Choice Of Learning Strategies Research Articles

Self-Efficacy, Motivation and Learning Strategies in Germany and Japan

Learning strategies are important factors for students’ academic success. Motivation and self-efficacy influence the choice and the use of specific learning strategies (Entwistle & Ramsden, 1983). In this study, we want to assess how these three factors and their interaction are determined by the cultural setting (eastern vs. western culture). Therefore, we tested 271 Japanese students (198 men, age: M = 19.74, SD = 1.39) and 300 German students (177 men, age: M = 21.84, SD = 1.83). The results show that Japanese students have lower motivation and self-efficacy and choose different learning strategies from German students. Even when (it is) not totally fitting the theoretical construct, the choice of learning strategies can be better explained in Japan (R² = .10 to .33) by motivation and self-efficacy than in Germany (R² = .01 to .26). In summary, it is shown that the cultural setting has an influence on the three components and also on their interaction.

Pembelajaran Berbantuan Geogebra Berdasarkan Struktur Kognitif Manusia

In the current curriculum in Indonesia, students are the center of learning and teachers are only facilitators. Therefore, it is necessary to choose the right learning strategies and media so that learning activities can take place effectively and efficiently. The choice of learning strategies and media must pay attention to human cognitive structure. Apart from that, improving the quality of mathematics learning also requires technological assistance that is appropriate to current developments. With the help of technology, students will more easily visualize shapes and understand concepts in the material being taught. One media that can answer this is Geogebra. This article is a literature study that aims to discuss learning based on human cognitive structure. Further examples of the application of geogebra-assisted learning based on human cognitive structures are also discussed in this article.

Analysis Of Proficiency And Motivation On The Choices Of English Language Learning Strategies Of Smk Negeri 1 Bmr

The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by tenth graders at SMK Negeri 1 Belitang Madang Raya , and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire. This study was a qualitative study using Descritive method. The population in this study were all tenth graders at SMK Negeri 1 Belitang Madang Raya for the academic year 2021/2022 with a total of 159 students from five classes. The writer using random sampling technique to take samples. The sampling technique was carried out in one class, namely (TKJ1) which consisted of 30 students. the writer found that memory strategies 228(76%) ,Cognitif strategies 59(20%), Compensation strategies 180(60%), Metacognitive 105(35%), Affective Strategies 160(53%), Social Strategies 200(67%), The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas Cognitive strategies were the least common. Motivation was reported to be the most significant variables affecting their choices of language learning strategies. The analysis revealed certain elucidating facts that can be utilized in future planning of English language teaching to improve the English performance of students SMK Negeri 1 Belitang Madang Raya.
 
 Keyword: Learning Strategies, Proficiency And Motivation

SSI: Teachers Make STEM Concepts Relevant to Their Students

Socioscientific issues (SSI) are ill-defined problems that teachers could use to make STEM concepts meaningful and interesting for their students. However, it is challenging for most teachers to plan and implement SSI in their classrooms because they lack the knowledge and teaching repertoire. We conducted a qualitative case study of five teachers to answer our research question: How did teachers’ pedagogical content knowledge (PCK) of SSI develop by the end of the professional development program? Our analysis of interviews, video reflection, and lesson plans pointed to teachers’ PCK of understanding of students and instructional strategies as they engage their students in identifying the issue, considering issue system dynamics, and comparing multiple perspectives (social aspects of SSI). Our findings supported the teachers’ PCK model that Lee (2022) proposed particularly the knowledge of students’ SSI learning and teachers’ choices of teaching and learning strategies for a particular group of students. Specifically, the teachers in our case study were able to use SSI contexts such as GMO foods and effects of fast fashion (chemicals on manufacturing and discarding clothes) on water quality on students’ motivation to learn about the scientific and ethical debates on GMOs and water resources. Moreover, a teacher was able to ask students to consider issue system dynamics such as habits, culture, lifestyle, costs, and income when examining different food choices. They were also able to engage students in developing, testing and analyzing scientific phenomena such as the effect of chemical dyes in clothing on water and genetically modified foods. They were able to incorporate elucidating one’s position on SSI and employing reflective scientific skepticism in their lesson ideas. Finally, teachers in our study used videos, guided questions, town hall meeting presentations, investigations, and other active learning strategies with their students.

