Good Learners Research Articles

Монгол суралцагчийн хэл сурах стратегийн асуудалд (МУИС-ийн Гадаад хэлний мэргэжлийн ангийн оюутны жишээгээр)

There are many external and internal factors that contribute to the successful completion of foreign language learning strategies. Defining your own strategies for learning a language can be a step forward to bring your foreign language knowledge, skills, and attitudes to the desired level. The study aimed to identify common language learning strategies of Mongolian learners, gender of the learners, whether feature of target language influences on language learning process, and common language learning strategy of a good learner. The students of nine Asian and European language department of National University of Mongolia were involved in the study.

Pengembangan Rencana Pelaksanaan Pembelajaran Model Inkuiri Terbimbing Berbantuan Goolge Sites pada Materi Getaran, Gelombang, dan Bunyi

Assisted Guided Inquiry Model Google Sites supports and promotes learner independence during the learning process. This study aims to know the qualifications based on the effectiveness, practicality, and effectiveness of the aspects. The method used is the 4-D research and development (R&D) model. The results are as follows. 1) adequacy determined by expert verification, receipt of valid criteria; 2) Practice identified through implementation scored 84% on good criteria and learner response scored 82% on good criteria. This shows that the lesson plans meet practical standards. 3) Efficacy is determined by the activity of the learner who achieved 85% of her on good criteria and the learner s learning outcomes with the value N-gain of 0.62 on the criteria N-means gain. This indicates that the RPP is included in the valid criteria.

To What Extend Are Learning Strategies related to Successful Learners in Writing IELTS in Indonesia

Amongst four skills tested in IELTS, writing IELTS is considered to be one of the most challenging language skills to master. It is believed that writing for second language learners is arguably the strenuous skill to be used in attaining communicative competence. Therefore, discussing learning strategies and good language learners related to IELTS task 2 using four IELTS assessment criteria is still interesting. Considering the significances of all strategies classification, it can be justified those strategies could be very helpful in Writing IELTS Task 2. Particularly, writing IELTS would be significantly improved by using Cognitive, metacognitive, and affective strategies. The reason is that cognitive strategies relate to practicing as the main regular improvement in writing IELTS, Metacognitive strategies connect to planning and brainstorming, and Affective strategies relate to emotional control including anxiety. However, there are some aspects that have to be considered in order to overcome possible problems and strategic limitations. First, there should be explicit instruction and steps from teachers to apply for all of them. Second, Learner should have a capability to distinguish and choose appropriate strategies.

A Study on Soft Skill for Engineers and its Correlation’s with Reference to Engineering Students in Mysore City

According to some of the Behavioral scientists when they have conducted a research on some of the most successful executives, they were able to identify that there are some characteristics, which made them to become successful executives. They are – Team player, Quick, Responsive, positive, Brave, Self-confident, Facilitator, Open, Resilient, Good learner, Good Teacher, Creative, Competitive, Imaginative, Fun, Reliable, Motivated, Enthusiastic, Inspirational, Committed, Persuasive, Adaptable, Flexible, Self knowing and Intuitive.Based on the above characteristic features they have grouped and classified them as the following soft skills. They are Employee development / coaching, Customer service, Goal orientation, Planning / Organizing, Diplomacy, personal effectiveness, Negotiation, Persuasion, Empathy, Leadership, Team work, Inter personal skills, Problem solving, Creativity, Information exchange, adaptability, presentation, ongoing learning, prospective thought, decision-making, self-management, and listening, among other skills. Soft skills equip individuals to deal with the persons first and business issues later i.e., secondary. There are about 14 dimensions that have been considered as core dimensions of soft skills. They are- Leadership, Teamwork, Inter personal skills, Problem solving, Creativity, Information exchange, adaptability, presentation, ongoing learning, prospective thought, decision-making, self-management, and listening.The 14 dimensions that have been considered as the core dimensions in evaluating the presence of soft skills are - Leadership, Team work, Inter personal skills, Challenge-solving, creativity, communication, flexibility, presentation, continuous learning, futuristic thinking, decision-making, self-management, and listening are some of the skills that are required. This study involved certain hypothesis formulation covering the various dimensions and testing these hypotheses using appropriate statistical techniques. The data was properly coded and analyzed with SPSS software package tool to establish the relationship between various dimensions, which discriminate between the students from urban and rural backgrounds.

