Choice Of Learning Strategies Research Articles

Strategije za učenje jezika i ekstraverzija/introverzija u kontekstu nastave engleskog jezika kao stranog

Due to the fact that extraverted and introverted personalities behave and react rather differently, especially in the context of foreign language learning, teachers and learners often believe that these two personality types have different learning habits and require different learning environments. This is often reflected in different choices of language learning strategies that these two personality types make, which has already been proven in several research studies. However, these studies did not investigate the selection of language learning strategies in connection to extraversion/introversion among high school students, so this paper aims to determine any possible links for this age group. In order to do that the research relies on the EPQR-S to determine the students' personality type and Strategy Inventory for Language Learning to determine the participants' strategy preference. The participants who took part in this research were sixty first- and second-grade students aged 15 to 17 from a medical high school in Novi Sad. The results from this research were analyzed quantitatively and, based on the results, it can be concluded that there are differences in strategy selection. Extraverts use compensation strategies most frequently, while affective strategies are reported to be the least frequently used. Introverts, on the other hand, report the highest use for metacognitive strategies and the lowest for affective strategies, similar to extraverts.

Soviet Forces and the Hungarian Revolution of 1956 in Educational Publications for Ukrainian Universities

Educational publications are an integral part of the historiographical process. Their content is affected by academic traditions. Textbooks are also a multilayer cultural product and form of expression of critical thinking of historians. They also influence the choice of learning strategy. The educational text contents cognitive, regulatory and reflexive information. Thus, it is important as the contradictory phenomena and events of the past, such as the actions of Soviet forces in Hungary of 1956, are conveyed in publications of this kind. To consider how these actions are presented in textbooks for high schools is important for a theoretical understanding of the level of these educational publications and to outline the prospects for their improvement. The subject of the study is the interpretation of the role of Soviet forces during the Hungarian Revolution of 1956 in textbooks and manuals for universities published in the independent Ukraine. The article is based on the principles of historicism and objectivity; analysis, synthesis, comparative historical method. The main features of the research are the location and interrogation of all the appropriate educational publications to dissolve a problem. The participation of Soviet troops in the Hungarian Revolution of 1956 is covered in a similar way in the analysed textbooks and manuals except at first the losses of the Soviets. The story is slightly misrepresented in two manuals. O. Ivanytska covered the topic in the most balanced way. Emotional expressions do not interfere with the achievement of the main educational goal of the textbooks and manuals. There are no relations between their content and timing. In general, it is desirable for students to study all the analysed educational publications at the same time.

Analytics of Learning Strategies: Role of Course Design and Delivery Modality

Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies.

Using Personality-Based Propensity as a Guide for Teaching Practice

The Big Five-Factor personality traits are examined in the present review. Individual characteristics and personality types may contribute differently to choices of learning strategies and overall cognitive performance. The purpose of this paper is twofold: (1) to provide a brief overview of consistent research findings on personality constructs as predictors of school-related factors, including academic ability, reading and math skills, metacognitive assessments, self-regulatory learning and processing strategies, and students’ confidence; and (2) to highlight the applicable value of using personality-related propensities to guide teachers in the classroom. Inter-relationships among personality, cognition, metacognition, self-regulation, and learning outcomes are addressed. More importantly, in the end of the paper, practical teaching and learning applications are discussed and summarized in a table. The table is organized to highlight each personality trait, its significance based on research evidence, and its educational implications for specific teaching methods and strategies teachers can use to draw strengths from each personality trait and to maximize learning in the classroom.

Nursing Students' Mindsets and Choice of Learning Strategies.

Nursing students may not use the most effective learning strategies. Offering students an academic success model such as Dweck's mindset model may improve student learning. The influence of nursing students' mindsets on study strategies has not been explored. This study examined nursing students' mindset proclivity and choice of learning strategies. This descriptive, cross-sectional quantitative pilot study used a web-based survey to examine a national sample of 151 nursing students' mindsets and learning habits. Students with a growth mindset demonstrated the use of more effective learning strategies than their fixed mindset peers. Nurse educators need to assess student learning because half of the students in this study had never had anyone teach them how to learn effectively. Early evidence is emerging that the growth mindset model may hold promise as an academic success model for nursing education.