Exploring the Dynamic Interplay of Personality, Language Learning Strategies, and Environment in Indonesian EFL Learners' Success

Indonesian EFL learners are diverse in personalities, choices of language learning strategies (LLSs), learning environments, and many others, which may influence their success in EFL learning and performance. Considering the diversities, two elementary school students (ESSs) studying at a private Islamic elementary school (PIES) surpassed other participants from many schools in some English Olympiads around East Java, Indonesia. Hence, the present study was aimed at delving into the stories of two successful EFL learners in an Islamic elementary school in Bojonegoro, East Java, Indonesia. To gather the data, documentation on the participants' achievements artifacts (i.e., certificates, trophies, and medals) and semi-structured interviews to dig deeper into their EFL learning strategies to achieve success were conducted. The participants were requested to read the article draft to validate the data. Prior to the data gathering, both participants signed a letter of consent. The results revealed that each possessed distinct personalities that influenced their choices of EFL LLSs. These LLSs were boosted by the family and learning environment motifs, which further brought them to participate in and win the English Olympiads. Henceforth, it urges surroundings to aid ESSs in understanding their personalities, accommodates their LLSs, and provides a motivating environment.

Teaching agroecology: preparing students for navigating uncharted territory

ABSTRACT Agroecologists understand that farming and food systems are more complex than the aggregation of their components. This realization drives our choices of learning strategies and activities that will prepare students for complexity and uncertainty. Our quest for a just, sustainable, and nutritious food system adequate to equitably serve everyone on the planet today and into the future is an enormous challenge. An undertaking of this magnitude will be met only with major adjustments informed by thoughtful teaching and practicing problem solving skills through a new educational lens. The principles of agroecology help us focus this lens on the wicked problems of today and the future, and prepare students for navigating uncharted territory. The dimensions of such education are broad, transdisciplinary, and long term. In this commentary, we explore agroecology as an emerging platform to understand the holistic nature of systems, to navigate the complications of unpredictable change, and to deal with how we can frame relevant questions for ourselves and our students in a rapidly changing biological and social environment.

An Investigation of Direct and Indirect Learning Strategies in Learning Foreign Languages

Learning strategies are one of the multiple factors in accomplishing learners' objectives in acquiring a new language. Hence, the aim of this research is to investigate the strategies that language learners use during their language-learning process. The instrument for this quantitative research is a survey. It has three sections. The first section consists of 2 items on demographic profile, while the second section has 19 items on direct learning strategies. The last section has 22 items on indirect learning strategies. The respondents are 132 undergraduate students taking French as a third language at one of the public universities in Malaysia. The data collected from the respondents were then analyzed using SPSS. The findings show that rehearsal has the highest mean (3.8), but critical thinking has the lowest (3.5). The research also reveals that the help-seeking strategy has the highest mean (4.1), whereas the metacognitive self-regulation strategy has the lowest mean (3.5). From the correlation analysis, the research also indicates a significant association between direct and indirect strategies (r=.779**) and (p=.000). In other words, this research proves that there is a strong relationship between direct strategies (which consist of rehearsal, organization, elaboration and critical thinking strategies); and indirect strategies (metacognitive self-regulation and resource management strategies) in foreign language learning. For future research, it is beneficial to determine if the gender of the learners influences the choice of learning strategies, as this would allow instructors to refine and alter their teaching approaches according to their audience.

