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Examining a Metacognitive Instruction Model
Ayako Kobayashi 아시아영어교육학회 2016 The Journal of Asia TEFL Vol.13 No.2
This study aims to examine a metacognitive instruction model conducted in the English as Foreign Language (EFL) classroom and to examine the impact of metacognitive instruction (MI) on students’ metacognition, self-efficacy, interaction strategies, and oral communication (OC) by using structural equation modeling (SEM). To examine these impacts, t-tests, a higher-order confirmatory factor analysis, latent variable path analyses, and multi-group comparison analyses were conducted. The participants in this study were Japanese sophomores. They attended an OC course where MI was conducted for three months. They were guided to develop their metacognitive knowledge and self-regulatory strategies regarding OC. The participants’ pre- and post-questionnaire answers and their pre- and post-OC test grades were analyzed using SEM. Results indicated that after the intervention the path from strategy use to OC scores was significant. Moreover, two causal relationships were also strengthened: (a) between metacognition and strategy use and (b) between metacognition and self-efficacy. Furthermore, between the pre-group and the post-group, a significantly different path was found: metacognition → self-efficacy. Taken together, these findings suggest that activated metacognition can lead to more effective learning.
Examining the Effects of Metacognitive Instruction in Oral Communication for EFL Learners
Ayako Kobayashi 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.2
This study investigated the effects of metacognitive instruction in oral communication for EFL learners over a semester. Participants (N = 58) were sampled from four oral communication classes in a private university in the western part of Japan where the researcher had been working as an English instructor. They were freshmen whose majors were not English. The treatment group (n = 28) received metacognitive instruction in oral communication (i.e., they were taught how to improve oral communication skills and how to become more autonomous learners through metacognitive processes as well as activities such as planning, monitoring, and reflecting). The contrast group (n = 30), taught by the same teacher, did not receive metacognitive instruction although they used the same textbooks and materials and had more time for interaction in English. Results of the questionnaire (SRLQ, the Self-Regulated Learning in Oral Communication Questionnaire, Kobayashi, 2016a) showed that students in the treatment group became more self-regulated learners. Moreover, it was found that the treatment group made greater gains in interactional competence, regulation of cognition, cognitive strategies and interaction strategies. Furthermore, it was verified that learners with low interactional competence in the treatment group benefited the most from such metacognitive instruction.
Overview of citrin deficiency and its incidence in Asian region
Kobayashi, Keiko,Iijima, Mikio,Ushikai, Miharu,Lu, Yao Bang,Sheng, Jian-Sheng,Tabata, Ayako,Ikeda, Sayaka,Li, Meng Xian,Saheki, Takeyori,Okano, Yoshiyuki,Hsiao, Kwang-Jen,Hwu, Wuh-Liang,Yang, Yanling The Korean Society of Inherited Metabolic Disease 2006 대한유전성대사질환학회지 Vol.6 No.1
Discovery of New Fusion Inhibitor Peptides against SARS-CoV-2 by Targeting the Spike S2 Subunit
( Mahmoud Kandeel ),( Mizuki Yamamoto ),( Hideki Tani ),( Ayako Kobayashi ),( Jin Gohda ),( Yasushi Kawaguchi ),( Byoung Kwon Park ),( Hyung-joo Kwon ),( Jun-ichiro Inoue ),( Abdallah Alkattan ) 한국응용약물학회 2021 Biomolecules & Therapeutics(구 응용약물학회지) Vol.29 No.3
A novel coronavirus, severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2), caused a worldwide pandemic. Our aim in this study is to produce new fusion inhibitors against SARS-CoV-2, which can be the basis for developing new antiviral drugs. The fusion core comprising the heptad repeat domains (HR1 and HR2) of SARS-CoV-2 spike (S) were used to design the peptides. A total of twelve peptides were generated, comprising a short or truncated 24-mer (peptide #1), a long 36-mer peptide (peptide #2), and ten peptide #2 analogs. In contrast to SARS-CoV, SARS-CoV-2 S-mediated cell-cell fusion cannot be inhibited with a minimal length, 24-mer peptide. Peptide #2 demonstrated potent inhibition of SARS-CoV-2 S-mediated cell-cell fusion at 1 μM concentration. Three peptide #2 analogs showed IC50 values in the low micromolar range (4.7-9.8 μM). Peptide #2 inhibited the SARSCoV- 2 pseudovirus assay at IC50=1.49 μM. Given their potent inhibition of viral activity and safety and lack of cytotoxicity, these peptides provide an attractive avenue for the development of new prophylactic and therapeutic agents against SARS-CoV-2.
A three-dimensional investigation of mandibular deviation in patients with mandibular prognathism
Kazuaki Osawa,Hideyoshi Nishiyama,Kojiro Takahashi,Ayako Honda,Chihiro Atarashi,Ritsuo Takagi,Tadaharu Kobayashi,Isao Saito,Jun Nihara 대한악안면성형재건외과학회 2023 Maxillofacial Plastic Reconstructive Surgery Vol.45 No.-
Background Craniofacial disharmony in cases of jaw deformity associated with abnormal lateral deviation of the jaw mostly involves both the maxilla and mandible. However, it has been still difficult to capture the jaw deviation aspect in a 3-dimensional and quantitative techniques. In this study, we focused on 3-dimensional mandibular morphology and position of the condylar head in relation to the base of the skull in patients with mandibular prognathism, one of the most common jaw deformities. We used cluster analysis to quantify and classify deviation and clarified its characteristics. We also investigated the degree of correlation between those findings and menton (Me) deviation measured on frontal cephalograms, which is a conventional indicator of jaw deformity. Results Findings obtained from 100 patients (35 men, 65 women) were classified into the following three groups based on mandibular morphology and condylar position relative to the skull base. Then, reclassification using these parameters enabled classification of cluster analysis findings into seven groups based on abnormal jaw deviation characteristics. Comparison among these seven groups showed that the classification criteria were ramus height, mandibular body length, distance from the gonion to the apex of the coronoid process, and the lateral and vertical positions of the mandible. Weak correlation was also found between Me deviation on frontal cephalograms and each of the above parameters measured on 3D images. Conclusions Focusing on mandibular morphology and condylar position relative to the skull base in patients with mandibular prognathism, we used cluster analysis to quantify and classify jaw deviation. The present results showed that the 3D characteristics of the mandible based on mandibular morphology and condylar position relative to the skull base can be classified into seven groups. Further, we clarified that Me deviation on frontal cephalograms, which has been used to date, is inadequate for capturing jaw deviation characteristics.