Learning Factors Research Articles

Gaming the System? A Qualitative Exploration of Physician Assistant Learner Perceptions of Virtual Patient Education.

Virtual patients (VPs) are increasingly used in health professions education. How learners engage with VPs and the relationship between engagement and authenticity is not well understood. We explored learners' perceptions of VP education to gain an understanding of the characteristics promoting meaningful engagement in learning, including perceived authenticity. Using a constructivist grounded theory approach, we conducted interviews and focus groups with 11 students from 2 Canadian Physician Assistant programs, where VP learning was implemented to supplement clinical education during the COVID-19 pandemic. We explored trainee perspectives on the use of VPs as an educational modality. Data were iteratively collected and descriptively analyzed thematically using a constant comparison approach until theoretical sufficiency was reached. We identified 3 groups of factors influencing these students' VP learning experiences: (1) technical factors related to the VP platform influenced the perceived authenticity of the patient interactions; (2) individual factors of learners' attitudes influenced their engagement and motivation; and (3) contextual factors related to the learning environment influenced the acceptability and perceived value of the learning experience. Overall, the psychological authenticity of the learning platform and students' motivation for self-directed learning were perceived as most important for students' learning experiences. Implementing VP learning as a supplement to clinical education should be done with consideration of factors that enhance the psychological authenticity of the learning platform, promote learner engagement and accountability, and encourage acceptability of the learning modality through curricular placement and messaging.

영어권 한국어 학습자 대상 한국어 교육 연구 동향

Objectives The purpose of this study is to analyze the research trends in Korean language education for English-speaking Korean learners and propose future research directions. Methods To achieve this, 100 academic journal articles and 103 theses published from 2000 to 2023 were selected as the subjects of analysis. They were categorized by year, type, proficiency level, and topic for thorough examination. A qualitative method was used in which the researcher sets analysis criteria and classifies the study accordingly. Results Research on Korean language education for English-speaking learners began in 2000 and peaked in 2015, with the highest number of studies published. Since then, it has been maintained at a steady level. In terms of publication types, there were 100 academic journal articles and 103 theses, with the majority focusing on beginner-level learners, while research on intermediate-level learners was the least prevalent. Looking at the topics, studies on educational content and learner performance patterns accounted for the largest proportion, whereas research on general education, learner factors, and educational materials appeared relatively scarce. Conclusions Research on cultural education content for English-speaking learners needs to be conducted more actively, and studies on educational materials available to English-speaking learners should be diversified according to specific topics and proficiency levels. Additionally, research on teacher education and studies on self-directed learners are also necessary.

The influence of self-directed learning ability and self-leadership on the learning satisfaction and academic achievement of nursing students who experienced blended learning

Purpose: The purpose of this study was to analyze the influence of self-directed learning ability and self-leadership on the learning satisfaction and academic achievement of nursing students who experienced blended learning.Methods: This research was conducted from June 29 to July 17, 2023, targeting nursing students from three universities in Seoul, Gyeonggi, and Incheon who had experienced blended learning. The collected data were analyzed using a independent t-test, ANOVA, Pearson’s correlation coefficient, and multiple regression utilizing IBM SPSS 25.0.Results: Self-directed learning ability, self-leadership, learning satisfaction, and academic achievement were all found to have positive correlations. The research variables that showed a significant effect on learning satisfaction were self-directed learning ability (β=.34, <i>p</i><.001) and self-leadership (β=.19, <i>p</i>=.041), and the explanatory power was 28.0%. The research variable that showed a significant effect on academic achievement was self-directed learning ability (β=.56, <i>p</i><.001), with an explanatory power of 40.0%.Conclusion: To effectively apply blended learning to nursing students in the rapidly changing field of nursing education, it is important to analyze learner factors such as self-directed learning ability and self-leadership. Continuing research is needed to explore the learner factors that influence learning satisfaction and academic achievement, and systematic educational programs that can improve these factors will have to be applied.