The impact of individual differences in learning styles on the choice of vocabulary learning strategies

Effective vocabulary learning is essential for learners of English as a Foreign Language (EFL), as it enables them to communicate effectively and improve overall language proficiency. However, different learners may have different preferences, needs, and learning styles, which may affect the effectiveness of different vocabulary learning strategies. This paper aims to explore the different strategies of learning vocabulary among EFL learners, and to examine their effectiveness. It reviews the relevant literature on this topic, presents the findings of a research study, and discusses the implications of the results for EFL learners and teachers. The study involved 200 EFL learners from two public universities in Morocco using a convenience sampling method. The study employed correlational tests to highlight the relationship between individual differences in learning styles and the choice of vocabulary learning strategies among English language learners. The findings indicate that there is a noteworthy affirmative association between the approach of acquiring new vocabulary through listening and the technique of utilizing technological applications during vocabulary acquisition. This suggests that individuals who take pleasure in gaining new vocabulary through the auditory medium may likewise have a propensity to employ technology applications during the learning process. However, other learning styles didn’t show a significant correlation with the learning strategies used to learn new vocabulary. These findings have important implications for EFL teachers, who can use this knowledge to design effective and personalized vocabulary learning activities. Finally, the paper provides recommendations for future research and practical application.

A paradigm shift in learning strategy research: Illustration and example of a within-person examination.

Although research on learning strategies has contributed to improving learners' performance, most studies only described the characteristics of learners. These approaches have focused on inter-individual differences and their correlations, making it difficult to examine the process of selecting learning strategies in individuals. To examine the correlations within individual learners, such as the variables that influence the use of a strategy by a specific learner, two surveys were conducted in this study. Perceived cost and perceived benefit of using each strategy as the influential variables on choosing a strategy were adopted with reference to decision-making research. Perceived cost consisted of the time perspective for learning outcomes by the learning strategy and the method of learning strategy implementation. In Study 1, cognitive strategies that have a direct impact on the acquisition of learning content were measured, and metacognitive strategies that monitor and regulate one's own learning behavior were examined in Study 2. The variables were treated for each individual to calculate intra-class and within-person correlations, although data were collected using a typical questionnaire survey in learning strategy studies. Hierarchical Bayesian modeling was conducted with use of the learning strategy as the objective variable and the perceived costs and benefits as explanatory variables. The analysis revealed that, in terms of cognitive strategies (Study 1), learners avoided using learning strategies perceived to have a high cost in the short term; however, they used cognitive strategies regardless of the circumstances. Furthermore, regarding metacognitive strategies (Study 2), students avoided using learning strategies that they perceived as costly to use in the short term and used them only when they suited the circumstances. On the other hand, in metacognitive strategies (Study 2), students avoided using learning strategies that they perceived as costly to use for the next test and use as appropriate for the situation. Focusing on within-individual variance and correlation made the interpretation of factors that influence the choice of learning strategies more intuitive and provided more suggestions for educational practice.

The Interconnectedness of Mindset and Learning Strategies: How Teaching the Lexical Approach could Support Deep Learning

Mindset can have a profound effect on language learners’ willingness to engage in learning as well as their choice of learning strategy. Growth mindset learners, who embrace challenge, could prefer deep learning strategies, which require deep cognitive engagement. Conversely, fixed mindset learners, who believe that their abilities are unchangeable, would prefer shallow learning strategies, which need less cognitive effort. To exploit an existing growth mindset and to foster the move away from a fixed mindset, this study proposes introducing the Lexical Approach as a deep learning strategy. Consequently, the research explored the relationship between mindset and learning strategy by way of an online questionnaire administered to Bachelor degree students at the UAS Burgenland, Austria. Additionally, mindset and learning strategy’s connection with age, mode of study and English achievement were examined. Results obtained from 211 participants revealed no significant relationship between mindset and learning strategy overall or with age and mode of study. However, clear trends showed that most students endorsed a growth mindset and had a strong preference for deep learning strategies. English achievement alone, despite no significant relationship with mindset and learning strategy, showed that better grades were associated with a more fixed mindset and a preference for shallower learning strategies. Based on these results the Lexical Approach as a deep learning strategy can still be useful, since a general preference for this type of approach was visible and the prevalent growth mindset would present a good basis for such a challenge.