Using “Plural Window” to Improve Year 3 Pupils’ Spelling of Countable Plural Nouns

An interlanguage with Malay and English structures may arise among Malaysian English-speakingpupils who learn English. Acknowledging the interlanguage, the pupils had problems transforming singular nouns to plural nouns as the Malay and English languages have different noun systems. This research has been conducted to improve the Year 3 pupils' spelling of countable plural nouns. Besides, this research also aimed to study the effectiveness of using the Plural Window to improve Year 3 pupils’ performance on their spelling of countable plural nouns and determine the impact of using the Plural Window on teaching and learning session in the classroom. The participants of the study were four Year 3 Merah pupils with beginner proficiency in the English language. In addition, the data collected for this study through observation, interview, and document analysis. Then, the quantitative and qualitative data analysis methods used to analyse the data gathered. Based on the findings, it is discovered that the Plural Window had produced good independent learners in the English classroom, increased the pupils' positive engagement in learning and created a meaningful learning environment. Besides, it is also discovered that the use of Plural Window had enhanced the teaching methods.

Introduction of Interactivity Using Quiz in Teaching Anatomy to First Year Undergraduate Medical Students

Background: Long duration of continuous lectures make the students loose interest in the subject of anatomy. This in turn affects their learning and performance. So, there is a necessity to introduce interactive teaching method like quiz that will motivate them to become good learners. The purpose of interactive teaching methods is generation of interest in the subject and acquirement of more knowledge in general, active and participatory learning, development of life-long learning habits and attitudes, acquire, retain and apply the knowledge, active involvement of students and thorough understanding of the subject. Keeping this in view, we tried to implement quiz as an interactive teaching technique in Anatomy and evaluate their effectiveness and impact on learning of the students. Methods: Quiz was introduced as a teaching and learning method for two regions of Anatomy- Abdomen & Pelvis and Head & Neck. The students and faculty were asked to give their feedback after the Quiz sessions. The data generated from feedback form was tabulated and analyzed. Results: 4 faculty (n=5) and 132 students (n=144) are very positive and looking forward to use of Quiz as an interactive method of learning in the future. 124 students feel that this method will enhance their exam performances. 4 faculty and 125 students feel other subject teachers should also start using this method. Conclusions: Majority of students and faculty are enthusiastic about using Quiz as an interactive method of teaching and learning. Majority of students also stated that they feel their exam performance will also be increased by the use of this method. This will cause awareness among other subject teachers also and a broader administration of such methods will be seen in near future with an attempt to enhance motivation, learning and exam performance of our students. Keywords: Quiz, Interactivity, Medical students

Single-sex versus Coeducational Schools: Which One is More Effective to Implement in Indonesia?

Single-sex school is the oldest educational institution in Indonesia and it is considered to be one of the original cultures of Indonesia. Although this schooling system has a big number in Indonesia, there have not been many investigations examining its effectiveness on the students’ performance. Therefore, this issue has a central role to guide the future implication of educational system in Indonesian high school. This investigation presents information on the effectiveness of single-sex school on the students’ performance in Indonesian high school context. Further, this investigation would also provide the relevancy of single-sex school with the Indonesian culture. In addition, this study would hopefully enhance the knowledge of other practitioners, students’ parents, as well as researchers about the position of local culture in the learning process. It is argued that single-sex school is more effective to apply in Indonesia to improve the learners’ performance at school. It is highly supported by its wider relevance with the Indonesian culture. Examining three main points can proof this. Firstly, single-sex school is very potential to promote good learners’ behaviour. Secondly, learning in a single-gender school can increase the students’ gender satisfaction. Lastly, single-sex school is a safer place to learn any subject as opposed to coeducational school where not all subjects are suitable to teach.

