Strategies For Learning Questionnaire Research Articles

Analysing the Deep Learning Strategies Questionnaire: a case study with higher education students in Catalonia

INTRODUCTION. Finding an accurate instrument to measure self-regulated learning in higher education is a complex task. In 2021, Panadero and colleagues developed the Deep Learning Strategies Questionnaire (DLS-Q) to assess the learning strategies used by students. In this study, we aimed to assess the evidence of validity of the DLS-Q in the Catalan language. Additionally, we explored whether students’ beliefs about the subject and their previous experience with peer-assessment processes are related to their self-regulated learning skills. METHOD. A total of 475 higher education students from various year groups and faculties at a university in Catalonia participated in this study. RESULTS. We found a significant positive correlation between all dimensions of deep-learning strategies and the different expectations and beliefs expressed by students at the beginning of the academic year. DISCUSSION. Since we decided to eliminate three items from the original version due to their low score, we propose a four-dimensional structure for a 27-item version of the questionnaire. The low-scoring items are consistent with the results of previous research in different educational contexts. We discuss possible explanations related to teaching practices and lecturers’ roles as feedback providers.

Psychometric Properties of Social Climate in the Classroom Scale for University Students in Chile.

Classroom social climate is a significant phenomenon within educational contexts; however, it has predominantly been studied among high school students, with limited evidence available at the university level and, consequently, in the psychometric properties of measurement instruments. This study aimed to analyze the psychometric properties of the University Classroom Social Climate Scale (ECSA-U) among Chilean students from the La Araucanía region. 422 students participated, responding to the adapted version of the ECSA-U and the Motivation subscale of the Motivation and Learning Strategies Questionnaire. Exploratory structural equation modeling (ESEM), reliability analyses, and correlation analyses were conducted to provide valid evidence for the Chilean University Classroom Social Climate Scale (ECSA-UCL). The scale demonstrated a three-factor structure with good fit indicators, excellent reliability indices, and significant positive associations between the ECSA-UCL and the Motivation Subscale. The ECSA-UCL has proven valid and reliable for measuring the perception of Classroom Social Climate among Chilean university students, making it suitable for use as a measurement tool in studies or interventions that include this variable.

Impact of self-evaluation strategy on mathematical achievement: An empirical study among undergraduate mathematics education students

Background: Given Nigerian students’ poor achievement in mathematics performance over the years, researchers are exploring how a self-evaluation learning strategy can improve this situation. This strategy empowers students to assess their own understanding of learning materials in the subject, apply concepts effectively, and accurately complete tasks.Aim: The author examined the impact of self-evaluation strategy on mathematical achievement among undergraduate mathematics education students in Nigeria.Method: The researcher adopted Correlational survey research design. Participants (N = 357) were 3rd year undergraduate mathematics students at a public University in Nigeria. Data was collected using two researcher-developed instruments: Students’ Self-evaluation Learning Strategy Questionnaire (SSLSQ) and Students Mathematics Academic Achievement Proforma (SMAAP). The internal consistency reliability index obtained using Cronbach Alpha was 0.77. Data collected were analyzed using simple linear regression analyses through SPSS version 26.0 as well as regression analysis through Process model 1 procedure IBM SPSS version 4.00.Result: Findings from the study revealed that self-evaluation learning strategy positively impacted students' achievement in Mathematics. Specifically, 22% of the variation in students’ achievement in Mathematics is attributed to self-evaluation learning. The stdy also revealed a significant difference in the mean achievement score of mathematics students taught in public universities who used self-evaluation compared to those who did not.Conclusion: Students should be encouraged by Mathematics teachers to adopt Self-evaluation strategy when assessing their learning outcomes to enhance their learning of the subject.

The Use of Incidental Vocabulary Learning Strategies Among High and Low Proficiency Year 6 ESL Learners

Vocabulary Learning Strategies (VLSs) are widely implemented in the learning of English as a second language (ESL). Hence, VLSs are helpful in aiding learners to develop their vocabulary effectively, not only in the classroom but also out-of-classroom, according to the learners' needs. This study aims to investigate the use of vocabulary learning strategies in incidental learning among high and low proficiency Year 6 ESL learners. The sample of this study are 30 Year 6 ESL learners from a primary government school in Bandar Baru Bangi. A mixed method was employed, and purposive sampling was used for this study. Data was collected through a 26-item questionnaire based on Schmitt’s Taxonomy of Vocabulary Learning Strategies Questionnaire (VLSQ) and semi-structured interviews. The findings indicate that high proficiency learners “watch English media” the most and the “use of flashcards” as the least favoured. In contrast, low proficiency learners prefer “asking parents or family members for the meaning of words” and “reading English newspaper, magazines and books” the least. Although no significant differences were found in overall strategy use between high and low proficiency groups, metacognitive strategies were employed significantly more by high proficiency learners. Both high and low proficiency Year 6 ESL learners also perceive technology tools and multimedia as effective for incidental learning by using YouTube, social media platform, online games, use of sub-titles and digital dictionaries. Further research on a larger scale among primary school learners is recommended to inform teachers about the application of vocabulary learning strategies, particularly in incidental learning.