Investigating EFL Learners’ Autonomous Use of Vocabulary Learning Strategies Outside of School

As communication in English relies on a robust vocabulary, high school learners must now take responsibility for independently mastering vocabulary through effective learning strategies driven by the shift toward promoting learner autonomy in modern teaching methods. Therefore, this study examines the vocabulary learning strategies that English as a Foreign Language (EFL) learners use autonomously outside of school and the factors that influence their strategy choices. This qualitative study utilizes questionnaires and semi-structured interviews involving 66 eleventh-grade students from Istiqamah High School in Bandung, Indonesia, who completed the questionnaires and 4 of whom participated in the interviews. The results of this study reveal that learners exhibit a moderate level of autonomy and use vocabulary learning strategies at a moderate level. Metacognitive strategies are the most frequently employed, followed by determination, affective, social, compensation, memory, and cognitive strategies. The study also highlights several factors that influence learners' awareness of the importance of autonomy and the use of vocabulary learning strategies, including gender—where males tend to show higher levels of autonomy and strategy use—age, with 18-year-olds demonstrating higher autonomy and 17-year-olds more actively using vocabulary strategies, and motivation, driven by personality, goal achievement, and the desire to improve language skills. Personal consistency in learning also emerged as a critical factor in learners' success in improving their vocabulary. This research implies that students may benefit from focusing on metacognitive strategies as a practical approach to learning vocabulary in English.

The effectiveness of corpus use in ESL/EFL writing: A meta-analysis

The present study performs a meta-analysis to examine the effectiveness of corpus use in English as a second language (ESL) / English as a foreign language (EFL) writing. Data from 30 studies encompassing 56 effect sizes reported between 2000 and 2022 were collected for the analysis. Furthermore, multiple meta-regression analyses were conducted to explore the variables that may influence the observed effects. These variables are extracted from three groups of data: publication data, population data, and treatment data. The results demonstrate a large overall effect size (g = 0.95) for the impact of corpus use in ESL/EFL student writing performance. This finding suggests that utilizing corpora significantly enhances students’ writing abilities in these contexts. Moreover, the analyses of moderators reveal that the observed effects can be attributed to various variables within all three groups of data. Notably, learner factors such as language family, proficiency level, and educational level, as well as treatment factors including duration, corpus type, teaching activity, and teacher role, play significant roles in shaping the effects of corpus use. This study highlights the potential of corpus-based approaches as a valuable tool for enhancing student writing performance in ESL/EFL contexts.

Research on the influencing factors of adult learners' intent to use online education platforms based on expectation confirmation theory

This study addresses the understanding gap concerning the factors that influence the continuous learning intention of adult learners on online education platforms. The uniqueness and significance of this study stem from its dual focus on both platform features, such as service quality, and course features, including perceived interactivity and added value, aspects often overlooked in previous research. Rooted in Expectation Confirmation Theory, the study constructs a comprehensive model to shed light on the complex interplay of these factors. Empirical evidence collected from a survey of 1592 adult learners robustly validates the effectiveness of this model. The findings of the study reveal that platform service quality, perceived interactivity, and perceived added value significantly amplify adult learners' expectation confirmation and perceived usefulness. These elements subsequently enhance learner satisfaction, fostering their ongoing intention to use online education platforms. These insights offer practical guidance for online education providers, emphasizing the necessity to enhance platform service quality and course features to meet adult learners' expectations and perceived usefulness. The study provides valuable perspectives for devising strategies to boost user satisfaction and stimulate continuous usage intention among adult learners in the intensely competitive online education market. This study enriches the literature by uncovering the relationships among platform features, course features, expectation confirmation, perceived usefulness, and continuous usage intention. By proposing a comprehensive model, this study provides a novel theoretical basis for understanding how platform and course features impact adult learners' ongoing intention to use online education platforms, thereby aiding the evolution and refinement of relevant theories.

Analysis of College English Acquisition Strategies

The second language acquisition theory proposed by Krashen in the 1980s is a relatively complete theoretical system of second language acquisition at present. Among them, the most influential is the acquisition-learning hypothesis. He believes that acquisition is the most important. Learners can successfully communicate, mainly the acquired knowledge. College English is the language that all college students in China must learn, and it is also the second language of students. This article takes the acquisition strategy analysis of college students as an observation point and discusses it in five parts. First of all, the introduction introduces the research background. Secondly, briefly introduce the second language acquisition strategy. The third part analyzes the current situation and existing problems of college English acquisition. The fourth part analyzes the strategic factors that affect students' English acquisition. The fifth part analyzes the implications of second language acquisition strategy factors for learners to learn English. Finally, let's summarize.

