Instructional Interventions Research Articles

Personal Learning Environment and Writing Performance: The Case of Jordanian Young EFL Learners

This study examines the potential effect of incorporating personal learning environment-based instruction on young EFL learners’ writing performance. A quasi-experimental design was used as two intact sixth-grade sections of twenty pupils each from Juffein Primary School for Boys in the Directorate of Education of the Koura District, Irbid (Jordan) constituted the sample of the research. With a toss of a coin, one section was assigned as the control group and the other as the experimental group. A ten-week instructional treatment based on the creation of individual personal learning environments was designed and implemented with the experimental group following proper validation procedures. The control group was instructed using the guidelines of the prescribed Teacher’s Book. A writing test was also designed, validated, and administered to all 40 participants before and after the treatment. The findings revealed that the experimental group outperformed the control group with statistically significant differences found between the two groups in both overall writing and writing features (viz., ideas, organization, sentence fluency, conventions, and legibility). Relevant recommendations and pedagogical recommendations are put forth.

Promoting Linear Algebraic Reasoning among Students: Affordances and Challenges

As students transition from the mathematics they learn in school years, including their first-year calculus courses, to the first course in linear algebra, they experience discontinuities in their perspective of what mathematics is. Their propensity to continue applying the same habits of learning in the face of this change leads to failure and frustration. The failure manifests itself in the quality of understanding basic concepts as well as in the lack of linear algebraic reasoning. Instructional treatments applied in my teaching experiments to foster students’ ability to reason linear algebraically resulted in mixed success – some of the treatments were successful, others less so. The latter are accounted for by the structural complexity of the subject matter and students’ background knowledge. The pedagogical approaches offered in this paper are oriented within a particular theoretical framework for the learning and teaching of mathematics, called DNR. Reflections and broader implications are addressed through the lenses of this framework.

Sustainable Consumption Behaviour and Common Goods: Education, Culture, Rule of Law, Work, and Solidarity

It is increasingly imperative to foster consumption behaviours that are more environmentally responsible. In order to design impact and sustainable actions that promote a transition to a more sustainable society, it is crucial to understand the underlying motivators that drive this change. Within this framework, this study sought to demonstrate how the comprehensive experience of common goods (solidarity, work, rule of law, culture, and education) is linked to such consumption behaviours. In order to test this hypothesis, a hypothetical-deductive quantitative approach was utilised, employing the second-generation statistical technique of partial least squares structural equation modeling (PLS-SEM) for data analysis. The results revealed that only the common good of Solidarity exhibits a significant relationship with Sustainable Consumption Behaviour. Additionally, Work and Education as common goods demonstrate a relationship of relative importance with this behaviour. Additionally, relationships were found between the common good, showcasing the interconnectedness rooted in cultural norms that strengthen individuals' experiences and, thus, cultivate a sense of community - an essential component for promoting consciousness and modifying behaviours. The novelty of this work is that it was not only focused on governing the commons, but also on how they are distributed and maintained for the long term. The theoretical basis was that natural resources are finite goods to which everyone should have access; however, not everyone enjoys them. That is why a limitation in agency impedes the experience of common goods and, therefore, in sustainable consumption. This study demonstrated that prioritising the welfare of others in addition to oneself, known as altruism, enhances the satisfaction derived from selfless consumption. The implications of this research include the development of instructional interventions incorporating motivational aspects to encourage sustainable consumption practices, ultimately supporting the shift necessary for the well-being of future generations.