Online Learning Strategies Implemented and Solutions to the Challenges Faced During Covid-19 Pandemic: A Case Study of Post-Graduate EFL Learners

Objectives: The ongoing Covid-19 pandemic forced the academic spectrum to swap the traditional mode of learning with virtual learning and English language learners (ELL) drew no exception. Keeping the context in mind, the present study explored implemented online learning strategies and challenges faced by post-graduate EFL learners. This research also investigates the factors affecting their choice of online learning strategies. Methods: A concoction of qualitative and quantitative methods was used to gather information. The study adopts the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford. 63 (33 female and 30 male) Post-Graduate EFL Learners participated in this study. Findings: The findings of this paper indicate that 60-65% of participants faced challenges during the Covid-19 pandemic, whereas 35-40% did not face such challenges. The extent of challenges and strategies were positively identified by the participants. Novelty: Based on the construct i.e. participants’ positive responses to the implemented online learning strategies and in the light of the outcomes of this study, it is indicated that the learners hardly faced any issue during the Covid-19 pandemic. However, the learners perceived no adverse factors that influenced learning strategies. In conclusion, this study offers suggestions and recommendations. Keywords: Language learning strategies 1; online learning 2; COVID19 3; lockdown 4; EFL Learners 5

English Learning Strategies by the Second Grade Students at a State Junior High School in Kupang, Indonesia (A Case Study)

Learning and mastering English will not be possible if from the beginning we do not have a strong determination. After having a strong determination, all you need to do is find the right English learning strategy. The students used different learning strategies in learning English as a foreign language. This study is designed to find out types of English language learning strategies are used by the students and the factors influencing the choice of learning strategy. On the basis of the nature of the data, a qualitative approach is appropriate to this study. Data were obtained by questionnaire and interview. The result of the analysis revealed that the students used three types of strategies in learning English. The types of strategies are cognitive, metacognitive and social/affective strategies. The more dominant strategy that is used by the students is social/ affective strategy. While the factor influencing their choices of strategies are classified into internal and external factors.

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

BackgroundThe overall aim of this study was to explore third-year bachelor nursing students’ stimulated recall reflections on their physical assessment competence development. The choice of learning strategies in nursing education seems to have great impact on nursing students’ use of physical assessment skills while in clinical rotation. There is a need to explore nursing students’ learning processes related to the use of physical assessments.MethodsExplorative qualitative design using a triangulation of data collection methods. Nine final-year nursing students’ physical assessment performances during patient encounters were audio-taped and observed. Shortly after, an individual stimulated recall interview based on the audio-recorded patient encounter and observation notes was conducted. A two-fold analysis was conducted: 1) analysis of students’ performed assessments, and 2) phenomenological hermeneutical analysis of the stimulated recall interviews.ResultsNursing students assessments shifted from a checklist approach to a symptom-based, more holistic and person-centred approach, emphasizing conversation as part of their assessments. The nursing students also reported that a safe and stimulating learning environment was a prominent feature for their continuing development. Learning from skilled role models with expectations to them using physical assessment skills facilitated their continuing skills appliance, interprofessional communication and reflective practice.ConclusionsThis study contribute with a novel, comprehensive and in-depth description of what influenced nursing students’ learning processes experiences of using physical assessment skills during clinical rotation. The results reveal the need for targeted course designs by implementing scaffolded learning activities in practical and theoretical courses aimed at strengthening students’ learning of physical assessment skills—building upon and emphasizing their prior knowledge and competence, which may lead to more confident registered nurses and promote patient safety in different health care contexts. We propose using stimulated recall systematically as a novel reflective learning activity in nursing education to foster clinical reasoning and metacognition skills and achieve deep learning.

Strategije učenja darovitih kao faktor uspeha u učenju stranog jezika struke

Theoretical context of the paper refers to Sternberg's Theory of Mental Self-Government and Deci's Theory of Self-Regulation. The method of systematic non-experimental observation was used. The research aim was to find out which learning strategies are used by gifted students and what their impact is on learning outcomes in order to address the demands imposed upon the students to develop a whole range of foreign language learning strategies facilitating their independence in learning, i.e., allowing them to self-regulate their own language learning. The research is of exploratory character and quantitative approach was applied. Convenience sampling was used and the sample consisted of 200 students from universities in Novi Sad and Belgrade. The students with average mark above 9,70 are considered academically gifted (N=19). The following instruments were used: The test of knowledge of foreign languages for specific purposes designed for the purpose of the research; the Questionnaire GD - General data, the Inventory of strategies for foreign language learning (SILL) - modified version (German, English). The basic findings are as follows: 1) The differences found between the academically gifted and the rest of the students at the scales of different strategies do not suggest statistical significance, but the differences within proactive and experiential strategies are rather close to significant and point to the tendency of the gifted students to use these strategies to a greater extent than the rest of the students. 2) The level of foreign language acquisition correlates with the choice of learning strategies used by the gifted students, but the analysis of the latent groups and the analysis of the variance has confirmed the existence of the statistically significant differences between certain groups, suggesting that the latent profile (high application of proactive and experiential strategies) is associated with significantly higher test results, differentiating these students from others. In other words, the success in foreign language for specific purposes learning is related to the choice of employed learning strategies.