Factors that Influence Learning Strategy Use among Senior High School Economics Students in Ghana: A Quantitative Approach

The purpose of this study was to investigate factors that influence Senior High School (SHS) economics students’ use of learning strategies. We conducted the study using 668 final year economics students drawn from 24 public and private SHSs in the Central Region of Ghana. A questionnaire was used to collect data, which was analyzed using multiple regression analysis. The results showed that learning style and teaching method influence students’ choice of cognitive learning strategies. Also, learning styles, teaching method, motivation to study the subject, and student-status significantly influence students’ use of metacognitive strategies. Finally, the study showed that learning style, teaching method, motivation, student-status, and school-type significantly explain variability in resource management learning strategies of Economics students. The study, therefore, suggested that teachers should adopt practices that actively engage students in a class. Also, teachers, heads, and parents of students should motivate students to develop an interest in studying economics. Also, the study recommended that government and school authorities should formulate and implement policies that provide similar learning opportunities for day and boarding students since all students irrespective of their status, require equal opportunities to unearth their learning potentials. Finally, based on the findings, a conceptual model was developed to enhance learner autonomy through the use of metacognitive strategies. https://doi.org/10.26803/ijlter.19.5.10

THE DICHOTOMY OF INFORMATION TECHNOLOGIES IN PROFESSIONAL TRAINING OF FUTURE IT SPECIALISTS: THE SUBJECT AND THE MEANS OF INSTRUCTION

The study shows some preferences in the choice of training and learning strategies in university educational process aimed at forming future IT-specialists’ digital competence as the main indicator of their professionalism in IT-sphere considering information technologies as being the subject and the means of instruction. The use of information technologies results in rethinking of existing approaches to organizing the educational process of higher school especially when it comes to training future IT-specialists. Information technologies integrated into all spheres of human activities and widely applied to support different industries in commercial, private and public sectors cause ever-growing demand for highly-qualified IT-specialists. In the study the authors consider the range of learning strategies used in the educational process for boosting effectiveness of IT-specialists’ digital competence formation as the main indicator of their professionalism in IT-sphere. The study was carried out among 164 future IT-specialists at three higher education institutions in Ukraine from February to May 2019. The researchers found out that all the respondents used contemporary information technologies for learning IT-disciplines, namely, all the students (100.00%) use contemporary information technologies in their formal learning, 68.80% − in their non-formal learning, 18.30% − in a wide range of educational activities that could be regarded as informal learning and only 13.20% − combining informal and non-formal learning. The obtained data were analyzed qualitatively and quantitatively. As the core result of conducted research the component matrix of learning strategies was developed showing their hierarchy depending on three factors chosen i.e. traditional, self-directed and collaborative learning.

Learning Strategy and Higher Order Thinking Skills of Students in Accounting Studies: Correlation and Regression Analysis

The mastery of Higher Order Thinking Skills (HOTS) among students is a reflection appropriate learning strategies that students have applied. Therefore, the choice of learning strategies that are relevant to the subjects being studied is seen as contributing to the successful in mastering of HOTS among students. However, does this response also occur in the selection of learning strategies and HOTS's mastery in Accounting Studies? Hence, this research was conducted with the aim of examining the relationship between HOTS and learning strategies in Accounting Studies. This study is conducted by employing correlation research method on 340 students studying Accounting Studies in Peninsular Malaysia participated in this research through completing a self-administered questionnaire, which included the Learning and Study Strategies Inventory (LASSI) and Higher Order Thinking Skills Test. Applying skills, analytical skills, evaluative skills, and creative skills are among the four elements of HOTS tested. The analysis showed that positive significant relationship (r = 0.194) exists between the two variables and the regression equation is an average grade point = 46.442 + 4.349 Learning Strategies. Thus, through correlation and regression analysis, significant regression model between HOTS and Learning Strategies were found.

