased economic globalization, more and more documentation is both written in English by non-native English writers, and delivered to non-native English readers. More and more documentation is also translated by means of computerized aids. In order to improve comprehension and translatability of technical documentation, controlled languages are created. Controlled languages are subsets of ordinary languages, but with restricted vocabularies and writing rules.

The aim of this report is to discuss the advantages and disadvantages for Swedish export companies to use Simplified Technical English (STE), which is a controlled language, for their technical documentation. In this work technical writers are asked about their opinions of STE. Additionally, technical texts written in traditional English are compared with versions written in STE, in order to find out whether texts written in a controlled language are easier to read or not. Within the comparison, the differences between the versions are discussed and a readability measurement is done. The measurement showed that readability in technical documentation is improved by using STE. The writers’ opinions are illuminated in three areas, which are: higher documentation quality, reduced translation costs and reduced production costs.

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Books on the topic "Technical English"

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Geoghegan, Crispin. Reading technical English. Cambridge: Cambridge University Press, 1986.

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Markner-Jäger, Brigitte, ed. Technical English for Geosciences. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-68616-3.

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Markner-Jäger, Brigitte. Technical English for Geosciences. Berlin, Heidelberg: Springer-Verlag Berlin Heidelberg, 2008.

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Václav, Michalíček, ed. Anglicko-český technický slovník: English-Czech technical dictionary. 2nd ed. Praha: Sobotáles, 2003.

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Lannon, John M. Technical writing. 7th ed. New York: HarperCollins College Publishers, 1996.

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Man'kovskaya, Zoya. English language for technical colleges. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1033835.

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The textbook is designed to develop students ' skills of analytical, viewing and search reading of General scientific texts, retelling texts based on reference signals, as well as to form grammatical and lexical competencies, the ability to participate in a dialogue on the topic studied, extract information to discuss issues related to the history and current state of physics, biology, computer science, innovation and other areas of knowledge necessary for a modern specialist. It includes a basic course, a grammar workshop, lesson tests, and final tests. Current scientific and technical problems that are widely discussed in the world information space are revealed, which allows the student to maintain a dialogue on current topics of modern science and technology. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For first-and second-year students of technical universities of any orientation.
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Thorn, Michael. An introduction to technical English. New York: Phoenix ELT, 1996.

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Ohly, Rajmund. Primary technical dictionary, English-Swahili. Dar es Salaam: Institute of Production Innovation, University of Dar es Salaam, 1987.

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Śivarāvu, Digavalli. English-Telugu dictionary: Technical & scientific. New Delhi: Asian Educational Services, 1988.

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Jacques, Christopher. Technical English. Pearson Education, Limited, 2011.

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Book chapters on the topic "Technical English"

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Robins, Kevin, and Frank Webster. "The English Disease?" In The Technical Fix, 141–69. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20120-4_6.

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Schmid, Rolf, and Saburo Fukui. "Technical Terms German-English." In Dictionary of Biotechnology, 981–1279. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-70567-0_3.

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Alencar, Marcelo Sampaio de, and Thiago Tavares de Alencar. "Technical Style." In Scientific Style in English, 57–76. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003339366-3.

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Wallwork, Adrian. "Explaining technical slides." In English for Academic Research, 113–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95609-7_8.

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Schmid, Rolf, and Saburo Fukui. "Technical Terms English-German-Japanese." In Dictionary of Biotechnology, 1–534. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-70567-0_1.

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Schmid, Rolf, and Saburo Fukui. "Technical Terms Japanese-English-German." In Dictionary of Biotechnology, 535–979. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-70567-0_2.

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Cuntze, Ralf. "English Technical Terms with Definitions." In Fachbegriffe für Kompositbauteile – Technical terms for composite parts, 71–117. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-25635-7_4.

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Reinders, Hayo, Linh Phung, and Marilyn Lewis. "Academic and Technical Vocabulary." In Studying in English, 42–62. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59406-8_4.

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Wallwork, Adrian. "Technical and Soft Skills." In English for Academic Research, 109–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11090-1_8.