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

With the advent of positive psychology in the area of language education, more focus has been placed on the consequences of favorable teacher communication behaviors in language classes. Nonetheless, the function of language instructors' interpersonal behaviors in raising learners' engagement is somehow unknown. Furthermore, to the best of our knowledge, no research study has been carried out in Spanish language classes to explore the function of teacher communication behaviors in learners' engagement. To fill this lacuna, the current inquiry looked into the role of teachers' positive interpersonal factors in Chinese SFL learners' behavioral, cognitive, and emotional engagement. For this purpose, a random sample of 32 SFL learners was chosen to participate in our online interview sessions. The answers of SFL learners to the interview questions were thematically analyzed via MAXQDA software. The thematic analysis findings pointed to the value of teacher communication behaviors in improving SFL learners' engagement. The analysis outcomes also demonstrated the potential of 11 positive interpersonal behaviors (rapport, care, clarity, credibility, confirmation, immediacy, closeness, praise, feedback, respect, and stroke) in increasing Spanish language learners' academic engagement. The practical implications that may emerge from the present study's outcomes are finally discussed.

Relationship between Task Complexity and Learner Factors: An Analysis of Intermediate and Advanced Learners of Korean Language

Relationship between Task Complexity and Learner Factors: An Analysis of Intermediate and Advanced Learners of Korean Language

The Role of the L2 Learning Environment in Shaping Individual Learner Factors and Language Achievement: A Comparison Study of Danish and Spanish Learners of L2 English

The Role of the L2 Learning Environment in Shaping Individual Learner Factors and Language Achievement: A Comparison Study of Danish and Spanish Learners of L2 English

An Empirical Study on the Educational Application of ChatGPT

At present, the digital transformation of education has become a national strategy, and ChatGPT is of great significance to the in-depth promotion of the digital transformation of education.Chatgpt has become a hot spot at home and abroad. The application of ChatGPT in daily education and study need to be deepened, but there is still a lack of attention to the current situation and effect of ChatGPT at home and abroad. Based on expectation confirmation theory, information system success theory and TAM model, this study constructs a model of the influencing factors of ChatGPT learners' use satisfaction. The results of structural equation analysis show that perceived usefulness, expectation confirmation and information quality have significant positive direct effects on learners' satisfaction; perceived ease of use, system quality and social influence have significant positive direct effects on learners' perceived usefulness; system quality and information quality have significant positive direct effects on learners' expectation confirmation; perceived usefulness has significant positive direct effects on behavior intention; system quality has significant positive direct effects on perceived ease of use. The results of qualitative comparative analysis of fuzzy sets show that there are six schemes to promote learners' satisfaction. The overall coverage of the six configurations is 0.974215, and the consistency is 0.71898. On the basis of the above research, some countermeasures and suggestions are put forward finally.

The online learning adaptability and its influencing factors for low-proficiency English learners in China

The proliferation of online teaching has emerged as a pivotal trajectory in the evolution of English education, necessitating a critical examination of online learning dynamics tailored to specific learner cohorts. This study endeavours to scrutinize the present status of online learning adaptability and its influencing factors among 262 low-proficiency English learners in China, employing a methodological blend of questionnaires and interviews. The findings are as follows: (1) There exists no statistically significant difference in learning engagement among learners of different levels. Notably, low-proficiency learners manifest a diminished psychological adaptability relative to their high-proficiency counterparts, albeit concurrently expressing heightened satisfaction with online learning modalities. (2) With regard to the influencing factors of online learning adaptability, the salience of environmental adaptation strategies surpasses that of perceived environmental affordance. Moreover, a compelling interaction effect between these two factors is observed in shaping online learning adaptability. Strategic augmentation of support within the learning milieu, fortifying cognizance of online learning strategies, and synergistically amalgamating the strengths of online and offline pedagogical approaches emerge as efficacious measures to cultivate enhanced online learning adaptability for intermediate and low-proficiency learners.

Contributing and Hindering Factors of Learner’s Persistence in a Free Basic Education

Access to free basic education is a critical cornerstone for the development of individuals and societies. However, despite efforts to provide free education, learner persistence remains a challenge in many regions. Hence, the study was conducted to discuss contributing and hindering factors affecting learner’s persistence. A survey was conducted among 79 pupils from Kinder to Grade IV. Key informants consisting of the teachers, parents, and three former students also formed part of the respondents. The findings showed that contributing factors were mostly teacher and school related. While hindering factors were student and classroom related. By understanding these factors, policymakers and educators can design targeted interventions to enhance the effectiveness of education initiatives. Thus, stakeholders must collaborate to create an environment where learners are empowered to overcome barriers and pursue their educational aspirations.

