Preferred Learning Strategies Research Articles

ESL Learning via Facebook Among Science and Non-Science University Students

This study examines science and non-science students' perceptions of the effects of Facebook on their ESL learning. A questionnaire was used to gather data from 631 university students in Malaysia. The findings suggest the science students' more positive views of Facebook for ESL learning compared to their non-Science counterparts, although the differences in percentages between the two groups are small. The science students perceived higher confidence and motivation to read, speak, and write in English, in online and offline environment, after being exposed to Facebook. The science students also indicated a higher level of English language proficiency compared to the non-science students, which may explain their better perceived confidence and willingness to use Facebook in ESL environment. The incorporation of Facebook as a social media should therefore be seen as facilitating a variety of preferred learning styles and strategies in boosting students' learning interest, improving their language abilities, and providing them with the best academic experience.

Family Medicine Supervisors' Preferences for Improving Their Teaching Skills in Senior Care.

Many clinical supervisors in family medicine feel ill-equipped to teach senior care to their family medicine residents (trainees). We therefore sought to explore their preferred learning strategies for improving their clinical and teaching skills with regard to senior care. In this qualitative study, we conducted focus groups and interviews with supervisors from four family medicine clinics, to explore their preferred educational strategies. We selected four clinics using a maximum-variation strategy, based on a survey assessing continuing professional development (CPD) needs. The qualitative thematic analysis followed an inductive/deductive approach based on McGuire's attributes of persuasive communication. The four focus groups and nine interviews with 53 supervisors (37 physicians, 9 nurses, 4 psychologists, 1 social worker, 1 nutritionist, 1 sexologist) revealed that supervisors preferred being trained by experienced trainers specialized in senior care, from various professional backgrounds, and knowledgeable about local community resources. They valued practical training the most, such as clinical case discussions based on real cases, clinical tools, and mentoring. The findings also suggest that training in senior care should be adapted to the supervisors' experience, profession, workload, and scope of intervention. Supervisors valued repeated CPD with longitudinal follow-up and easy access to trainers and to up-to-date training content. The findings of this project will allow those who design CPD activities to adapt such activities to the preferences of supervisors, so as to improve their clinical and teaching skills in senior care. This, in turn, may help supervisors to embody an appealing professional role model for learners.

Investigating Language Learning Strategies Used by Good and Poor Learners In E-Learning Class

This study focused on English language learning strategies used by good and poor learners in e-learning class during The Covid-19 pandemic. It investigated the similarity and differences of their learning strategies. Moreover, it investigated deeply factors that affected the preference of their learning strategies. It revealed that good and poor learners used all six learning strategies proposed by Oxford. Almost half of the good and poor learners used social strategy. However, most good learners used metacognitive strategies. While most poor learners used effective strategies. The lowest influencing strategy of good learners was social strategy. While the lowest influencing strategy of poor learners was metacognitive strategy. The Learning strategy preferences of good learners were affected by some factors such as belief, degree of awareness, learning style, motivation, and purpose of the learning language. The learning strategy preferences of poor learners were also affected by those factors except the purpose of the learning language.

Multiple Intelligences and Language Learning Strategies: Mental Choices and Preferred Strategies in Learning English as Second Language

Exploring mental choices and preferred language learning strategies of ESL learners can help language teachers to recognize their strengths and weaknesses. After knowing the preferences of the learners in learning English, Language teachers can reconsider or re-strategize their techniques, methods, and approaches for better proficiency and promising results. The current study aims at exploring the mental choices and preferred strategies of the learners in learning English as a second language in Pakistan. Base don convenient sampling, a sample of four hundred participants was selected from all four provinces of the country. The learners were surveyed through questionnaires. In response to the questionnaire on multiple intelligence, the respondents showed their mental inclinations towards musical, picture smart, and people smart intelligence. The researchers, keeping mental choices to multiple intelligence in mind, concluded that the learners could learn best if taught in rhyme, with pictorial demonstrations, and in group activities. The respondents, while responding to the Strategy Inventory of Language Learning (SILL), showed their preferences for Mnemonic (Memory), compensation, and effective strategies. The study rounded off with the suggestion that the teachers should give attention to every individual learner in the classroom.