Evaluating an Instructional Intervention for Research Data Management Training

Objective – At a large research university in Canada, a research data management (RDM) specialist and two liaison librarians partnered to evaluate the effectiveness of an active learning component of their newly developed RDM training program. This empirical study aims to contribute a statistical analysis to evaluate an RDM instructional intervention. Methods – This study relies on a pre- and post-test quasi-experimental intervention during introductory RDM workshops offered 12 times between February 2022 and January 2023. The intervention consists of instruction on best practices related to file-naming conventions. We developed a grading rubric differentiating levels of proficiency in naming a file according to a convention reflecting RDM best practices and international standards. We used manual content analysis to independently code each pre- and post-instruction file name according to the rubric. Results – Comparing the overall average scores for each participant pre- and post-instruction intervention, we find that workshop participants, in general, improved in proficiency. The results of a Wilcoxon signed-rank test demonstrate that the difference between the pre- and post-test observations is statistically significant with a high effect size. In addition, a comparison of changes in pre- and post-test scores for each rubric element showed that participants grasped specific elements more easily (i.e., implementing an international standard for a date format) than others (i.e., applying information related to sequential versioning of files). Conclusion – The results of this study indicate that developing short and targeted interventions in the context of RDM training is worthwhile. In addition, the findings demonstrate how quantitative evaluations of instructional interventions can pinpoint specific topics or activities requiring improvement or further investigation. Overall, RDM learning outcomes grounded in practical competencies may be achieved through applied exercises that demonstrate immediate improvement directly to participants.

How do residents respond to uncertainty with peers and supervisors in multidisciplinary teams? Insights from simulations with epistemic fidelity

BackgroundResidents struggle to express clinical uncertainty, often exhibiting negative cognitive, behavioral, and emotional responses to uncertainty when engaging with patients or supervisors. However, the Integrative Model of Uncertainty Tolerance posits that individuals may have positive or negative responses to perceived uncertainty. Situational characteristics, such as interactions with other health professionals, can impact whether the response is positive or negative. The team context in which residents interact with resident peers and supervisors could represent varying situational characteristics that enable a spectrum of responses to uncertainty. Understanding the situational characteristics of multidisciplinary teams that allow residents to display positive responses to perceived uncertainty could inform strategies to foster positive responses to uncertainty in other contexts. We explored resident responses to perceived uncertainty in a simulated multidisciplinary team context.MethodsA simulation-primed qualitative inquiry approach was used. Fourteen residents from Cardiology and Obstetrics and Gynecology participated in simulation scenarios involving pregnant patients with heart disease. We incorporated epistemic fidelity through the deliberate inclusion of ambiguity and complexity to prompt uncertainty. Audio recordings of debriefing sessions were analyzed using directed content analysis.ResultsResidents recognized that uncertainty is unavoidable, and positive responses to uncertainty are crucial to team dynamics and patient safety. While residents had positive responses to expressing uncertainty to peers, they had predominantly negative responses to expressing uncertainty to supervisors. Predominant negative response to supervisors related to judgement from supervisors, and impacts on perceived trustworthiness or independence. Although residents recognized expressing uncertainty to a supervisor could identify opportunities for learning and resolve their uncertainty, the negative responses overshadowed the positive responses. Residents highly valued instances in which supervisors were forthcoming about their own uncertainty.ConclusionsThrough participation in simulations with epistemic fidelity, residents reflected on how they perceive and respond to uncertainty in multidisciplinary teams. Our findings emphasize the role of situational characteristics, particularly peers and supervisors, in moderating responses to perceived uncertainty. The productive discussions around responses to uncertainty in debriefing sessions suggest further studies of multidisciplinary simulations could enhance our understanding of how uncertainty is expressed, and potentially be used as an instructional intervention to promote positive responses to uncertainty.

School garden and instructional interventions foster children's interest in nature

Abstract Children's interest in nature is crucial for their understanding and appreciation of the natural environment, as well as for their mental health and biodiversity conservation efforts. To foster this interest, it is important to establish a theoretical framework and explore practical applications. Given the current trend of children spending more time with screens and less time in nature, school gardens offer potential solutions. This study aimed to investigate the effectiveness of a 4‐month teaching programme conducted in a school garden to promote children's individual interest in nature. 24 Grade‐4 students participated in weekly 40‐min activities, which were divided into three treatments: natural observation with assigned tasks, natural observation with open‐ended tasks and inquiry‐based activities. Participants maintained individual portfolios consisting of questionnaires, nature journals, observation descriptions and interviews. Qualitative and quantitative data were analysed to categorize children into three types: those with initiated interest, those with enhanced interest and those with no significant change. Thematic analysis was used to identify factors influencing children's interest in nature based on qualitative data. The results showed that 17 out of 24 children were classified as either ‘interest‐initiated’ or ‘interest‐enhanced’, indicating a generally positive outcome. The school garden provided a novel and safe environment that empowered children to learn and explore autonomously. Teacher scaffolding further supported their curiosity towards the garden's organisms, potentially leading to the development of their individual interests in nature. This study emphasizes the positive impact of involving children in garden‐based activities in primary schools. Implementing a diverse school garden with informative labels and explanation boards, along with teacher support, represents a promising approach to cultivating children's interest in nature. We recommend implementing mini botanical gardens and club activities in schools to bridge formal and informal education. Read the free Plain Language Summary for this article on the Journal blog.