An analytical model of college students' self-assessed satisfaction with the effectiveness of online learning: a structural equation model integrating LICE and S-O-R models.

Nowadays, e-learning significantly affects college students' academic life. This study aims to examine the factors that influence college students' satisfaction with online learning outcomes. The study population consisted of undergraduate students from Dalian Medical University, with a total of 715 college students participating in the study. Out of these participants, 602 valid questionnaires were obtained. Demographic data was analyzed using SPSS.22, and the data was cleaned and prepared for testing the research hypotheses. The proposed research framework was examined using structural equation modeling (SEM) through Smart-PLS 3.0. The results of the study showed that student satisfaction with learning outcomes was positively correlated with several factors: quality of teacher instruction (β = 0.100, p < 0.0001), quality of e-learning platforms (β = 0.059, p < 0.0001), individual learner factors such as learning motivation (β = 0.112, p < 0.001), and e-learning environment (β = 0.469, p < 0.001). Additionally, self-learning efficacy (β = 0.081, p < 0.0001), learning strategies (β = 0.031, p < 0.001), and learning motivation (β = 0.039, p < 0.001) were found to have mediating effects. Understanding the satisfaction of college students with the effect of e-learning holds great significance in coping with teaching methods in unexpected situations. It enables adjustments to teaching strategies, improvements to learning platforms, and mobilization of students' motivation. Thus, it serves as a valuable reference in addressing unexpected teaching scenarios.

Recasts, foreign language anxiety and L2 development during online mobile-mediated interaction

Despite the wealth of studies on corrective feedback (CF) and its relationship with individual learner factors, little is known about how foreign language (FL) anxiety moderates the effectiveness of recasts during mobile-mediated audio interactions. The present study thus examined the association between learners’ FL anxiety, the effectiveness of recasts, and learners’ responses to recasts during synchronous mobile-mediated interactions via audio call. Two intact classes of EFL (English as a Foreign Language) learners were assigned into a control group and an experimental condition. After taking pre-tests, the participants of the experimental condition participated in four sessions of mobile-mediated oral interaction with an interlocutor via WhatsApp and received recasts for their definite and indefinite article errors. The participants of the control group also participated in the mobile-mediated interactions but received no recasts for their errors. Learners’ improvement was measured on two occasions following the fourth treatment session. The participants’ anxiety was also measured as a continuous variable using a 5-point Likert scale. Mixed between-within group ANCOVA results and regression analysis provided evidence for the efficacy of recasts delivered during mobile-mediated interactions, as well as the significant role of learners’ anxiety as a predictor of the effectiveness of recasts. The results also indicated that learners with low anxiety were significantly more successful in modifying their incorrect forms following recasts compared to learners with higher anxiety during the mobile-mediated interactions.

Analysis of the Aptitude of Teachers and Students of Economic Education in Facing the Challenges of Implementation of MBKM Curriculum

The implementation of the Free Learning Program of Free Campus (MBKM) in higher education is a significant focal point today. This study aims to assess the readiness of both educators and students for the MBKM curriculum. Conducted qualitatively, the research engaged faculty and students from the PGRI University of Wiranegara Economic Education Studies Program. Regarding lecturers, preparedness involves multifaceted aspects. They must enhance comprehension of MBKM's objectives and advantages, alongside understanding the curriculum alterations. Furthermore, managing augmented workload due to additional MBKM courses becomes imperative. On the other hand, students’ preparedness is equally pivotal. They must grasp the benefits of MBKM, comprehend their responsibilities in time management and study planning, adapt to new settings, and nurture the motivation for self-development. The readiness factors for both educators and learners in the MBKM implementation are interconnected and mutually reinforcing. Educators, equipped to handle MBKM changes, can offer effective guidance to students. Simultaneously, well-prepared students can fully leverage MBKM opportunities. Consequently, lecturers need to refine their understanding, pedagogical prowess, and workload management. Students, on the other hand, must cultivate awareness, self-learning abilities, adaptability, and intrinsic motivation for personal development. Adequate preparation for the MBKM curriculum can yield maximum benefits, enabling faculty and students to explore interests, talents, and expertise beyond the confines of their prescribed course of study. This readiness aligns teachers and students to make the most of the MBKM curriculum, fostering comprehensive growth and skill development.