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Coxhead, Averil, Jean Parkinson, James Mackay, and Emma McLaughlin. "Technical vocabulary in trades education." In English for Vocational Purposes, 101–21. New York : Taylor and Francis, 2019. | Series: Routledge research in English for specific purposes: Routledge, 2019. http://dx.doi.org/10.4324/9780429449932-6.

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Conference papers on the topic "Technical English"

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Gorokhova, Natalia. "Eponymous Technical Terms In English Special Terminology." In Joint Conferences: 20th Professional Culture of the Specialist of the Future & 12th Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.03.41.

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Maksimova, A. A. "Methodology of laboratory work using technical documentation in English." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-52.

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This article is a detailed description of laboratory work using technical documentation in English. It discusses the significance, types and methodology of using technical documentation. This article is intended for teachers and students studying technical specialties in English-language training programs
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Ishikawa, Yuka. "Needs Analysis of Japanese Engineers' English Use Focusing on Technical Vocabulary." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.18.

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Murphy, Laurie, Renée McCauley, and Sue Fitzgerald. "'Explain in plain English' questions." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157249.

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Mezentseva, Anna. "Proficiency Of Technical Students In English Professional Communication." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.421.

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Ren, Zhigang, Han Wang, and Xin Li. "A Mutimedia Platform Constructed for Technical English Teaching." In 2007 First IEEE International Symposium on Information Technologies and Applications in Education. IEEE, 2007. http://dx.doi.org/10.1109/isitae.2007.4409323.

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Kovacevic, Darko. "Some Aspects of Online Teaching of Technical English." In 2021 20th International Symposium INFOTEH-JAHORINA (INFOTEH). IEEE, 2021. http://dx.doi.org/10.1109/infoteh51037.2021.9400687.

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Yahya, Yasmin, Nurhadiana Nurulmatin, Nurul Sharaz Azmanuddin, and Norhatta Mohd. "English proficiency and academic achievement of technical undergraduates." In THE 3RD INTERNATIONAL CONFERENCE OF INFORMATION & COMMUNICATION TECHNOLOGY 2021 (ICICTM 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0119803.

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Rudnianyn, O. I. "Technical translation: challenges students face at English classes." In СТРАТЕГІЇ РОЗВИТКУ ТА ПРІОРИТЕТНІ ЗАВДАННЯ ФІЛОЛОГІЧНИХ НАУК. Liha-Pres, 2023. http://dx.doi.org/10.36059/978-966-397-320-3-41.

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Puteri Zarina, Megat Khalid. "THE USE OF ENGLISH AMONG UNIVERSITY TECHNICAL LECTURERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1772.

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Reports on the topic "Technical English"

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Cardwell, Ramsey, Ben Naismith, Geoffrey LaFlair, and Steven Nydick. Duolingo English Test :Technical Manual. Duolingo, May 2023. http://dx.doi.org/10.46999/cqng4625.

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The Duolingo English Test Technical Manual provides an overview of the design, development, administration, and scoring of the Duolingo English Test. Furthermore, the Technical Manual reports validity, reliability, and fairness evidence, as well as test-taker demographics and the statistical characteristics of the test. This is a living document whose purpose is to provide up-to-date information about the Duolingo English Test, and it is updated on a regular basis.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Pabón Méndez, Mónica Rocío, Silvia Andrea Tarazona Ariza, Alfredo Duarte Fletcher, and Nelly Johana Álvarez Idarraga. English Vowel Sounds: A Practical Guide for the EFL Classroom. Ediciones Universidad Cooperativa de Colombia, February 2023. http://dx.doi.org/10.16925/gcgp.78.

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This guide was created as a response to the needs of the English phonetics and phonology class of the undergraduate Teaching Program of the Faculty of Education at Universidad Cooperativa de Colombia, where the English language is approached in a more technical, professional, and theoretical way that implicitly leads to an active and meaningful practice in the classroom with simple exercises but challenging enough for the initial level of the students. The guide gives priority to the vowel sounds of English since they are different from those in the Students’ Spanish linguistic inventory, thus, each of the short and long sounds are explained with clear examples. Finally, the guide comes with a QR code that can be easily scanned from any mobile device to access the audios of the proposed exercises to be studied in class or independently by students.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Buzko, Viktoriia L., Alla V. Bonk, and Vitaliy V. Tron. Implementation of Gamification and Elements of Augmented Reality During the Binary Lessons in a Secondary School. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2663.

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The purpose of the research is to consider the possibilities of gamification and elements of augmented reality in the secondary school during the binary lessons in Physics and English. The objective of the research is to give examples of conducting binary lessons by means of gaming and elements of augmented reality. The object of the research is the process of teaching Physics and English in a secondary school. The subject of the research is the use of gamification and the elements of augmented reality when conducting binary lessons in a secondary school. The article considers the possibility of introducing the elements of augmented reality and gamification in a secondary school during the binary lessons. Examples of binary lessons for the secondary school students using gamification and augmented reality elements are given. The introduction of various types of educational activities during the binary lessons is analyzed. The results of the research indicate that gamification and the introduction of the elements of augmented reality in the process of studying in a secondary school contribute to the formation and development of cognitive interest of students in Physics and English; it will promote the application of scientific and technical knowledge in real life.
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Machado, Victor, João Marcelo Caríssimo, and Israel Teoldo. The effects of opposition on collective and individual behaviours in soccer: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0105.

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Review question / Objective: This systematic review was conducted to verify the effects of opposition on different outcomes (e.g.: tactical, technical, physical and psychological dimensions) in colective (teams) and individual (players) behaviours on trainning sessions in soccer. Eligibility criteria: I)Articles wrote in English, Spanish or Portuguese; II) Articles published in peer-review journals; III) Articles with sample composed of soccer players of both genders (male and female).
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Gao, Yicheng, Rui Cao, Zhihan Liu, Chengwei Si, Yujie Wang, Pengcheng Tian, Xinyan Zhuang, et al. Knee osteoarthritis guidelines lack a comprehensive consideration of multiple influencing factors from evidence to recommendations: a systematic survey. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0062.

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Review question / Objective: To systematically evaluate the use of the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) approaches and factors influencing the formation from evidence to recommendations in the knee osteoarthritis (KOA) related clinical practice guidelines (CPGs). Information sources: Two English-language databases (PubMed, Embase) and four Chinese-language databases (China National Knowledge Infrastructure, VIP Database for Chinese Technical Periodicals, Wanfang, and Chinese Biomedical Literature Database).
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Pons, Aina, Annalisa Hauck, and Tarek Abdel Aziz. On Indocyanine Green Fluorescence and Autofluorescence in thyroid and parathyroid surgery: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0067.

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Review question / Objective: Autofluorescence (AF) and Indocyanine Green Fluorescence (ICG) were used for the first time for parathyroid gland (PG) identification in 2011 and 2015, respectively, during thyroidectomy/parathyroidectomy. Authors reported promising results. We aim to understand the efficacy, technical challenges, cost-effectiveness, and impact on postoperative biochemical and clinical outcomes of such new techniques. Eligibility criteria: The language filter was set to allow for publications in English, German, Spanish, and French assessing the use of ICG and/or AF for PG identification. Only titles and abstracts, followed by the full text dating from 2008 to 2020 have been considered in this review. Existing systematic reviews were excluded from the results.
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Sousa, Honorato, Filipe Manuel Clemente, Élvio Rúbio Gouveia, Adam Field, and Hugo Sarmento. Effects of changing the head coach on soccer team’s performance: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0060.

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Review question / Objective: The aim of this systematic review is to analyze the effects of changing the soccer head coach on the overall team’s performance, locomotor demands of players, technical/tactical responses of players, and psychological responses of players. Eligibility criteria: P: Among professional soccer players what is the effect of head-coach replacement; E: Exposure to the change of the head-coach; C: Last weeks of the fired head-coach compared with the first weeks of the new head-coach; O: locomotor performance, sports results, mental health metrics. Inclusion criteria will be: (1) articles written in English; (2) carried out in professional football teams. Studies will be excluded if: (1) written in another language other than the one selected; (2) in the case of theses, books and non-scientific articles.
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