Learning Factors Research Articles

Heritage language learners’ written texts across pair types and interaction mode

Task-based research has investigated the learning opportunities (e.g. language related episodes) that emerge during heritage and second language learner interactions during writing tasks. However, to date, it is unknown how these peer interactions involving heritage language learners contribute to written texts. Further, given the rise of social technologies in educational settings, a need exists to examine how interactions in digital platforms affect the production of written texts. To address these issues, 13 heritage-second language learner and 16 heritage–heritage learner pairs enrolled in advanced Spanish content courses completed two distinct versions of writing tasks. Participants were instructed that they were hired as business consultants for clothing and cellphone companies in Spain. While each participant wrote her or his own version, the pairs had to interact to compose formal business letters in Spanish to the CEO of each company justifying the hiring (Task A) or laying off (Task B) of employees. The main results first revealed that heritage–heritage pairs produced more syntactically complex business letters, as evidenced by a greater ratio of syntactic subordination along with a minor trend of greater morphosyntactic accuracy. Second, synchronous computer-mediated communication interactions led to a higher production of syntactic coordination, especially for the heritage-second language pairs. Findings are discussed in light of the interplay between learner factors and task environment.

Study on Job Autonomy and Job Proficiency of Private School Primary Teachers in Chennai Region

In earlier days, employers felt the job satisfaction component is the only avenue to make employees happy. A lot of research studies proved that internal motivation/drive is also needed for improving employees, thereby giving way for enrichment avenues. One such enrichment avenue is autonomy given in job areas. This study focuses on job enrichment aspects for school-level teachers concentrating primary level teachers in the Chennai region. The enrichment tool analyzed in this paper is job autonomy for teachers that can have a significant effect on task crafting and curriculum analysis. The job proficiency level is compared after skill set improvement. This study is carried out to check the job level independence given to teachers and certain decentralization areas based on interest level. The study is also done to identify the related factors of the job proficiency level of teachers. The method used for collecting data is a convenient sampling method using a well-designed questionnaire. Two hundred samples are collected that are used for the data analysis section. Data analysis is done using statistical methods using Statistical Package for the Social Sciences (SPSS) software and analysis of a moment structures (AMOS) software. Statistical techniques used for this study are linear regression and confirmatory factor output used to check the model fit. Research findings are teacher’s work-based competency levels that significantly affect students’ creativity using mind-mapping techniques. Task autonomy has a significant relationship with curriculum analysis and task crafting. This study recommends analyzing hidden factors of learner’s behavior to improve reflective teaching, leading to the teachers’ proficiency level in their job.

Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”

BackgroundFlipped classroom (FC) style Australian faculty development program Teaching on the Run (TOTR) was introduced into Chang Gung Memorial Hospital since 2014. However, its effectiveness in Taiwan has not been formally assessed. This work intended to examine the learning gain of TOTR and identify the moderators of FC outcome by using TOTR as a representative model of FC. MethodsA non-controlled before-after study was undertaken by retrospective analysis of learning data collected during TOTR workshop. Multiple choice questions were tested at baseline (pre-test), after pre-class learning (mid-test) and after classroom activity (post-test) to assess the learning gain. All available demographic and learning variables were included in the moderator analysis. ResultsStepwise and significant improvement in exam scores was noted from pre-test to mid-test and post-test (p < 0.001 for both). Univariate analysis showed pre-test scores, mid-test scores, class participation and session of TOTR were significantly associated with post-test scores. However, multivariate analysis by general linear model showed only mid-test scores and session of TOTR were significant predictor of post-test score. Generalized estimating equations analysis showed that class participation is a significant moderator that influence the scores change from mid-test to post-test. ConclusionTOTR is effective in improving knowledge of teaching skills for clinical teachers in Taiwan. Achievement in pre-class learning, class participation and learner factor are potential moderators of the FC outcome. Thus, facilitators should try their best to promote a good achievement in pre-class learning and engagement in classroom activity in FC style learning.

Language teaching in monolingual policy settings: teacher views of successful language learning and effective language programmes

ABSTRACTLanguage is commonly positioned as an economic resource. Recent debates have argued that policy interpretations of language as economic resource can potentially undermine language positioning and reduce understanding of the cognitive, cultural and social benefits of language learning. In monolingual policy contexts, such a positioning means that only specific languages of immediate economic value are embraced in policy. It also means the broader educational and intercultural long-term benefits of language learning are overlooked. Economic framing also means that language teachers must continually justify the importance of their work and prove the success of their programmes. Failure is often attributed to individual learner factors rather than acknowledging wider societal and programme impacts upon learning success. This paper reports on the factors teachers have identified as essential for success as they endeavour to implement languages programmes (or courses) within challenging policy settings in two English-speaking countries. A range of programme factors emerge as essential for long-term implementation within English-speaking contexts. Above all is the need for executive staff to lead the wider school valuing of languages education for its broader benefits. For language success to move beyond isolated school contexts, policy mandates are needed to ensure more time-on-task for languages in English-speaking countries. This in turn may begin a shift towards public valuing of language learning for broader educational and intercultural benefit.

Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency

Recent second language (L2) reading studies have examined how characteristics of an individual learner and word-specific linguistic properties jointly predict successful L2 word-meaning inference, i.e., a learner’s ability to guess the meaning of an unknown word. Semantic transparency is one such word-specific property. Each constituent morpheme in a compound word contributes differently to the word’s overall meaning. As a result, words vary in the degree to which they are transparent or opaque. The ability to infer the meanings of these compounds is associated with broad linguistic knowledge that varies greatly across learners. This study explores how L2 linguistic knowledge as an individual learner factor and semantic transparency as a word-specific property interact to affect L2 learners’ word-meaning inference in Chinese. Two hundred and twelve adult L2 learners of Chinese in China completed six paper–pencil tasks, which measured participants’ short-term memory, linguistic knowledge, and meaning inference of compound Chinese words that varied in their semantic transparency. The results showed that linguistic knowledge interacted with semantic transparency in word-meaning inference: morpheme knowledge and grammatical knowledge were significant contributors of word-meaning inference only for transparent words when L2 learners’ short-term memory was controlled. These findings underscore how reading in an L2 involves the interplay between the learners’ characteristics (e.g., linguistic knowledge) and language-specific properties (e.g., semantic transparency).

Lecturers’ Thinking Preferences and Learners’ Individual Differences Based on the Whole Brain® Model: A Case of Solusi University, Zimbabwe

Quality of learning outcome is the primary goal of higher education. University lecturers should be equipped with andragogic skills to enhance learning. At the exemplar institution, 10 lecturers, aged below 50, were not trained to teach in higher education. Recurring evaluation comments, from Bachelor and Master of Education students highlighted lecturers’ poor teaching methods. This study therefore, adopted Whole Brain® model by Herrmann (1996) to enhance the quality of teaching practice. The model is comprehensive in facilitating innovative teaching techniques and enhancing learning. It encourages lecturers to be aware of their thinking style preferences in order to design learning opportunities that factor in learners’ diverse learning differences (De Boer, Du Toit, Scheepers and Bothm, 2011). Herrmann Brain Dominance Instrument® (HBDI®) (a survey questionnaire) was used to collect quantitative data while face to face interviews gathered qualitative information. HBDI® data was computed into participants’ thinking preference profiles. Deductive thematic approach was used for qualitative data analysis and results showed diversity in thinking styles among the participants. The majority confirmed their understanding of the model and its diagnosis of thinking preferences. The HBDI® proved to be a valid, reliable measure of human mental preferences. The research recommends the participants to fruitfully use the HBDI® in their teaching endeavors. Seminars on learning style flexibility are recommended as part of professional development. Finally, institutions of higher learning can subscribe to the Whole Brain® Group and have their workers and students complete the HBDI® so that they become aware of their preferences for teaching-learning benefits.

Development of academic vocabulary across primary school age: Differential growth and influential factors for German monolinguals and language minority learners.

Academic language has been shown to significantly contribute to success across school subjects. However, to date, there are no empirical studies addressing its development across primary school age. The present study investigated the growth of academic vocabulary and influential conditions from Grades 2 to 4 based on a newly developed and validated test instrument. Drawing on a German sample of 472 children (N = 281 language minority learners) we found evidence of a Matthew effect with the group of language minority learners showing both lower initial level and lower growth rates compared to their monolingual peers. In addition, results of simple and full conditional growth curve models underline the significant impact of family background (parental education, books at home) and of children's nonverbal cognitive abilities on the intercept as well as the growth of academic vocabulary, thereby supporting the assumption of an additional Matthew effect according to family background, particularly in monolingual majority language children. Our results indicate the need for an early promotion of the register of academic language in monolingual as well as language minority students. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Toward the Establishment of a Data‐Driven Learning Model: Role of Learner Factors in Corpus‐Based Second Language Vocabulary Learning

AbstractWe investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus‐based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues (i.e., data‐driven learning [DDL]). After measuring L2 vocabulary proficiency and working memory capacity, 35 South Korean college students performed a DDL activity during an English reading task using a think‐aloud protocol to document their strategy use. Through this we identified participants’ lexical inferencing strategy use, including DDL‐focused strategies, based on qualitative coding. Using path analysis, we identified that participants’ DDL‐focused strategy use largely influenced their vocabulary acquisition and retention, highlighting the pedagogical advantages of these strategies for successful DDL. We found that participants’ L2 vocabulary proficiency and working memory contributed to their vocabulary acquisition and retention, indicating the roles of these factors in managing cognitive load in DDL. Future investigation into the causal relationship between improved working memory and corpus‐based L2 vocabulary learning and the role of other learner factors, including motivation and learning style, is needed to extend our understanding of DDL.