Possibility of comprehensive development of students in foreign language classes

The use of creative methods in teaching a foreign language is one of the factors that contribute to increasing the motivation of students, which is one of the most important prerequisites for success. The importance of creative teaching of English is confirmed by surveys and analysis of learning outcomes, because a great role in the comprehensive development of students is played by the teacher, in particular, the teacher of foreign languages, who, above all, must develop high moral qualities in their educators and build relationships with them on the basis of mutual understanding, mutual assistance, trust and mutual respect in the learning process. The problem of formation and development of a humane personality is dominant in higher education, and the decisive role of the teacher in the formation of human qualities of the student is confirmed by practice and experience. The humanization of the relationship between teacher and student is the basis of the educational function of teaching, the results of which the student will carry out in various activities, in different versions of interpersonal relationships. Goal. The purpose of this work is to analyze the basic principles of comprehensive development of students during language classes. The article emphasizes the need for a creative approach to classes, self-development of the teacher, their mastery of new technologies for learning, including distance learning. Methodology. The purpose and specificity of the study determined the use of the method of description with elements of comparative analysis for a comprehensive coverage of the problem. Results. The article emphasizes the importance of a foreign language teacher's choice of learning strategies, materials and techniques for achieving overall language success. Even during the pandemic and the development of distance learning, the basic requirements for the teacher remain unchanged. In order to successfully solve the problems of learning a foreign language in non-linguistic higher schools, a creative teacher with a high level of education and culture is needed. Оriginality. In particular, the article shows which qualities of teachers are most in demand by students themselves as a result of surveys. Practical value. The article provides some recommendations in order to achieve the desired atmosphere in the classroom, the ways to relieve stress of students who do not easily learn the language, methods of successful interaction in groups. They can be used by foreign language teachers in the classroom and in extracurricular activities.

Constructing active casual self-regulated learners from novice cardio-respiratory physiotherapy students

Purpose: 21st Century Cardio-Respiratory Physiotherapy (CRP) profession requires graduates to deal with ubiquitous and complex problems in their workplaces. CRP modules in undergraduate studies often incorporate massive summative assignments based on conventional lectures. For the past two decades, educators are urged to use active learning strategies to produce agile students of the modern era. Pedagogy recommends the use of active learning strategies to enhance students higher-order skills, engagement and self-efficacy. This concept is supported by three main learning theories- Constructivism, Cognitivism and Behaviorism. To date, there is no clear consensus on the choice of active learning strategies that targets the enhancement of student's self-efficacy, a skill that directly links to their employability. Hence, the aim of this study was to implement and examine the impact of “team-based learning” (TBL), an active collaborative learning strategy for a respiratory key note lecture – Chronic Obstructive Pulmonary Disease (COPD) in year two physiotherapy undergraduate program.