An empirical investigation of the relationship between individual learner factors and foreign language speaking anxiety in EFL university learners

The current study recruited 306 participants (males=194, females= 112) to fill out a questionnaire consisting of two sections for demographic information and a second section with 38 close-ended items to investigate the structural relationships among individual learner factors and anxiety when speaking a foreign language in Chinese EFL university learners. These factors included exposure to English, attitude towards learning English, perceived oral proficiency, years of learning English, perceived effectiveness of the use of social media, perceived competence and parental education status. The findings of the direct effects indicated that exposure to English, attitude towards learning English and perceived oral proficiency were negatively correlated whereas years of learning English and the perceived effectiveness of social media had an insignificant effect on foreign language speaking anxiety. In addition, according to the indirect predictive effects of perceived competence (mediator) on foreign language speaking anxiety, all other factors with the exception of years of learning English were found to be positively mediated by perceived competence. Lastly, the moderating effect of parental education status indicated that the interaction term (perceived competence x parental education status) had a negative and significant effect on foreign language speaking anxiety. The findings indicate that speaking anxiety exists in and out of class and can cause a detrimental effect on university learners’ communication and speaking skills due to a lack of confidence, practice, exposure and interaction. This research provides several insightful practical implications for EFL teachers and policymakers.

A Study of the Dilemma and Path of Second Language Learning

In the context of internationalization, second language learning has attracted the attention of a wide range of learners. This study aims to explore the environmental difficulties encountered by Chinese students in second language learning and propose solutions. This study analyzes the factors that influence second language learning. This paper argues that the influencing factors can be divided into three aspects: external environmental factors, family factors, and learners' factors. Changes in the external environment will have an impact on learners' learning styles and learning progress. The family environment will affect the psychology of learners in the learning process, and at the same time, parents' concepts, behaviors, etc. will also have an impact on learners. Individual learner factors are an important factor affecting learning effectiveness. Therefore, this paper believes in creating a good learning environment and a harmonious family atmosphere for learners. At the same time, individual learners should plan well and be proficient in using metacognitive strategies to improve learning outcomes.

A Review of Research on The Role of L1 For Peer Feedback in L2 Writing

The process-based writing approach has become more integrated with peer feedback. The function of the first language (L1) in this process has received increased attention. This present paper reviews research on native language use in second language (L2) writing classrooms with a particular focus on the peer revision process. The research demonstrates that L1 use in peer review acts as a cognitive and socio-affective mediator, facilitating second language acquisition. With L1, learners are able to reduce the cognitive workload entailed in the feedback process, improve writing quality, obtain affective support, and maintain peer interaction. The factors affecting the use of L1 in peer revision include pedagogical factors (e.g. task type, grouping, learning goal), learner factors (e.g. proficiency level, beliefs and goals, knowledge of writing), as well as teacher factors (e.g. beliefs, planning). Based on the findings, teachers should fully utilize peer review in the L2 writing course and allow the judicious application of L1 in peer interaction to enhance feedback quality and facilitate language learning.

Influence of Cooperative Learning on Foreign Language Anxiety and Intrinsic Motivation of English Major Freshmen in China

In China, the English major freshmen can be easily influenced by anxiety, and the major choosing of higher education is made by students, for the learning of English speaking, whether it is stimulated by intrinsic motivation and its effect on learning is worth to explore. In foreign language learning field, the foreign language anxiety (FLA) and intrinsic motivation (IM) are extensively researched, but studies focus on English major students are few, methods to reduce the foreign language anxiety and promote the intrinsic motivation are also limited. Cooperative learning is widely used in foreign language teaching and learning, but few research focus on its influence on the affective factors of learners. As it is proved that the foreign language anxiety have negative influence on English learning and the intrinsic motivation is of positive effects, for Chinese students, the English speaking is the most difficult practical ability for them to learn. Therefore, helping them to reduce the foreign language anxiety and promote the intrinsic motivation is of significance. The current study involved a total of all 100 English major freshmen (from 2 classes, each 50 students) from one public university in China. Using a questionnaire aimed to explore their level of foreign language anxiety and intrinsic motivation and a cooperative learning course construction as research instruments. All students will be asked to do the questionnaire before and after a 10-weeks’ English speaking course, and all the 100 students will be divided into two group---experimental group (Group A) and control group (Group B), with the experimental group using the cooperative learning course construction in the English speaking course and the control group using the traditional teacher-centered teaching method. The main finding of this study is that the cooperative learning method can reduce the foreign language anxiety and promote the intrinsic motivation in the English speaking learning.