Readiness on Online Learning among Pharmacy Students

Online learning is a form of distance learning where education takes placeover the Internet, accessed through cellular phones, tablets, laptops, and personal computers. Many academic institutions have widely used it during the COVID-19 pandemic to maintain instructions to students. This study aimed to assess the levelof readiness of the students of LDCU College of Pharmacy in Online Learning. Thestudy employed a descriptive quantitative research method to gather and analyzethe data to describe the level of preparedness in the new learning system amongthe students. A formulated survey questionnaire focusing on three (3) domains,specifically the technical, social, and learning factors, was used to collect data.Most of the respondents were found to be competent in technical factors suchbasic ICT and network. Social factors such as social support from the teachers,parents, friends, and the institution were slightly competent. Learners’ attitudesreflect as satisfactory for online learning readiness. Technical and learner’s factorshave a strong relationship with readiness in online learning and social factors havea very strong relationship with readiness in online learning. The pharmacy studentsof LDCU are competent in the aspect of readiness in online learning evaluatedthrough the three (3) domains: technical, social, and learner factors. Keywords : Online learning, readiness, preparedness, pharmacy

Linking learner factors, teaching context, and engagement patterns with MOOC learning outcomes

AbstractPrior studies of MOOC learners have focused almost exclusively on behavioural and social aspects of engagement. This paper extends the scope of previous studies by adopting a multi‐dimensional, person‐centred approach to investigate learner engagement in MOOCs. An analysis of 1,452 self‐administered survey responses uncovered three prototypical categories of MOOC learners based on patterns of behavioural, cognitive, emotional and social engagement: (a) “Individually Engaged” learners, (b) “Least Engaged” learners and (c) “Wholly Engaged” learners. The study revealed significant differences among the three cohorts of MOOC participants with respect to learner factors (gender, origin, motivation), teaching context (course level, course duration, form of the assessment) and learning outcomes (course completion, perceived quality of instruction). The results of this study suggest that adopting a multi‐dimensional, person‐centred approach can be useful for researchers and practitioners to classify MOOC learners into subpopulations, design effective educational interventions that best engage different types of learners, and provide support and scaffolding to individuals with idiosyncratic or problematic engagement patterns.

Negative Motivation and its Influencing Factors of Chinese Learners of Foreigners

Negative Motivation and its Influencing Factors of Chinese Learners of Foreigners

Utilizing Social Media in Vocabulary Enhancement among Primary ESL Learners

ICT is one of the main mediums used in and out of classroom since Malaysian education system focuses on 21st century learning. This study aims to investigate how pupils utilize social media to improve their vocabulary and possible challenges faced when using social media as a medium to learn vocabulary. The respondents of this quantitative study comprise of 53 nine and ten-year-old students. The respondents were selected using purposive sampling method from a school in Batu Kikir, Negeri Sembilan. The questionnaire consist of 6 sections and the final section was divided into 3 parts according to the themes, the first part measured to see if students utilized the features available in social media, followed by challenges and finally motivation factor. The findings show that students utilize features on social media as an effective way to learn vocabulary and social media acts as a motivating factor for primary ESL learners to learn vocabulary. The result of this study could be useful for future research for English as Second Language Learners. Focus for further research can be about the challenges faced by students when using social media to develop vocabulary.

Investigating demotivating factors in foreign language learners: The case of non-Iranian Persian language learners

AbstractLearners’ motivation has been widely accepted as a key factor which influences the rate, success, and failure of second/foreign language learning. On the other hand, demotivation is regarde...