A STUDY ON VOCABULARY LEARNING STRATEGIES EMPLOYED BY THE THIRD-YEAR ENGLISH MAJORED STUDENTS AT TRA VINH UNIVERSITY

Vocabulary is very essential to language learners. If their vocabulary knowledge is insufficient, they will encounter challenges in learning a foreign language. The purpose of this study is to investigate which vocabulary learning strategies were employed most by the third-year English majored students and if genders had an effect on the choice of vocabulary learning strategies. The participants are 40 English majored students at Tra Vinh University including 31 females and 09 males. The questionnaire is the instrument of this research which consists of five different categories: dictionary, guessing, memory, autonomy, and social strategies. The results show that autonomy and dictionary were preferred most by the participants whereas the least popular strategies were guessing and social ones. In addition, genders had no significant impacts on the choice of vocabulary learning strategies.

Формирование иноязычной коммуникативной компетенции средствами иностранного языка в нелингвистической образовательной организации

The article deals with a topical issue – forming the foreign language communicative competence of students in the process of foreign language learning in a non-linguistic educational organization. Foreign language is an educational discipline that helps students acquire and improve their reading and speaking skills in the language they are studying, as well as form the basis of their communicative competence. In this capacity, a foreign language plays an important role in specialists training of the Internal Affairs bodies, since the foreign language knowledge is a mandatory component of a modern police officer professional competence. The authors focus on the choice of learning strategies, which are based on the development of the ability and real readiness to implement foreign language communication, the ability to achieve mutual understanding with native speakers. Attention is paid to the selection of educational material focused on the foreign language communicative competence formation, an important indicator of which is not only the correctness of speech from the point of view of the language norms, but also from the point of view of the cultural context. The authors come to the conclusion that the main tasks for the foreign language communicative competence formation is to constantly stimulate students’ cognitive activity and to increase their motivation to learn a foreign language.

Learning Strategy and Higher Order Thinking Skills of Students in Accounting Studies: Correlation and Regression Analysis

The mastery of Higher Order Thinking Skills (HOTS) among students is a reflection appropriate learning strategies that students have applied. Therefore, the choice of learning strategies that are relevant to the subjects being studied is seen as contributing to the successful in mastering of HOTS among students. However, does this response also occur in the selection of learning strategies and HOTS’s mastery in Accounting Studies? Hence, this research was conducted with the aim of examining the relationship between HOTS and learning strategies in Accounting Studies. This study is conducted by employing correlation research method on 340 students studying Accounting Studies in Peninsular Malaysia participated in this research through completing a self-administered questionnaire which included the Learning and Study Strategies Inventory (LASSI) and Higher Order Thinking Skills Test. Applying skills, analytical skills, evaluative skills, and creative skills are among the four elements of HOTS tested. The analysis showed that positive significant relationship (r = 0.194) exists between the two variables and the regression equation is an average grade point = 46.442 + 4.349 Learning Strategies. Thus, through correlation and regression analysis, significant regression model between HOTS and Learning Strategies were found.

China’s path to become a modern nation: industrialization, learning strategy and system choice

Comment réformer l’économie, la politique et la culture d’une société chinoise traditionnelle et changer consécutivement les relations entre les trois aspects. Ces questions ont dicté le chemin emprunté par la Chine pour devenir une nation moderne. Les auteurs proposent que la stratégie utilisée par la Chine pour apprendre de l’Occident moderne a été de promouvoir la modernisation de l’économie, la capacité politique et culturelle par le biais de la modernisation industrielle. Centré sur cet objectif, l’apprentissage de l’idéologie et des institutions occidentales s’est avéré considérablement adaptatif, fondé sur le redressement, et inclusif. Dans la perspective de développer la culture de la Chine, la nature de la modernisation de ce pays réside dans l’intégration des traditions de la culture chinoise avec la culture occidentale moderne pour créer une nouvelle forme de culture.

The Effect of High School Program and University Study Length on Taiwanese EFL University Students’ Motivational Identities and Learning Strategy Use

Language learning strategies and motivational selves are two important factors that contribute to language learning success. Examining these variables and discovering what impacts them can help learners to understand their own motivation and strategy use and help teachers formulate better lesson plans and instruction. Besides being independent variables, they have also been shown to be related to one another. This study seeks to examine the impact of high school program and current year of study on Taiwanese university English majors’ motivational selves and language learning strategy choices. Using the SILL and a Motivational Self Systems questionnaire, data was collected from 96 students across all four undergraduate years at a private Taiwanese university. The results show that there are correlations between motivational factors and some types of learning strategies. However, there were no significant differences among the sample according to either high school program or current year of study. It is suggested that other factors, such as geographical location of the students’ homes or the economic level of the students’ families may have an impact. Future research should continue to explore these phenomena. Keywords: Language learning strategies, L2 motivation, Motivational self system, EFL students, SILL DOI : 10.7176/JLLL/53-05

Measuring the Level of Metacognitive Regulation in Graduate Health Sciences Students: What Is the Value of a Prompt?