(261) Vasovasostomy Surgical Simulation Using En Bloc Orchiectomy Specimen

Abstract Introduction Surgical simulation with use of synthetic materials, animals, or human tissues is an essential part of surgical training. Prior vasovasostomy (VV) simulations have described use of silicone tubules, animal vasa, and vas segments from human prostatectomy specimen. Herein we describe a VV surgical simulation model using benign, en bloc human testicle and spermatic cord specimen acquired via gender-affirming simple orchiectomy. Objective To improve resident confidence in performing VV via a surgical wet lab using benign, en bloc human testicle and spermatic cord specimen acquired via gender-affirming simple orchiectomy. Methods En bloc testicle and spermatic cord specimen from benign orchiectomy procedures were stored in our institution’s tissue bank. After development of a tissue handling protocol, specimens were then transported to our surgical simulation center for use in a VV microsurgical surgical simulation exercise. Participants were asked to complete a six-throw VV anastomosis using specimen. The first three throws were “training naïve,” with no prior instruction and an 8-minute time cap. After the first three throws or 8 minutes of time, participants received 10 minutes of hands-on instruction from a fellowship-trained urologic microsurgeon, then completed the remaining three throws of their six-throw anastomosis. Performance was measured using a microsurgical skills assessment tool for each set of three stitches and compared (figure 1). Pre- exercise and post- exercise surveys (figure 2) were completed in which participants rated their confidence in performing VV. Two months later, the same participants returned for an interval skills assessment in which they were tasked with completing the six-throw anastomosis in a 16-minute time limit. Skills were again evaluated with the microsurgical skills assessment tool; pre- and post- exercise surveys were again completed. Results Four urology trainees participated in our exercise: two PGY2s, one PGY3 and one PGY4. Completed number of knots increased from the first 8-minute session to the final 8-minute session for all participants (table 1). Surgical performance as measured by the skills-assessment tool did not change as a result of the instruction intervention (table 1). Participant confidence in performing microsurgical VV improved between the pre- and post- exercise surveys (table 2). All participants felt the wet lab served as a realistic representation of real-life VV (table 3)). At the two-month reassessment time point, all participants completed a similar number of throws (+/- 1 throw) in an overall equal amount of time (16 consecutive minutes compared to 8 minutes twice) with similar surgical performance compared to initial assessment (table 4). Conclusions A microsurgical VV wet lab using en bloc benign orchiectomy specimen serves a realistic simulation of real-life VV and improves trainee confidence in performing this procedure. Real-time instruction likely provides less value for improving operative skill than does experience and repetitions alone. These findings support not only the use of human specimen for surgical training, but also the value of a gender-affirming surgery program which provides access to these benign specimens. Disclosure No.

A Comparison of Measured Outcomes across Tree-Thinking Interventions

Phylogenetic tree diagrams are commonly found in introductory biology curricula and represent the evolutionary relationships of organisms. Tree-thinking, or the ability to accurately interpret, use, and generate these phylogenetic representations, involves a challenging set of skills for students to learn. Although many introductory biology courses incorporate tree-thinking instruction, few studies have identified which instructional methods provide the best learning gains for students. We gathered data from 884 introductory biology students using the Basic Evolutionary Tree-Thinking Skills Inventory (BETTSI) to measure tree-thinking learning gains. We measured tree-thinking differences across five sections of introductory biology, each offering a different instructional intervention, and compared differences among STEM majors and non-STEM majors. After calculating paired differences, we performed a two-way repeated measure analysis of variance (ANOVA) and Scheffe’s post hoc test to identify significant differences among and between the different interventions. We found that students who engaged in active tree-thinking instruction had significantly higher tree-thinking learning gains than students who participated in passive or no instruction. Furthermore, these learning gains became even more significant as active-learning became more multifaceted. These active-learning approaches also removed knowledge gaps between STEM majors and non-majors. Instructors must select explicit and active pedagogical approaches to support student tree-thinking to accomplish positive learning gains for all students.

