Learning Strategies Of Learners Research Articles

Hybrid project learning and peer teaching as learning strategies for learners with high activity

The mosque is the Muslim community's place of worship and education. Regular worship occurs according to a timetable. However, educational activities require quite a long time, so the mosque management schedules learning activities periodically. In addition, mosque congregations have a very high diversity and density of activities, especially mosque congregations in urban areas. The management of urban mosques has difficulty organizing learning consistently because the congregation has difficulty meeting at the same time periodically. This paper offers a solution by teaching with a hybrid learning method between project learning and peer teaching. Projects are created based on the needs of the environment and the congregation. The project development team is formed from worshipers who can work on projects. Other congregants receive knowledge through the project development team when the project is in the process of being created and run. This hybrid learning was experimented with by creating an aquaponics project. Aquaponics is operated with solar electricity. The project development team consists of a congregation of children to parents. The project has successfully transferred knowledge to the project development team members. The project operation attracts non-team worshippers to discuss independently with team members. Some non-team members have developed fish farming independently.

Learning Strategies of Francophone Learners in Selected English Medium of Instruction Schools in Cameroon

This study focuses on the learning strategies of learners from Francophone backgrounds immersed in English Medium of Instruction schools (EMI) in Yaoundé, Cameroon. It also investigates the challenges faced by the students in effectively applying and using these strategies. To this effect seven English medium of instruction schools were identified and chosen in the capital city of Yaoundé and used for this study. In the selected schools four hundred learners who hailed from Francophone homes and were immersed in the English Medium of Schools were chosen and used for this study. The tools engaged for this research endeavor comprised classroom observation, interview and the questionnaire. The results from our investigation showed that these learners used Cognitive, Metacognitive, Affective, Social as well as Authority-oriented strategies. It should be noted that the learners faced different challenges in applying the different strategies. In general the strategies worked out well because the students accomplished their goals which included success in learning content subjects as well as the acquisition of improved proficiency in the English language.

Self-regulated Learning Strategies of Learners of English in a Turkish State University to Improve their Language Proficiency

In today’s world, it is recognized that learners should be in charge of their own learning. Therefore, language learners are expected to regulate their language learning process. This study aimed at investigating the self-regulation process a group of language learners at A1 level went through during a one-year English prep program they attended at a state university in Turkey. The students were to get English medium instruction (EMI) in their departments if they passed the English proficiency exam at the end of the year. Ten participants were selected based on the results of Strategy Inventory for language learning (SILL) (Oxford, & Burry-Stock, 1995), which was applied on 169 English language students who started their language learning with A1 level. On the basis of the questionnaire results, three students were selected from the higher average learners, three students were selected from below average learners and four students were chosen from average learners. These ten participants were interviewed twice: at the end of the first term and the second term. It was found that learners who were highly self-regulated had both self-study time and evaluated their development in terms of linguistic competence. Based on the findings, it can be suggested that learners must monitor their language development and plan their own learnings accordingly.

Problems in Perception Content-based Learning Materials for Chinese EFL Learners

This article explores the problems that EFL learners may encounter when they perceive content-based learning materials. The main questions include: (A) Will inferior reading skills or improper use of learning strategies affect these problems? (B) What are the characteristics of the specific linguistic of reading comprehension that initiate academic problems? (C) How does the learner's learning strategy cause or initiate problems? The data used in this research are learners' midterm exam scores and the frequency of learning strategies employed by students. Including qualitative data in the form of student statements obtained from unstructured participatory interviews, in a descriptive and qualitative way based on content-based reading skills theory and learning strategies, this article will conduct a comprehensive analysis of these materials. As a result of data analysis, there is a situation in which the problems encountered by English readers in understanding content-based learning materials are initiated by inferior reading ability and improper application of learning strategies. The linguistic features of reading comprehension that initiate this problem are the lack of understanding of grammatical features, the low level of vocabulary acquisition, the lack of awareness of sensory construction, and the problems of discourse comprehension. The problems encountered when dealing with learning strategies are improper use of learning strategies, unclear learning goals and poor learning habits.

Exploring Digital Literacy Strategies for Students with Special Educational Needs in the Digital Age.

21st century learning requires students to be equipped with learning skills, knowledge, media literacy and also life skills. In order to achieve these skills, the school curriculum embeds the use of technological tools and strategies to provide teaching and learning strategies for learners, including students with special needs or Special Needs Students (SNS). Studies found that students struggle to cope with their studies in the digital learning environment due to their limited digital literacy skills. Digital Literacy skills are essential to develop as independent learners in the digital age. Previous studies have shown that digital literacy skills have demonstrated a positive influence on student performance. However, limited studies have been conducted on the issue. This paper aims to discuss the concept of digital literacy skills to support teaching and learning strategies for SNS in Malaysia from teachers’ perspectives. The digital literacy skills model consists of cognitive skills, technology and ethics as basic guidelines to explore digital literacy teaching and learning strategies for SNS. This concept has been tested as a preliminary study in a course by interview with five teachers who taught a Desktop Publishing among SNS. From the findings, it was shown that the digital literacy skills model is able to improve the teaching and learning strategies needed for SNS in the digital environment.