Students with strong metacognitive and self-regulated learning skills will better adapt to the rigor of graduate health sciences education, and as professionals, they will be able to better manage unpredictable patient populations. In this observational study, we presented students with information about study strategy characteristics and used self-evaluation surveys to measure the level of the metacognitive skills planning, monitoring, and evaluating of study strategies in students in their first and second terms of a doctor of chiropractic program. Ninety-eight percent of students were willing to adopt new strategies and evaluate their effectiveness, and 75% of students were able to follow through with and maintain all or a portion of their new study plan. Within the self-reported data, we identified a continuum of passive to active learning strategy choices associated with variable levels of self-evaluation and follow through. Students reporting more active or high-impact learning strategies with positive motivators in their self-evaluations were more likely to follow through with and maintain a new study plan. These data suggest a need for educators to support and develop strategies to encourage a more robust student response to learning prompts. By both designing and modeling prompts on metacognitive and self-regulated learning in a positive environment, educators empower learners to apply these tactics to task specific work. Supportive interactions with the educator will incentivize learners to develop a better awareness of metacognitive regulation and make positive behavior changes in response to learning prompts.

The role of students’ individual differences in language learning strategy choice

In the article, theoretical-and methodological approaches of modern scholars to the issue of implementing learning strategies into the process of teaching foreign languages are ascertained. The development of strategies and the strategy repertoire along with factors that influence the choice of strategies and their transfer to different learning contexts is considered. Strategy instruction and its impact on language learners are observed. The variety and diversity of factors affecting the choice and the use of learning strategies, namely, motivation, learner autonomy, self-regulation, prior learning experience and students’ beliefs, which determine individual choice of language learning strategies by students of higher education establishments are analyzed. The transfer of general learning strategies to new learning contexts, notably to learning foreign languages, and the predictive value they have in language achievement is defined. The value and importance of learning strategies and the relationship between success, achievement and performance and examined. The teaching of the wide scope of strategies to language students to help them become more efficient, effective and productive is addressed. Possible differences in learning strategy types and frequency of strategy use in low and high strategy users as well as high and low achievers of foreign language learners are identified. Research needs to be conducted to find more efficient ways of training learners to use language learning strategies effectively. The length, the amount and the type of strategy instruction that has more impact on the students’ adoption of learning of strategies should be scrutinized. The type of strategies that learners are more susceptible to accept and adopt not only in the short term but also in the long term should be analyzed. No study has been conducted in the general set of strategies which beginner learners of English transfer from their general repertoire of strategies to language learning as the primary tools to face language learning and the extent to which these strategies will help them in attaining success in language learning.

Relationship of Personality Types and Strategy Choices in Foreign Language Learning

Summary Language learning is a comprehensive concept with its components and needs. Because of this reason, it is affected by various subjects, most significant two of which are learner personality and language learning strategy choices of the students. By taking into consideration the importance of these factors in language education, the main aim of this study is to find out the relationship of students’ personality types and their language learning strategy choices by also taking into account their language levels to provide information for syllabus designers and language teachers. In order to do this, a survey design method was supported with Myers and Briggs Personality Test and Oxford’s SILL (Strategy Inventory for Language Learning), and 68 randomly selected students participated in this study. After analyzing the data with SPSS 23.0, it was found out that there is no significant statistical relationship between strategy choices and personality types. On the other hand, participants of this study showed different characteristics (most of them have ESTJ (extravert, sensing, thinking, judging) and they also desired to use different learning strategies, most used of which are compensation, memory, and social strategies. The study is crucial as it revealed that students could have different characteristics and learning strategies and these differences should be taken into consideration while planning a language course.

Academic Subject Areas and English Language Learning Strategies: Any Relationships?

This study is an attempt to resolve the contradictory findings concerning the relationship between learners’ English language learning strategies and their academic subject areas. A two-phased mixed-methods research approach, consisting of a questionnaire and a semi-structured interview, was adopted for the study. 250 students speaking English as a second language and studying five different subject areas at various London universities responded to a questionnaire on the English language learning strategies they used. The results showed that the preference for learning strategies differed significantly between students of different subject areas. Whilst cognitive strategies were reported to be the most commonly used ones by medicine and finance students, metacognitive, memory-related and social strategies were mostly used by law, music and social science students respectively. The least common set of strategies reported to be used by law and finance students was affective strategies, whereas compensatory, cognitive and metacognitive strategies were the least used ones by medicine, music and social science students in turn. A semi-structured interview was conducted with 10 of the participants to disclose the reasons behind these learners’ choices of learning strategies and the contributory factors which might influence their choices. The results showed that the participants attributed their choices to factors such as the nature of their academic exposure, of their academic instructions, their learning styles, their motivations and their domestic backgrounds. The pedagogical and research significance of the study are described in the concluding remarks.

Language Learning Strategies of Vietnamese EFL Freshmen

This quantitative research aims to investigate the language learning strategies used by Vietnamese EFL freshmen, and to examine the differences in the students’ use of English language learning strategies according to their English proficiency. A total of 124 first year students from Hanoi University of Business and Technology were selected as the respondents using probability sampling methods. All the participants learned English as a compulsory academic subject. The data collection instruments of the study were questionnaires adapted from Language Strategy Use Inventory by Andrew D. Cohen, Rebecca Oxford, and Julie C. Chi (2005). The major findings of the study showed that the success of language teaching and learning are determined by the effective choices of language learning strategies. The findings of the study benefit for not only the teachers being aware of students’ learning styles and language choice, but also the students cooperating firmly with their teachers to master the effective language learning strategies.

Language Learning Strategies of Vietnamese EFL Freshmen

This quantitative research aims to investigate the language learning strategies used by Vietnamese EFL freshmen, and to examine the differences in the students’ use of English language learning strategies according to their English proficiency. A total of 124 first year students from Hanoi University of Business and Technology were selected as the respondents using probability sampling methods. All the participants learned English as a compulsory academic subject. The data collection instruments of the study were questionnaires adapted from Language Strategy Use Inventory by Andrew D. Cohen, Rebecca Oxford, and Julie C. Chi (2005). The major findings of the study showed that the success of language teaching and learning are determined by the effective choices of language learning strategies. The findings of the study benefit for not only the teachers being aware of students’ learning styles and language choice, but also the students cooperating firmly with their teachers to master the effective language learning strategies.

An Analysis of the Relationship among EFL Learners’ Autonomy, Self-esteem, and Choice of Vocabulary Learning Strategies

This study seeks to determine whether any significant relationship exists among EFL learners’ autonomy (LA), self-esteem (SE), and choice of vocabulary learning strategies (VLS) as well as whether LA and SE are predictors of these strategies. To achieve these aims, this study employed a descriptive research design. Participants included 157 male and female undergraduate EFL learners, all within the age range of 17 to 25 years. They were studying English within the sub-disciplines of English Literature, Linguistics, and General English. Participants were administered the following three types of questionnaires adapted by the researcher: a) a 30-item VLS questionnaire based on that of Schmitt taxonomy (1997); b) a 30-item LA questionnaire developed by Sakai, et al. (2008); c) and a 30-item SE questionnaire based on Coopersmith’s SE inventory (1967). Upon conducting preliminary analyses of this study’s assumptions, the characteristics of the data were proven legitimate via correlation and regression analyses. Correlation analysis demonstrated that a statistically significant relationship existed between EFL learners’ autonomy and VLS, with (r = .555, p < .05), and SE and VLS, with (r = .678 p < .05). Furthermore, regression analysis revealed LA and SE to be significant predictors of VLS. LA predicted 30.7% of scores in the choice of VLS (R = .555, R2 = .307), and SE predicted 45.9% of scores in the choice of VLS (R = .678, R2 = .456). These findings demonstrate that both LA and SE make strong contributions to VLS.