Characteristics, significance and role of motivation problms in foreign language learning

This article describes the types of motivations that occur during the learning of a foreign language, and a number of specific factors for their occurrence are explained by various theories, with a detailed reflection of their practice. From a psychological point of view, learner motivation is always high because they have a stronger tendency to cope with the difficulties of learning a particular language [6, 105b]. It is also an important factor for language learners to develop ways to help them achieve a wide range of success when dealing with complex language. For example, integrated orientation is a group of reasons that show what a person can do in the language learning process, while the target orientation is the desire to integrate and adapt to the language environment studied for a particular purpose. Clearly, this is just a goal that may or may not have the motivational power. On the other hand, this area includes motivational integrator, as well as motivation intensity, motivational intensity, and other relationship to the target language. Many texts often contain material that does not interest students because of the strong emphasis on vocabulary and grammar. However, many foreign texts designed for a foreign language learner often contain topics that create classroom interactions and help students develop their language skills.

Supplemental Material for Development of Academic Vocabulary Across Primary School Age: Differential Growth and Influential Factors for German Monolinguals and Language Minority Learners

Supplemental Material for Development of Academic Vocabulary Across Primary School Age: Differential Growth and Influential Factors for German Monolinguals and Language Minority Learners

Making do

Abstract This paper argues that the cognitive usage-based model enhanced by a complexity theory perspective can provide useful insights into L2 learners’ non-target-like use of L2 phraseological chunks. Firstly, L2 chunks are conceptualized here as L2 complex form-meaning mappings subject to developmental schematization and entrenchment, as well as productive cut-and-paste mechanisms. Traces of these mechanisms at community level are interpreted as emergent patterns, a complexity theory concept in line with the cognitive usage-based model. Next, learner expressions for two task-elicited notions (depositing money and donating money) in a community of L2 English learners (N = 167; L1 Dutch) are analyzed for emergent patterns at different levels of schematicity. The findings indicate that L2 phraseological chunks are not constructed from a target-like initial exemplar that becomes entrenched or schematized. The paper concludes that within the cognitive usage-based model this is a major impeding factor in L2 learners’ target-like use of L2 phraseological chunks.

What impacts L2 Chinese pragmatic competence in the study abroad context?

AbstractThis paper reviews current literature on contributions of the study abroad context to second language (L2) Chinese pragmatics and discusses the future prospects of this rapidly growing research area. By synthesizing sixteen empirical studies on pragmatic competence in L2 Chinese in the study-abroad context, this paper answers one question: What impacts L2 Chinese pragmatic competence in the study abroad (SA) context? The findings show that the SA effect on L2 Chinese pragmatic development is mediated by seven factors including general proficiency, pre-program pragmatic competence, language exposure, intercultural competence, learner agency, linguistic affordance, and learner language and cultural background. Based on the research synthesis, this paper suggests future research directions regarding target pragmatic features, measurements, pragmatic competence in writing, and learner factors mediating study-abroad effect from a dynamic-system perspective.

Multimedia web-based intervention and implementation of motivational factors in incentive strategies on learning motivation

Learning motivation is the most dynamic factor among the individual factors of language learners and the driving force of foreign language learning. This paper attempts to explore the multimedia web-based intervention mechanism of incentive strategies in the process of second language acquisition (SLA) through four aspects of factors affecting foreign language learning motivation, including cognition, emotion, social environment and learners’ characteristics, in order to improve the affective disorder in language learning and transform the SLA from static into multi-level dynamic learning activity, so as to improve the learning effect. The study implemented the experiment and evaluated its results. The results indicate that the intervention of motivational factors in second language acquisition has positive effect on learners’ acquisition of English.

Who are online learning leaders? Piloting a leader identification method (LIM)

An asynchronous online discussion forum has been a prevalent means of collaborative online learning. Yet, it remains challenging for instructors to identify who and how students emerge as learning leaders. To overcome this challenge, this study aims to: (a) conceptualizing learning leadership in the context of online asynchronous discussions, (b) proposing a Leader Identification Method (LIM), and (c) testing the proposed method by using empirical data on how learning leaders behave differently from their peers in terms of behavioral, cognitive, and emotional engagement. Assuming that learning leaders emerge from social interactions in online discussions and drawing on the literature on leadership and social network analysis, we conceptualized three types of learning leadership roles: full facilitator, transactional facilitator, and attractive facilitator. These leadership roles are assumed to be associated with learners' levels of engagement in behavior, cognition, and emotions. To that end, we developed the LIM that factors in learners' behavioral, cognitive, and emotional engagement. Using a case study method to test the LIM, we collected two cohorts' online interaction data, as well as the data on the cohorts’ behavioral, cognitive, and emotional engagement. The results established the reliability and validity of the LIM. Specifically, compared to non-leaders, the learning leaders exerted more transformational leadership, higher cognitive engagement, and more frequent emotional expression. The LIM pave the foundation for identifying learning leadership and providing pedagogical support to foster learning leadership development in online collaboration.

The development of student feedback literacy: the influences of teacher feedback on peer feedback

Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy.