The lack of studies on academic procrastination caused by distractions in the context of social isolation, during the COVID-19 pandemic, motivated the study that sought to answer: How do master's and doctoral students perceive distraction and distraction mitigation factors in about your procrastinating behavior? Aiming to understand the…

This study investigates the influence of social media on academic performance and social interactions among master's students at the University of Yaoundé I (UY1). Using a mixed-methods approach, the research includes a sample of 384 students across four faculties. Quantitative data was collected through a structured questionnaire, while…

This mixed-methods study investigated the impact of musical lyrics and working memory capacities on second language (L2) English reading comprehension among adult Chinese native speakers. Participants were 57 adult ESL learners with advanced L2 proficiency, divided into high and low working memory capacity groups based on a pre-test. They…

This study examined teachers' expressions of the dynamic characteristics of open inquiry, which emphasize the scientific, continuous, and flexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers' reflections as they engaged in an open inquiry process. Using both qualitative and…

The discussion and debate on integrating social media into the formal education remain largely speculative rather than well informed and certain. Only limited studies and mainly from developed nations attempted to describe specific learning gains and benefits of social media as a formal tool in the learning environment. Studies that attempt to…

Cognitive factors have been recognised as important in the interpreting process, but whether they could serve as valid components of interpreting aptitude still awaits further investigation. This study explores the predictive value of cognitive fluency in the simultaneous interpreting (SI) performance of trainee interpreters. Cognitive fluency…