Digital case-based learning system in school.

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework.

A Comparison of Expert and Novice Iranian EFL Teachers’ Procedural Knowledge in Iranian Language Institutes and Universities

This study sought to compare Iranian EFL novice and expert teachers regarding their procedural knowledge in Iranian language institutes and universities. A questionnaire was developed based on the literature, the theoretical framework, and the results of a qualitative study. This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, seven factors emerged under the main category of procedural knowledge for these teachers. The findings revealed that: (a) Iranian EFL expert teachers have higher levels of procedural knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of classroom management knowledge, topic management knowledge and students involved in learning knowledge than novice teachers (c) expert teachers have the knowledge to make rapport (good emotional relationship) with their students more easily and effectively than novice teachers (d) there is not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of talk management, knowledge of strategies while teaching and knowledge of teachers’ learning strategies for learners in the classroom.

Vocabulary learning strategies of learners of Korean as a foreign language: A case study

Vocabulary learning strategies of learners of Korean as a foreign language: A case study

Using GRA and GSM Methods to Identify the Learning Strategies of Good Language Learners

 Abstract—While learning a language, there are some learners who can learn it quickly, but come learners can't. If we know more about the learning strategies of the successful language learners, we could use this information to enhance the poor language learner's learning. The paper proposes to use the soft-computing methods: grey relational analysis (GRA) and grey structural modeling (GSM) to explore the learning strategy path of the good language learner. The purpose is to find the importance order of the learning strategies. Then both learners and teachers can adjust their learning and teaching styles in language acquisition. In order to quantify the data, 10 professional English teachers are interviewed, and their attitudes towards the learning strategies are calculated through the soft-computing methods. The results show that the planning strategy is the basic strategy of being a good language learner while communication strategy ranks the top. Overall, the results not only provide objective perceptions of good language learner's learning strategy path, but the proposed soft-computing methods can be applied to the future decision-making fields.

The Relationship between Iranian EFL High School Students’ Multiple Intelligence Scores and their Use of Learning Strategies

According to the theory of multiple intelligences (MI) propounded by Gardner (1983, 1999a, 1999b), each individual has a multitude of intelligences that are quite independent of each other and each individual has a unique cognitive profile. Having access to the MI profiles and learning strategies of learners could help the teachers in planning activities to connect both strategies and students’ talents and provide students with the best possible instruction. Thus, this study attempts to find out the relationship between the MI profiles and language learning strategies used by Iranian EFL high school students. Two hundred and twenty-nine students (121 males, 108 females) participated in the study. The instruments used to elicit information for this study were McKenzie’s (1999) MI inventory and the Strategy Inventory for Language Learning (SILL) Questionnaire. The findings revealed that there is a low, positive correlation between the two variables of MI and learning strategies, r = 0.24. In addition, it was found that there is a low, positive correlation between MI and different strategy types. The highest correlation was seen between meta-cognitive strategies and MI, followed by compensation and cognitive strategies. Furthermore, the findings reveal that Iranian students mostly use meta-cognitive strategies followed by social strategies.

The Relationship between Iranian EFL High School Studentss Multiple Intelligence Scores and Their Use of Learning Strategies

According to the theory of multiple intelligences (MI) propounded by Gardner (1983, 1999a, 1999b), each individual has a multitude of intelligences that are quite independent of each other and each individual has a unique cognitive profile. Having access to the MI profiles and learning strategies of learners could help the teachers in planning activities to connect both strategies and students’ talents and provide students with the best possible instruction. Thus, this study attempts to find out the relationship between the MI profiles and language learning strategies used by Iranian EFL high school students. Two hundred and twenty-nine students (121 males, 108 females) participated in the study. The instruments used to elicit information for this study were McKenzie’s (1999) MI inventory and the Strategy Inventory for Language Learning (SILL) Questionnaire. The findings revealed that there is a low, positive correlation between the two variables of MI and learning strategies, r = 0.24. In addition, it was found that there is a low, positive correlation between MI and different strategy types. The highest correlation was seen between meta-cognitive strategies and MI, followed by compensation and cognitive strategies. Furthermore, the findings reveal that Iranian students mostly use meta-cognitive strategies followed by social strategies.