LANGUAGE LEARNING STYLE PREFERENCES OF SUCCESSFUL EFL LEARNERS OF BANGLADESH

A learner’s learning style is a complex paradigm. This study was conducted to explore the most dominant language learning style of the successful learners of the Department of English, Jagannath University, Dhaka, Bangladesh. The study used a mixed method. The data was obtained from a questionnaire, learners’ scores, and interviews. Twenty learners were classified as high achievers who participated in this study. This study used a 24-item Barsch Learning Style Inventory (BLSI) as a research instrument and measured learners’ learning styles through short answer questions and categorized them as visual, auditory, or kinesthetic. The learners’ academic achievement was determined by their Grade Point Average (GPA) of the last term-final examination. Five learners were selected for the semi-structured in-depth interviews. The findings indicate that the dominant learning style of the high achiever learners was visual learning style preferences, with a mean score of 63.75. The results of the study will contribute to the current understanding of good language learners’ preferences of learning styles and provide insight for learners, teachers, curriculum designers, administration, and future researchers.

Students’ voices about English language learning in school and beyond

Abstract The research was carried out in a public secondary school with 16 to 18-year-old students in a context usually considered as an EFL one. The main goals were to discover what students said about learning English in and beyond the school and what led them to use English autonomously outside the classroom. A qualitative methodology was used. First, a questionnaire was proposed to 122 students to find out the uses of English outside the school; then, I selected students who were considered good learners of English by their teachers and who had learnt English only in secondary school and autonomously outside school. Based on that criterion, I investigated nine learners using a Facebook survey, two focus groups and learning logs. The idea of good language learners (GLLs) of English described by the teachers focuses on the relationship the learner establishes with the L2 and the external perceptions of what they do with it. On the other hand, GLLs do not share common features that can be generalized; every learner establishes a unique relationship with the L2 and uses varied and changing strategies. What GLL do share is an agentive approach to learning the L2 and a positive appreciation of its cultural artefacts. Learners mainly accessed these artefacts through ICTs working as learning affordances.

Pedagogical Virtues: An Account of the Intellectual Virtues of a Teacher

AbstractThe overlap between virtue epistemology and the philosophy of education has been dominated by discussions of the epistemic qualities of good learners, that is, the intellectual virtues that must be nurtured in students. Not much has been said about the epistemic qualities of good teachers expressed in virtue-theoretic terms. This paper offers a preliminary account of such qualities, which are designated as pedagogical virtues. I use Battaly's pluralist conception of intellectual virtue as a starting point, then describe a pedagogical virtue as an intellectual virtue with an other-regarding success or motivational component. I end with an elucidation of the pedagogical versions of two mainstream intellectual virtues, perseverance and inquisitiveness.

A View of Personality a Good Language Learner: An Investigation of Non-EFL Students

The personality of the learner is one of the suspected internal factors that affect the success of foreign language learning. The objective of this study is to investigate the personality of non-EFL students to be being good language learners. This research is descriptive qualitative. The questionnaire is used to determine the students’ MBTI personality type (Myers-Briggs Type Indicator). The analysis shows that the personality of the student’s initial name SK is introverted, intuition, feeling, and judging. While, the personality of the student’s initial name MT is extraverted, sensing, thinking, and perceiving. The personality type of Initial’s Student Named MT is INFJ (The Counselor). This personality shows the characters insightful, harmonious, compassionate, private, ad perceptive. While the personality type of Initial’s Student Named SK is ESFP (The Performer). This personality shows the characters energetic, dynamic, earnest, charming, and optimistic. The personality of the learner is one of the factors that need to be considered in foreign language learning that can support or even inhibition of learning success. Learners need to know their personality better to know their strengths and weaknesses regarding language learning. The characteristics of a good language learner need to be known to be a good foreign language learner. Future research still required larger samples and more comprehensive personality measures (possibly using more than one of the standard multi-trait model assessments with the same or different students) to find precise statistical evidence that will shed light on teachers'/lecturer views/beliefs about the importance of this issue.

The Importance of Learning Chinese Outside Classroom (A Study of Good Chinese Learners at The University of Hong Kong)

The Importance of Learning Chinese Outside Classroom (A Study of Good Chinese Learners at The University of Hong Kong)

Empowering learners in their critical, creative and autonomous thinking: from a good language learner to a better world citizen

Article Empowering learners in their critical, creative and autonomous thinking: from a good language learner to a better world citizen was published on May 1, 2022 in the journal Language Learning in Higher Education (volume 12, issue 1).