Assessing the Effectiveness of the APOS/ACE Instructional Treatment with the Help of Neutrosophic Triplets

Assessing the Effectiveness of the APOS/ACE Instructional Treatment with the Help of Neutrosophic Triplets

Improving Pediatric Critical Care Nurses' Practice in Implementing the Full Outline of Unresponsiveness Coma Scale.

Clinical estimation of consciousness is the most fundamental and crucial component of neurological examinations for pediatric patients in the pediatric intensive care unit (PICU). The full outline of unresponsiveness (FOUR) Coma Scale assesses four variables: eye response, motor response, brainstem reflexes, and respiratory pattern. A score of 0 represents non-function in each category, whereas a score of 4 indicates normal functioning. The FOUR Coma Scale is easy to apply and is currently the most widely used scale for assessing consciousness, particularly in intubated children. This study aimed to improve pediatric critical care nurses' practice in implementing the FOUR Coma Scale. A quasi-experimental research design (pre/post-test design) was employed on a convenience sample composed of 45 male and female nurses who participated in the study and provided direct care for critically ill children at the Medical Pediatric Intensive Care Unit affiliated with the Mansoura University Children's Hospital, Mansoura University, Egypt. All the participants completed the FOUR Coma Scale knowledge and practice assessment questionnaire. Majority of the nurses were females and had bachelors' degrees in nursing (94.6% and 71.1%, respectively). Moray Coma Scale was used to assess level of consciousness (LOC) by more than half the number of nurses (55.6%) in the PICU. All PICU nurses had poor knowledge and practice scores in the pre-intervention phase, and this percentage statistically significantly improved in the post-intervention phase (P = .001). The mean score of nurses' knowledge and practice on the FOUR Coma Scale significantly improved after the implementation of instructional intervention.

Analysis of the Impact of ChatGPT Usage in Direct Current Physics Material on Enhancing Students' Higher-Order Thinking Skills (HOTS) during the Merdeka Belajar

This study examines the influence of using ChatGPT to enhance students' higher-order thinking Skills (HOTS), particularly within the context of the "Merdeka Belajar" (Freedom to Learn) era in Indonesia. This inquiry arises from Indonesian students' low literacy and numeracy skills, as indicated by the PISA assessment. Employing a quasi-experimental method, the research analyzes the changes in students' HOTS before and after the ChatGPT-assisted instruction intervention within the "Merdeka Belajar" curriculum framework. The study's findings reveal a significant improvement in students' HOTS within the experimental group that utilized ChatGPT, as compared to the control group. Data analysis underscores the positive impact of integrating ChatGPT into "Merdeka Belajar"-based teaching methods, substantially enhancing students' HOTS. These results align with prior literature highlighting the role of AI technology in advancing education and fostering higher-order thinking abilities. It is imperative to consider that the effective utilization of AI technology should be complemented by appropriate teaching approaches to prepare students for future challenges. The implications of this research indicate that ChatGPT can be considered an innovative strategy to support Merdeka Belajar-based learning in Indonesia.

Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study

Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning.

Application of Social Constructivism in Medical Education

The purpose of this study is to discuss the main principles and concepts of social constructivism, examine the literature on the application of social constructivism in medical education, and explore the meaning and limitations of the utilization of social constructivism with learning theory. A literature search was carried out in two stages, utilizing PubMed, CINAHL and Education Source databases. The primary search included both fields (social constructivism AND medical education), while the secondary search was performed by subject (Vygotsky or ZPD or zone of proximal development or scaffolding AND medical education). A total of 96 papers were found through the primary and secondary searches, and after reviewing the abstracts of all 96 papers, 41 papers were deemed suitable for research purposes. In medical education, social constructivism is applied in areas such as (1) social and cultural behaviors (hidden curriculum), (2) social construct of “meaning” (dialogue and discourse), (3) learner’s identity transformation (expert), and (4) instructional intervention (ZPD and scaffolding). Social constructivism has provided many ideas to explore in terms of the composition of knowledge in the sociocultural context of health care, but it has not demonstrated an explicit instructional method or educational effects.

GEOMETRY IN WARLI: MERGING FOLK ART WITH MATHEMATICS TEACHING

The study was themed on art integration (folk art “Warli” and geometry images) in mathematics teaching and its effect on learners' achievement. The objectives were (i) to develop art-integrated mathematical instructional modules to teach mathematical concepts and (ii)To measure the effect of an art-integrated mathematical instructional intervention on learner achievement. The quasi-experimental post-test research design with a single group post-test design was used. 45 participants of 7th-grade students from Govt Upper Primary School have been selected. The intervention was designed on the Triangle and its Properties through Warli folk art and geometry images. After obtaining post-test scores, data analysis was done. Therefore, learners' overall achievement was based on learning outcomes. The results revealed that the range of achievement was between 60-95%, and achievement of remembering, understanding, and applying learning objectives was 89%, 83%, and 84%, and analyzing learning outcomes achieved 64% while evaluating and creating learning outcomes were committed to 63 % and 69 %. The results showed that the art-integrated instructional intervention was found to be positive in higher-order cognitive abilities.

Vietnamese EFL Learners’ Production of English Lexical Stress

This study investigated the extent to which Vietnamese EFL learners were able to produce English stress patterns in words with two, three, and four syllables. Data were garnered from 45 participants studying at an English language center in the Mekong Delta of Vietnam. The results indicated that the participants exhibited different levels of competence in producing stress patterns across syllables of varying lengths. They demonstrated comparable proficiency in correctly placing stress on the penultimate and ultimate syllables in two-syllable words. However, it was observed that significant challenges arose in three-syllable words, particularly in accurately placing stress on the final syllable. Likewise, when it came to four-syllable words, the participants demonstrated a lack of proficiency in correctly placing stress on the pre-antepenultimate syllable. The study enhanced our understanding of the difficulties encountered by Vietnamese EFL learners in acquiring English stress patterns. It, therefore, emphasized the necessity of implementing focused instructional interventions to enhance the ability of EFL learners to produce stress accurately.

Using lexical bundles to teach prepositions to Korean EFL students

Abstract Integrating corpus-based analyses with instructed SLA, this study explores how lexical bundles can be used to teach prepositions to EFL learners. It first identifies lexical bundles occurring most frequently with preposition errors in a learner corpus of L1-Korean high school student writing. It then uses the 10 identified bundles to compare three different types of instructional treatment: one hundred L1-Korean high school EFL students received either implicit instruction (teaching each bundle as a unit with no emphasis on embedded prepositions) or one of two types of explicit instruction (focusing on embedded prepositions with or without input enhancement). The explicit-instruction-with-input-enhancement group showed the greatest improvement, followed closely by the implicit-instruction group; the other explicit group showed the least improvement. These results suggest that textual enhancement can facilitate L2 preposition acquisition and that recurrent sequences such as lexical bundles can serve as a useful pedagogical means to teach linguistic forms.

Students’ common errors in quadratic equations: Towards improved mathematics performance

With the aim to close the performance gap between the high performing and the low performing students, this descriptive qualitative study was conducted to analyze students’ common and persisting errors in quadratic equations. Forty-six (N=46) Grade 9 students in a public high school in the Philippines participated in the study. Homework was given where students received instructions from video recordings and other online learning materials using blended learning. The common errors students committed were not following directions, mishandling signs, difficulty in recognizing a quadratic equation, inability to distinguish between solving a quadratic equation and simplifying an algebraic expression, failure to express quadratic equations in standard form, disregarding the negative roots, computational errors in basic algebraic conventions in simplifying radical and rational expressions, factoring, performing special products, and in completing the square. Students were interviewed to validate the error analysis. Immediate feedback through a whole class discussion was conducted the following day to discuss the errors and mistakes committed by students in order to address these and help them learn the necessary concepts and skills in quadratic equations. Instructional strategies and interventions for teaching quadratic equations are recommended for future studies.

