Abstract
Adjudicating the Utilization of Metacognitive, Affective and Social Language Learning Strategies by Preservice Learners of Teacher Education Institutions in Western Visayas, Philippines
Highlights
Introduction and TheoreticalConceptual Background Many Language Educators have postulated that the process of language learning is not the processing of the intellectual, but it about social and emotional and affective since language is an element of social behavior, and predominantly, a very essential tool for communicating with people
Based on the results of this research endeavour, it is concluded that Language Learning Strategies are used by Preservice learners to a High extent, in each of the sub-dimensions namely, Metacognitive, Affective and Social Language Learning Strategies but among the three dimensions, the metacognitive strategy is the most utilized by the Preservice learners
This study purported to address the following questions: 1. How is Language Learning Strategies utilized by Preservice learners in terms of the Metacognitive, Affective and Social dimensions? 2
Summary
Introduction and TheoreticalConceptual Background Many Language Educators have postulated that the process of language learning is not the processing of the intellectual, but it about social and emotional and affective since language is an element of social behavior, and predominantly, a very essential tool for communicating with people. Social learning strategies can help learners to achieve more effective language learning and will enhance their understanding of different cultures; the affective dimension which are about peoples’ feelings and attitudes, anxieties and motivation that may have an impact on the progress of language learning and performance of the preservice teachers. These Education students who are otherwise known as Preservice teachers, upon entering senior year in tertiary education are already expected to have gained mastery in their chosen field of specialization but there are times that students tend to fall back from the things that they had learned from their lower years. As posited by educators and mentors of pre-service teachers, the purpose of pre-service experiences is to allow students to practice the strategies and concepts they have been learning in their college education courses, under the tutelage of cooperating mentors, pre-service teachers learn to prepare and give lessons and measure student progress.
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