Investigation into the Effective Use of Dictionaries in Foreign Language Vocabulary Acquisition

Words lay in the core position in language acquisition, however, acquiring a word is far more than its meaning acquisition. Aiming at helping foreign language learners who want to become good language learners or native-like learners through the word (or vocabulary) acquisition, the goal of becoming high intake generators at vocabulary acquisition is targeted and the learning method concerning the effective use of a carefully selected dictionary is explored. How to select a desirable dictionary and how to effectively use the carefully selected dictionary are the two main aspects to be investigated. The essence of the two investigation aspects is to guarantee the optimal input and strategically maximized intake developed from the input. Based on the analyses of the required functions and components of dictionary, it is investigated thoroughly that an optimal monolingual foreign dictionary is selected out, with the optimal input including a desirable type of meaning definitions, corresponding pictures to vocabulary items and “complete knowledge”. Next, effective learning strategies when using the selected dictionary are explored to realize learners’ strategically maximization of language intake from the input, which includes the adaption to the monolingual model, the applications of transfer, note-taking, effective mnemonic strategies and the psychological preparations.

Focusing on what you know will narrow your horizon? The role of knowledge base cohesion in learning from brokering

ABSTRACT Structural holes are believed to be a source of good ideas, important inputs for exploratory innovation. Nevertheless, firms that span structural holes may not always be good learners, as their learning orientation also matters. Drawing upon organisational learning theory and the knowledge recombination perspective, we argue that cohesive knowledge base plays a contingent role in the association between spanning structural holes (SSH) and new knowledge exploration (NKE). Based on panel data of Chinese automakers, our results indicate that global cohesion of knowledge base positively moderates the relationship between SSH and NKE. In contrast, local cohesion of the knowledge base negatively moderates the positive effect of SSH on NKE. These findings advance our understanding of the nuanced role of cohesive knowledge base in learning from brokering.

Language Learning Strategy Used among Secondary School ESL Students

The role of English as a Second Language in Malaysia has prompted ESL learners to explore multi techniques and strategies in learning. However, popular strategies applied by secondary students in Malaysia are not much known. Hence, this study aims to identify the language learning strategies employed by successful language learners among secondary school students in Malaysia. This research employs a survey research design that encompasses the strategy inventory for Language Learning (SILL) It includes the six strategies proposed by (Oxford, 1989). About 38 secondary school students from different states were selected through a purposive sampling technique to answer the survey for the data collection. For the finding, it is revealed that the secondary school students use metacognitive strategies the most, followed by cognitive and memory strategies, which are considered the least used among learning learners. As a result, even though all the three strategies are being employed in their language learning process, it appears that the metacognitive strategy is the one that stands out the most thus confirming its interrelations with successful language learners. Therefore, the language learners strategies practised among secondary school varies from metacognitive as the most preferable one, followed by cognitive, and lastly memory strategies hence reflecting their proficiency level as good language learners.

Factors influencing technological innovation efficiency in the Chinese video game industry: Applying the meta-frontier approach

Exploring technological innovation efficiency in China's video game industry allows us to reconceptualize the industry's state of development, identify barriers to technological innovation, and seek solutions. This study analyzed this industry's technological innovation efficiency across different regions in China using the meta-frontier approach and empirically tested the effects of human capital, financial capital, region, and policy factors using an econometric model. There were several main findings: (1) Beijing, Jiangsu, and Guangdong had higher meta-frontier technology ratios and more technological innovation efficiency, whereas Jilin and Hubei had lower ratios. Innovation efficiency in the latter regions showed more room for improvement, given the current technology level and factor input conditions. (2) Regarding group-frontier and meta-frontier technology efficiency, all regions (except Beijing) had room for improvement in the entire industry and individual companies. (3) Technological innovation efficiency fluctuated slightly across regions and over time. Beijing, Jiangsu, and Guangdong maintained high technological innovation efficiency, whereas Liaoning, Jilin, and Fujian did not. (4) A region's video game industry tended to have higher technological innovation efficiency if the industry had innovative video game practitioners who were good learners, more research and development investment, greater economic development, and better infrastructure support, among other factors.