ASSESSING VOCABULARY LEARNING STRATEGIES OF ESL UNDERGRADUATE STUDENTS

Despite playing a crucial role in language learning, vocabulary knowledge is often not emphasised in the classroom setting, and even more so in English as a Second Language (ESL) classrooms. As language instructors, investigating students' vocabulary learning strategies (VLS) helps in understanding how the students develop their vocabulary knowledge, hence giving language instructors insights on appropriate activities during the language learning process that encourage active learning. This study was therefore done to assess VLS used by ESL students from Business Management faculty in a public university in Melaka, Malaysia. In this quantitative study, a purposive sampling of 36 students in an intact group was given an adapted version of Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) consisting of 39 items. The data gathered was then analysed through statistical analysis (SPSS). The results of the study revealed the most and least preferred VLS among the participants. An observable difference in the least preferred VLS was also found among the male and female participants. The study thus concluded that assessing students’ VLS is necessary in planning suitable vocabulary activities that can cater to them.

ASSESSING VOCABULARY LEARNING STRATEGIES (VLS) ACROSS DIVERSE PROFICIENCY LEVELS

This research paper explores the application of Vocabulary Learning Strategies (VLS) between low level of proficiency students from faculty of Business Management and high level of proficiency students from faculty of Computer Science. This research paper employs quantitative approach where data were collected using purposive sampling from a sample of 71 participants representing various proficiency levels of English language in a public university in Melaka, Malaysia. To gauge learners’ awareness and application of VLS, a survey adapted from Alahmadi’s (2019) version of Schmitt’s (1997, 2000) Taxonomy of Vocabulary Learning Strategies Questionnaire (VLSQ) was administered to participants. Findings revealed that there are significant differences of VLS utilization among English language learners of various proficiency levels where students with high proficiency levels display better strategy awareness and application contrasted to the lower proficiency level of English language learners. Thus, from these results, it is pertinent for educators to modify vocabulary instructions and strategies to boost vocabulary attainment among different proficiency levels in English language learning settings.

Language Learning Strategies, Proficiency And Gender: The Case of Palestinian University Students

This case study, conducted at a Palestinian university, explored the language learning strategies employed by learners of English as a foreign language and the relationship with proficiency. Furthermore, since gender is often considered a major variable in learning success in some areas of the world, the study wished to explore the role of gender in strategy use and level of proficiency in the Palestinian context. The study included 109 (41 male, 68 female) students studying in English preparatory courses prior to entering the university. The data were gathered through an original 60-item language learning strategy questionnaire, modelled to some extent on the Strategy İnventory for Language Learning or SILL (Oxford, 1990) and constructed from material contributed by the students themselves. The results indicated that students reported medium to frequent strategy use, which was not significantly related to proficiency level, and there were only three significant gender differences according to strategy use, in favor of the females. This suggests that gender is not a salient influence in these students' strategy use or levels of proficiency. This article concludes by suggesting implications both for the immediate context of the study and also for environments beyond the location of the current study.

TECHNOLOGY-BASED SELF-REGULATED LEARNING STRATEGIES AND ENGLISH SELF-EFFICACY IN ONLINE LEARNING ENVIRONMENTS

Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the medium of technology during their English learning process, which in turn can be associated with their English self-efficacy perceptions. Therefore, the current study aimed to present an investigation into the relationship between preparatory school students’ use of technology-based self-regulated English learning strategies and their perceived English self-efficacy as well as the predictability of employing the strategies on their self-efficacy beliefs. Applying a quantitative research design, the data were collected through the Technology-based Self-Regulated English Learning Strategies Questionnaire (TSRLSQ) developed by An et al. (2020) and the Questionnaire of English Self-Efficacy (QESE) developed by Wang (2004). A statistically significant positive relationship was found between students' use of technology-assisted English learning strategies and their perceived English self-efficacy beliefs. In addition, regression analysis results showed that goal setting and learner evaluation, motivational regulation, and technology-based song-movie learning strategies were strong predictors explaining the change in students’ self-efficacy in four language skills.

Identificando el rol de la inteligencia emocional en las emociones de logro y en sus efectos sobre las estrategias de aprendizaje profundo en estudiantes universitarios

Emotional skills have been proposed as distal determinants of achievement emotions. However, the specific role they play in such emotions and their effects on learning has not been defined. The purpose of this comparative study is to provide an ex post facto assessment of emotional intelligence (EI) as a predictor of the enjoyment and anger expressed while studying and as a mediator and/or moderator of its effects on the use of deep learning strategies. A sample comprising 603 university students (85.7% women; Medad=25.16, SDedad=8.42) completed the Trait Meta-Mood State-24 to assess perceived EI, the Achievement Emotions Questionnaire-AEQ for enjoyment and anger, and the Deep Learning Strategies Questionnaire. The stepwise regression, multiple mediation, and moderation analyses conducted showed that EI explains enjoyment and anger, although its different skills predict them differently. Enjoyment increases the use of deep learning strategies, an effect that is partially mediated by emotional repair. In anger there is less use of these strategies, and this effect is partially mediated by high emotional attention with little emotional clarity and repair. Similarly, a medium and high level of EI moderates the negative effect of anger on the use of deep learning strategies. These results show the benefits of being emotionally intelligent since it mitigates the negative consequences of negative emotions, stressing the need to teach emotional skills or promote EI in educational and cognitive contexts.

The Impact of Action Control and Dispositional Hope on Self-Regulated Learning among University Students in Pakistan

This study was focused on examining the impact of action control and dispositional hope on self-regulated learning strategies and course achievement among university students. The data were collected from different Departments of Bahauddin Zakariya University Multan. Their age range was 18 to 33. After collecting the data statistical analysis was done. The study was carried out with a sample of 350 students from different Departments of the University. A booklet consisting of three questionnaires; Action Control Scale (ACS-90), Adult Dispositional Hope Scale and Self-regulated Learning Strategies Questionnaire. Age, gender, qualification and CGPA were included as demographic variables. Results indicate that action control is negatively correlated with dispositional hope and learning strategies. Whereas dispositional hope is positively correlated to all learning strategies. Results also show that action control does not predict student’s performance but has an indirect effect through learning strategies. Action control predicts learning strategies. So, learning strategies are working as a mediating variable between action control and students' performance. On the other hand, dispositional hope predicts student performance; it also predicts learning strategies. The results of the Sobel test show that learning strategies are working as a mediating variable.

Influence of Self-Regulated Learning on the Academic Performance of Engineering Students in a Blended-Learning Environment

The pandemic environment experienced for more than two years strongly accelerated the use of technological resources to support learning. Using these resources made it evident that higher education students expecting to succeed academically must master digital strategies. The combination of learning experiences and autonomous work required students to selfregulate their learning well to attain the expected performance levels for competitive work that characterizes the engineering profession. So, we designed an exploratory study to evaluate the effect of self-regulated learning on mechanical design students in a Blended Learning (BL) environment using Flipped Learning/Classroom didactics (FPC). Fifty-one students studying under two different educational-model curricula participated. The research employed a mixed methodology. For the quantitative part, the students’ academic grades and results of the Motivation and Learning Strategies Questionnaire (MSLQ SF) applied in its short Spanish version were employed. A questionnaire for self-study management and a competency observation rubric based on the Marzano & Kendall New Taxonomy were used for the qualitative part. The results showed that the students with the best levels of self-regulated learning in BL and FPC contexts obtained the best results in cognitive, organizational, and motivational resource management strategies. They also improved their disciplinary skills and had a higher academic performance.

Identifying the role of emotional intelligence in achievement emotions and their effects on deep learning strategies in university students

Emotional skills have been proposed as distal determinants of achievement emotions. However, the specific role they play in such emotions and their effects on learning has not been defined. The purpose of this comparative study is to provide an ex post facto assessment of emotional intelligence (EI) as a predictor of the enjoyment and anger expressed while studying and as a mediator and/or moderator of its effects on the use of deep learning strategies. A sample comprising 603 university students (85.7% women; Mage=25.16, SDage = 8.42) completed the Trait Meta-Mood State 24 to assess perceived EI, the Achievement Emotions Questionnaire-AEQ for enjoyment and anger, and the Deep Learning Strategies Questionnaire. The stepwise regression, multiple mediation, and moderation analyses conducted showed that EI explains enjoyment and anger, although its different skills predict them differently. Enjoyment increases the use of deep learning strategies, an effect that is partially mediated by emotional repair. In anger there is less use of these strategies, and this effect is partially mediated by high emotional attention with little emotional clarity and repair. Similarly, a medium and high level of EI moderates the negative effect of anger on the use of deep learning strategies. These results show the benefits of being emotionally intelligent since it mitigates the negative consequences of negative emotions, stressing the need to teach emotional skills or promote EI in educational and cognitive contexts.

The effect of vocabulary learning strategy training on vocabulary strategy use

Nowadays, it is recommended to train students on how to learn vocabulary, for it is not practicable to teach all the English language words. The purpose of this article was to find out the effect of vocabulary learning strategy training on vocabulary learning strategy use of university students. The research design used in this study was experimental. 40 students (20 students in each group) from both experimental and control groups completed the adapted Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) before and after the vocabulary learning strategy training. After the students completed the pre-training questionnaire, only the experimental group learners received vocabulary learning strategy training for 16 hours. The researcher prepared the vocabulary strategy training material by integrating the vocabulary lessons incorporated from different books. Paired samples t-test was computed on SPSS version 24 to find out if there was a statistically significant difference between the experimental and control groups regarding vocabulary learning strategy use. The study found that the experimental group participants improved their vocabulary usage significantly better than the control group participants in the five among six major categories of vocabulary learning strategies (less than the p-value of 0.05). Future researchers can study the effect of training in learning strategies of other language skills and sub-skills and can improve their strategy usage. One of the significance contributions of this study could be curriculum designers might employ this article as an input to incorporate vocabulary learning strategies into English language training materials and improve students’ vocabulary strategy use.

Types of Reading Anxiety in Association to Reading Strategy at Junior High School Setting

This research determines the association between three dimensions of reading anxiety and reading strategy. It uses a quantitative approach of correlational design. 146 eighth-graders students in junior high school were involved as the sample. Two kinds of questionnaires were applied to obtain the research data. The EFL Reading Anxiety Scale (EFLRAI) was used to find out the students’ reading anxiety, and the Language Learning Strategy Questionnaire (LLSQ) was utilized to acquire the students’ responses related to their learning strategy. The research data were analyzed using descriptive testing to acquire the mean score and Pearson Correlation Product Moment to gain the correlation score. This study reveals that there was a high level of the top-down, the bottom-up, classroom, and the overall reading anxiety, while the students applied a moderate level of reading strategy. The result of the correlation testing revealed that top-down and bottom-up reading anxieties gained a low relationship on reading strategy. However, classroom reading anxiety had a low correlation on reading strategy. In addition, all reading anxieties separately and simultaneously have a positive relationship towards reading strategy, in which classroom reading anxiety obtains the highest relationship on reading strategy with a score of correlation was 0.207. This study contributes to aid the teacher in recognizing the students’ reading anxiety that must be reduced to gain better reading strategies.

The Learning Strategy for Indonesian Grammar: Students’ Perspective on Indonesian Language for Foreign Speakers

Foreign students face challenges in Indonesian language learning, especially grammar. Thus, they can use grammar learning strategies to understand grammar. However, research on grammar learning strategies from BIPA students’ points of view is still limited. In filling this gap, this study aims to analyze (1) strategies for learning Indonesian grammar for BIPA students and (2) the pedagogical implications of learning strategies for grammar for BIPA students. This research is a quantitative descriptive case study. The quantitative data were obtained from Grammar Learning Strategies (GLS) questionnaire. Furthermore, verbal data from respondents was obtained from semi-structured interviews. The research participants were 30 foreign students (BIPA students). Data were analyzed by using Likert-scale descriptive statistics and qualitative analysis consisting of transcription, codification, interpretation, validation, and drawing conclusions. This study found that the strategy most frequently used by BIPA students was social strategy (mean=4.28), followed respectively by metacognitive strategy (mean=4.15), cognitive strategy (mean=4.13), and affective strategy (mean=3.37). The pedagogical implication was that grammar learning needs to be designed by a contextual-communicative approach so that it can accommodate the preference of BIPA students’ learning strategies.

A study on the correlation between English learning styles and learning strategies of junior middle school students

Abstract: Researches show that learning style and learning strategy are two very important factors that affect English learning, and their mutual influence plays a role in language learning. Based On Reid's theory of perceptual learning styles and Oxford's theory of language learning strategies, this study uses the questionnaire of perceptual learning styles and language learning strategies to investigate 99 students from two classes of the second grade of a key middle school in Changchun, and interviews 12 of them.This paper explores the correlation between English learning styles and English learning strategies of junior high school students by using quantitative and qualitative methods. The results are as follows: (1) The general characteristics of junior high school students' English learning styles are that they have a variety of secondary learning styles, and only the visual style is their main learning style. (2) Junior high school students are not good at using English learning strategies, their utilization rate is low, and they lack frequently used learning strategies. (3) There are certain correlations between English learning styles and learning strategies of junior high school students, and they are all positive, but most of them are low. According to the results of the study, some suggestions are put forward for teachers and students.