Effects of Geometer’s Sketchpad on Algebraic Reasoning Competency amongst Students in Malaysia

This study investigates the impact of incorporating Geometer's Sketchpad into GSP-based instruction on the algebraic reasoning proficiency of students. The research outlines the application of GSP-based instruction, utilizing Geometer's Sketchpad in Mathematics education, with a specific focus on solving quadratic problems. A quasi-experimental design, involving non-equivalent pre-test and post-test assessments, was conducted on 60 second-grade students at a private secondary school in Kuala Lumpur. The experimental group, consisting of 30 students, utilized Geometer's Sketchpad in their learning, while the control group, comprising 30 students, received traditional instruction. Data analysis was performed using ANATES 4 and SPSS 25.0 software, incorporating inferential statistics such as paired t-tests and one-way ANCOVA for quantitative data analysis. Both groups underwent an initial pre-test assessment. The research findings reveal a significant disparity in algebraic reasoning proficiency between the two groups, indicating substantial improvement after the intervention. Consequently, the integration of Geometer's Sketchpad in GSP-based instruction contributed to the enhancement of students' algebraic reasoning skills, particularly in quadratic problem-solving. In conclusion, this study underscores the potential of Geometer's Sketchpad as an instructional intervention, urging mathematics educators to contemplate its incorporation as an alternative teaching tool.

Teaching Strategy and Mathematics Performance of Maritime Students in the New Normal

The COVID-19 pandemic has abruptly changed educational paradigms, especially in maritime education. Online learning has presented unprecedented difficulties to instructors' instruction quality and student results. This study examines how maritime education professors' teaching strategies affect students' math performance. The research examines the domain of teaching strategies of college instructors that significantly influence the mathematics performance of maritime students. The descriptive correlational non-experimental design was employed, and the study involved 100 maritime students enrolled in Math 1 during the 2021-2022 academic year, selected via random sampling. Student perceptions were collected using a standardized questionnaire to gain data on instructional practices. Academic grades were used to evaluate mathematics performance. The data was analysed using statistical methods such as mean calculations, Pearson correlation coefficients, and linear regression to assess the importance of correlations between variables. Results revealed that the teaching strategies of college instructors in teaching mathematics as perceived by the maritime students were very high. Also, the findings revealed that teaching strategies and mathematics performance of maritime students have no significant relationship. Although it may appear unexpected that there is no direct correlation between teaching strategies and mathematics performance, the role of affective strategies underscores the need to cultivate a pleasant emotional environment in maritime education. The implementation of strategies that target the enhancement of student motivation, engagement, and emotional well-being has been identified as crucial in the improvement of mathematics performance in the face of the difficulties associated with online learning. Based on the aforementioned findings, it is recommended that educators and institutions give precedence to the advancement and execution of affective teaching methodologies specifically designed to cater to the requirements of maritime students. Furthermore, it is necessary to conduct additional research to investigate the effectiveness of particular instructional interventions and student support systems in maximizing academic achievements in the context of online maritime education.

The effects of language learning strategy instruction on college students’ English achievement and learner autonomy in mainland China: A meta-analysis

This meta-analysis synthesized recent research on promoting learner autonomy through strategy instruction in tertiary English classrooms in China for two main purposes: (a) to estimate the effects of strategy instruction on English achievement and outcomes related to learner autonomy; and (b) to examine the moderating effects of a set of intervention and contextual characteristics. A total of 49 studies contributed to 111 effect sizes for this meta-analysis. Using a random-effects model, this study finds that the overall effect size of strategy instruction was 0.92 (p < 0.001). The type of outcome measure significantly moderated the impact of strategy instruction. Interventions that assessed multiple aspects of learner autonomy (cognitive, metacognitive, motivational, and social) had a significantly higher mean effect size than those assessing a single aspect. The results suggest strategy instruction is a viable instructional tool for promoting learner autonomy among college students in English-as-a-foreign-language classrooms. The results emphasize that fully understanding the impact of a strategy instruction intervention on learner autonomy requires an examination of its various dimensions.