Neural correlates of individual differences in predicting ambiguous sounds comprehension level

This study investigated brain activation during auditory processing as a biomarker for the prediction of future perceptual learning performance. Cochlear implant simulated sounds (vocoded sounds) are degraded signals. Participants with normal hearing who were trained with these ambiguous sounds showed varied speech comprehension levels. We discovered that the neuronal signatures from untrained participants forecasted their future ambiguous speech comprehension levels. Participants’ brain activations for auditory information processing were measured before (t1) they underwent a five-day vocoded sounds training session. We showed that the pre-training (t1) activities in the inferior frontal gyrus (IFG) correlate with the fifth-day (t2) vocoded sound comprehension performance. To further predict participants' future (t2) performances, we split the participants into two groups (i.e., good and bad learners) based on their fifth-day performance; a linear support vector machine (SVM) was trained to classify (predict) the remaining participants’ groups. We found that pre-training (t1) fMRI activities in the bilateral IFG, angular gyrus (AG), and supramarginal gyrus (SMG) showed discriminability between future (t2) good and bad learners. These findings suggest that neural correlates of individual differences in auditory processing can potentially be used to predict participants’ future cognition and behaviors.

Exploring Higher-Order Conceptual Learning in an Arthropod with a Large Multisensory Processing Center.

Simple SummaryIt is difficult to measure animal intelligence because the definition of ‘intelligence’ varies, and many animals are good at specific tasks used to measure intelligence or cognition. To address this, scientists often look for evidence of common cognitive abilities. One such ability, the ability to learn concepts, is thought to be rare in animals, especially invertebrates. Concepts include the ideas of ‘same’ and ‘different’. These concepts can be applied to anything in the environment while also being independent of those objects and can help animals understand and survive their environment. Amblypygids, a relative of spiders, live in tropical and subtropical areas, are very good learners, and have a large, complex brain region known to process information from multiple senses. We tested whether amblypygids could learn the concept of ‘same’ by training them to move toward a stimulus that matched with an initial stimulus. We also trained some individuals to learn the concept ‘different’ by training them to move toward a non-matching stimulus. When we used new stimuli, the amblypygids did not move toward the correct stimulus significantly more often than the incorrect stimulus, suggesting either they are unable to learn these higher-order concepts or our experimental design failed to elicit that ability.Comparative cognition aims to understand the evolutionary history and current function of cognitive abilities in a variety of species with diverse natural histories. One characteristic often attributed to higher cognitive abilities is higher-order conceptual learning, such as the ability to learn concepts independent of stimuli—e.g., ‘same’ or ‘different’. Conceptual learning has been documented in honeybees and a number of vertebrates. Amblypygids, nocturnal enigmatic arachnids, are good candidates for higher-order learning because they are excellent associational learners, exceptional navigators, and they have large, highly folded mushroom bodies, which are brain regions known to be involved in learning and memory in insects. In Experiment 1, we investigate if the amblypygid Phrynus marginimaculatus can learn the concept of same with a delayed odor matching task. In Experiment 2, we test if Paraphrynus laevifrons can learn same/different with delayed tactile matching and nonmatching tasks before testing if they can transfer this learning to a novel cross-modal odor stimulus. Our data provide no evidence of conceptual learning in amblypygids, but more solid conclusions will require the use of alternative experimental designs to ensure our negative results are not simply a consequence of the designs we employed.

Is there such a thing as a 'good statistical learner'?

A growing body of research investigates individual differences in the learning of statistical structure, tying them to variability in cognitive (dis)abilities. This approach views statistical learning (SL) as a general individual ability that underlies performance across a range of cognitive domains. But is there a general SL capacity that can sort individuals from 'bad' to 'good' statistical learners? Explicating the suppositions underlying this approach, we suggest that current evidence supporting it is meager. We outline an alternative perspective that considers the variability of statistical environments within different cognitive domains. Once we focus on learning that is tuned to the statistics of real-world sensory inputs, an alternative view of SL computations emerges with a radically different outlook for SL research.