Hydrothermal and ultrasonic processes were used in this study to synthesize a single-atom Cu anchored on t-BaTiO3. The resulting material effectively employs vibration energy for the piezoelectric (PE) catalytic degradation of pollutants. The phase and microstructure of the sample were analyzed using X-ray diffraction (XRD) and scanning electron microscopy (SEM), and it was found that the sample had a tetragonal perovskite structure with uniform grain size. The nanomaterial achieved a considerable increase in tetracycline degradation rate (approximately 95 % within 7 h) when subjected to mechanical vibration. In contrast, pure BaTiO3 demonstrated a degradation rate of 56.7 %. A significant number of piezoinduced negative charge carriers, electrons, can leak out to the Cu-doped BaTiO3 interface due to Cu’s exceptional conductivity. As a result, a single-atom Cu catalyst can facilitate the separation of these electrons, resulting in synergistic catalysis. By demonstrating a viable approach for improving ultrasonic and PE materials this research highlights the benefits of combining ultrasonic technology and the PE effect.

The purpose of study was to investigate university students’ attitudes towards English language learning apps and examine whether there is any significant difference in their attitudes depending on their personal variables such as their gender, major, grade, nationality, and so on. This study also explored students’ perceptions of English language learning apps that they have used. Participants were college students living in Korea and China. Data were collected by means of a questionnaire and an interview. Results showed that both Korean and Chinese students generally held positive attitudes towards English language learning apps, although Chinese students showed more positive attitudes than Koreans. The main reasons that they liked to use English language learning apps were their convenience, ubiquity, and rich resources. On the other hands, it was revealed that the lack of communication and feedback was the main problem of using such apps. Both Korean and Chinese students stated that it was an effective way to use English language learning apps to practice pronunciation, vocabulary, listening, and reading skills. Findings of this research suggest that English language learning apps should be developed to inspire users/students’ learning interest and foster learner autonomy.