HIGH FUNCTIONING AUTISTIC STUDENTS’ LEARNING STRATEGIES IN WRITING TEXTS IN INCLUSIVE SCHOOLS

The aims of this study were to: 1) describe the process of how HFA students learn descriptive texts in inclusive classes, 2) disclose the influencing factors of HFA students’ success in writing descriptive texts in inclusive classes, 3) examine the learning strategies used by the HFA students in writing descriptive texts in inclusive classes.
 A qualitative study was used as a method of this study. The participants of this study were four HFA students at the seventh grade of inclusive schools. This study was conducted in two schools in Junior High School of Yogyakarta and Purwokerto, Central Java. Interview, observation, and documentation were used to collect the data. Moreover, this study used data condensation, data display, conclusion drawing, or verification to analyze the data.
 The results generally showed that the pictures were employed by HFA students as inspiration to enhance their ability in writing descriptive texts. Involving them into fun activities could enhance social skill dealing with their social impairments. HFA students choose particular strategies to accomplish particular task. There are some crucial factors that determine the success of autistic students in writing English descriptive texts. They are internal factors and external factors. Internal factors cover: motivation 1) autistic students’ perception on learning strategies used, 3) learning experiences. Internal factors consist of: 1) environment; 2) teacher’s strategies; 4) role of special guidance teachers. In addition, two dominant strategies are used when learning English. They are memory strategies and cognitive strategies. The last, one of the factors that influence the students’ choice of learning strategies is teacher’s teaching strategies.
 Keywords: Learning Strategies, English Learning Strategies, Memory strategies, Cognitive Strategies, Autistic Students, HFA Students.

STRATEGIES IN AUTONOMOUS LEARNING OF PROFESSIONALLY ORIENTED ENGLISH COMMUNICATION

The article presents learning strategies that affect the process of students’ autonomous learning of professionally oriented English communication. The article provides various definitions and main characteristics of learning strategies used in the process of mastering English as a foreign language, and a number of factors that influence the students’ choice of learning strategies as well. The learning strategy of autonomous learning is defined as a course of a goal-seeking and controlled behavior, which is organized in a certain way and is chosen by students to perform the tasks that they set for themselves. The study describes an explicit model of mastering strategies based on instructions, Oxford’s Strategy Training Model (STL), which was introduced in autonomous learning of professionally oriented English communication. The main steps for the model implementation are presented and conditions, which are to be followed in its application, are identified. Experimental training with the use of the mentioned model of mastering strategies based on instructions was conducted among first-year students of the Pedagogical University, who are autonomously learning English as a foreign language. The analysis of the research results confirmed the effectiveness of the chosen model of mastering strategies based on instructions in the process of autonomous learning of professionally oriented English communication. The use of this model makes the learning process more efficient as it increases the student’s motivation and self-confidence, forms autonomy and independence, shows the interaction of foreign language learning strategies with other disciplines, makes the learning process open and clear, forms responsibility, and teaches introspection and task modification.

Age, Language Difference and Proficiency as Determinant Factors in Learning Strategy Use

This study examines how language difference, age, and proficiency are related to the choice and use of learning strategies by students completing a reading comprehension task. The aim of this study is to determine the learning strategies employed by two groups of students of different ages and with different foreign language proficiency levels. Participants of the study were 94 university students and 105 secondary school students. Participants were given a reading comprehension task in their native language, Turkish, and another in English, with the learning strategies they employed in the two languages categorized according to the Learning Strategies Determining Scale. It was observed that language difference, age and proficiency were influential factors in determining which learning strategies individuals used.

A method based on multi-standard active learning to recognize entities in electronic medical record.

Deep neural networks(DNN)have achieved good results in the application of Named Entity Recognition (NER), but most of the DNN methods are based on large numbers of annotated data. Electronic Medical Record (EMR) belongs to text data of the specific professional field. The annotation of this kind of data needs experts with strong knowledge of the medical field and time labeling. To tackle the problems of professional medical areas, large data volume, and annotation difficulties of EMR, we propose a new method based on multi-standard active learning to recognize entities in EMR. Our approach uses three criteria: the number of labeled data, the cost of sentence annotation, and the balance of data sampling to determine the choice of active learning strategy. We put forward a more suitable way of uncertainty calculation and measurement rule of sentence annotation for NER's neural network model. Also, we use incremental training to speed up the iterative training in the process of active learning. Finally, the named entity experiment of breast clinical EMRs shows that it can achieve the same accuracy of NER results under the premise of obtaining the same sample's quality. Compared with the traditional supervised learning method of randomly selecting labeled data, the method proposed in this paper reduces the amount of data that needs to be labeled by 66.67%. Besides, an improved TF-IDF method based on Word2Vec is also proposed to vectorize the text by considering the word frequency.