Articles

The Effectiveness of Task-Based Grammar Activities in Improving English Grammar Proficiency among University Students in a University in Northern Viet Nam

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This study aimed to examine the effectiveness of task-based grammar activities in improving the English grammar proficiency of university students at a university in Viet Nam. Specifically, it compared the grammar performance of students taught through the Task-Based Approach with those taught through the Grammar-Translation Method. The study employed a quasi-experimental pre-test and post-test design involving 60 students, who were divided into an experimental group and a control group, with 30 students in each group. The experimental group was taught grammar through task-based activities, while the control group received instruction through the Grammar-Translation Method. Data were collected using grammar pre-tests and post-tests and were analyzed using mean scores, standard deviation, and t-test procedures. The findings showed that both groups improved after the intervention; however, the experimental group achieved a higher post-test mean score than the control group. The results indicate that task-based grammar activities were more effective in enhancing students’ grammar proficiency, increasing their classroom participation, and promoting more meaningful use of grammatical structures in communication. The study concludes that the Task-Based Approach is a suitable and effective method for teaching English grammar at the university level, particularly in contexts where traditional grammar instruction remains dominant.

Prevalence and Comorbidity of Generalized Anxiety and Depression among Medical Students at Selected Universities in Lusaka, Zambia

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Research shows that medical students suffer from anxiety and depression, which are the 2 biggest mental health disorders, and their health only deteriorates upon entering the medical field. Although studies have been conducted to investigate their existence, very few to none have explored their prevalence and association amongst medical students in Zambia. This study will therefore investigate on the prevalence and comorbidity of both anxiety and depression amongst medical students in Zambia. A cross-sectional study was conducted on 376 medical students from 2 medical universities which were selected using a combination of convenience and voluntary sampling techniques. The Patient health questionnaire was used to assess depression whilst the Generalised Anxiety Disorder Scale was used to assess anxiety amongst medical students. The data was analyzed using both Descriptive statistics, specifically measures of central tendencies and cross-tabulation were used to explain the study participant in relation to study variables. The study employed inferential statistics, specifically, the Pearson’s Product Moment correlation coefficient (r) was used to measure the correlation between anxiety and depression. The study revealed that the prevalence of depression amongst the participants was 68% and the comorbidity of anxiety and depression was found to be 60.4% (p < 0.001). The study revealed high prevalence and comorbidity of anxiety and depression. Universities should collaborate with non-governmental organizations to treat, educate and improve on the management of anxiety and depression among medical students.