The Development and Validation of the Questionnaire to Characterize Learning Strategies in Computer Programming (CEAPC)

This article presents the design, construct validation, and reliability of a self-report instrument in Spanish that aims to characterize different types of strategies that students can use to learn computer programming. We provide a comprehensive overview of the identification of learning strategies in the existing literature, the design and development of preliminary questionnaire items, the refinement of item wording, and the examination of the internal structure and reliability of the final instrument. The construction of the items was based on the educational theory of Self-Regulated Learning. The final version of the questionnaire, called the Computer Programming Learning Strategies Questionnaire (CEAPC), was administered to 647 students enrolled in computer programming courses. The data collected from the participants were used to examine the construct validity and reliability of the questionnaire. The CEAPC consists of 13 subscales, each corresponding to a different type of learning strategy, and a total of 89 items. Statistical analyses of the data indicate that the CEAPC has adequate construct validity. In addition, the results of the internal consistency analysis indicate satisfactory reliability across the different subscales of the instrument. This study contributes to the field of educational research, particularly in the area of self-regulated learning in computer programming.

Unfolding self‐regulated learning profiles of students: A longitudinal study

AbstractBackgroundIt is vital to understand students' Self‐Regulatory Learning (SRL) processes, especially in Blended Learning (BL), when students need to be more autonomous in their learning process. In studying SRL, most researchers have followed a variable‐oriented approach. Moreover, little has been known about the unfolding process of students' SRL profiles.ObjectivesWe present the insights derived from a study that measured motivation and the learning strategies used by 198 students of a university entry‐level, business school, BL course to develop an understanding of students' SRL processes.MethodsThe Strategies for Learning Questionnaire (MSLQ) was used to survey 198 students three times during a semester to investigate SRL profiles and how they unfolded as the course progressed using a person‐oriented approach. Through a clustering approach, we focus on MSLQ's motivation aspects as its importance has been emphasised by different SRL theories, and extant research into motivation in learning analytics (LA) is still lacking.Results and ConclusionsThrough the longitudinal clustering approach, we identified minimally, average, and highly SRL profiles. We acknowledged that students might change their SRL profiles as the course progressed as a result of feedback they received.What are the 1 or 2 Major Takeaways from the Study?This study contributes to the SRL theory by examining students' SRL profiles adaptation longitudinally (addressing the challenge identified regarding the cyclical nature of SRL). This study contributes to LA by investigating motivational constructs currently lacking in the field and bringing forward theory based empirical evidence to inform theory and practice.

Exploring self-regulated writing strategies: A comparison between paragraphs and essays

Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students’ writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.

Mediating role of self-regulated learning strategies in the relationship of mindfulness and responsibility with interpersonal relationships and social acceptance in undergraduate medical students

Background & Objective: Every society tries to improve its educational systems to educate students to face their problems in daily life easily. Therefore, it is essential to provide optimal learning conditions and situations in the learning process to achieve the best results. The study aimed to investigate the mediating role of self-regulation learning strategies in the relationship of mindfulness and responsibility with interpersonal relationships and social acceptance in general practitioner students. Materials & Methods: This cross-sectional study was conducted from January to August 2022. Based on structural equation modeling methodology, 384 medical students of Zanjan University of Medical Science participated in this study by simple random sampling. The questionnaires used included Baer's Mindfulness, Responsibility, Interpersonal Communication Skills, Crown's Social Acceptance, and Self-Regulated Learning Strategies questionnaire. The questionnaire was made electronically using the native Porsline system. Standard equation modeling was used by SPSS (version 24) and Lisrel (version 8.8) software packages to analyze the data with a 95% confidence interval. Results: The findings demonstrated that mindfulness directly affects interpersonal relationships (P=0.03, β=0.31). The direct effect of mindfulness on social acceptance revealed a positive and statistically significant effect of P=0.04, β =0.28. With a standard beta of 0.33, the results indicated a direct and significant impact of accountability on interpersonal relationships (P=0.03). The results also suggested that the direct effect of responsibility on social acceptance was positive and statistically significant (P=0.01, β=0.45). Conclusion: According to the findings of the model analysis, responsibility, and mindfulness directly affected interpersonal relationships and social acceptance while simultaneously fostering solidarity. Furthermore, the indirect path of responsibility on social acceptance was significant; that is, self-regulation was able to serve as a mediator between responsibility and social acceptance, and the final model could explain, on average, 50% of the distribution of "interpersonal relations and acceptance" in the student population. Therefore, it is suggested to pay attention to such factors as self-regulation and interpersonal skills in the education of students.