Cross-cultural differences in foreign language learning strategy preferences among Hungarian, Chinese and Mongolian University students

The present study explores English as a foreign language (EFL) learning strategies used in Hungarian, Chinese, and Mongolian university students with different cultural and linguistic backgrounds. A total of 519 university students participated in the survey from the three different countries. The Strategy Inventory for Language Learning (SILL), developed by Rebecca Oxford (2003), was administered to explore cross-cultural differences in strategy use in the study. To explain cultural divergences, we employed Hofstede's 6-D model of cultural values. The study identified a number of cross-cultural similarities and differences in strategy use among these three groups. All the subsamples similarly preferred the use of metacognitive learning strategies; however, there were some significant differences among the countries. A significant difference was observed in cognitive language learning strategy usage for the Hungarian subsample compared to the Mongolian subsample. With regard to the affective field, we noticed that the Mongolian and Chinese students employed affective strategies significantly more frequently. The Hungarian students rated the use of affective strategies the lowest by comparison. These differences may be partly linked to the cultural traditions of the participating countries. Our findings also suggest that although students' cultural background is a significant factor, linguistic and educational background and teaching traditions are also crucial.

Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

The concept paper discusses the self-paced formative assessment in the context of the ESL classroom vocabulary instruction. In this paper, the concept is discussed along with the history and emergence of language learning strategies from the core of language theories. The explorations of past studies reveal the importance of an assessment method that helps learners identify their needs and their preferred learning strategies. The self-paced assessment technique is described as self-directed and important in helping learners acquire vocabulary more effectively. The study focuses on past studies that document the implications, issues of employing self-paced assessment in the second language classroom, the advantage and constrains on self-paced assessment in contextof second language classroom. Primary ideas like word recognition, the three-tier model and word meanings are discussed to elaborate the concept of self-paced assessment and how it should work in vocabulary instruction. The major implications of this study are in the designing and implementation of second language lessons where teachers should focus more on providing room for learners to direct their assessments. As for future researches, a sound methodology for experimentation is recommended to fully explore the feasibility of self-paced assessments in the ESL classroom. It is believed that self-paced formative assessment would enhance vocabulary mastery among ESL learners. Hence, this paper explains how self-paced formative assessment assists in learning vocabulary.

Distance Learning and Shifts in Language Learning Strategies Used by EFL Learners

This study aims to understand the use of language learning strategies in the context of online and offline language classes to identify preferences and shifts in the application of learning strategy types for the same group of participants experiencing both styles of learning environments. It also aims to establish foundations on which language learning strategy preferences may correspond to specific types of learners-such as those with higher learning aptitude-in the context of online education. Using the Strategy Inventory for Language Learning (SILL; Oxford, 1990), 109 Korean university students have been examined over two semesters-the first of which was comprised of face-to-face classes and the second of which was purely operated online in a distance learning context-and six different language learning strategy types have been measured. The results showed significant shifts in strategy use between the two learning environments as well as an increased usage of metacognitive strategy items, along with a decreased usage of affective strategy items, therefore leading to the conclusion that distance learning and its focus on self and peer analysis impacts learners in such a way that they become more conscious of the language learning process.

Perspectives on Dermoscopy in the Primary Care Setting.

Dermoscopy is a noninvasive, in vivo imaging technique that allows for the visualization of subsurface skin structures. In recent years, several education interventions have incorporated dermoscopy in the primary care setting to improve skin cancer detection. We aim to describe the perspectives, attitudes, and interest of primary care physicians (PCPs) regarding dermoscopy. PCPs associated with academic institutions completed an anonymous survey emailed to faculty and resident listservs. The survey consisted of 23 questions related to dermoscopy. A total of 156 PCPs completed the questionnaire. Few PCPs reported having access to a dermatoscope (16%), using it regularly (9%), or having received training (15%). The most common reasons for not using a dermatoscope were the lack of access to the device (85%), followed by the lack of training (76%). However, the majority view dermoscopy as a valuable tool in primary care and are interested in receiving training (87%), particularly with a hands-on approach. Our sample of PCPs in the United States showed that although few use dermoscopy, most perceive it as a useful tool, particularly family medicine physicians. The main reported barriers preventing its use included the lack of training and poor access to dermatoscopes. The vast majority of PCPs in our sample want to be trained in dermoscopy, thereby providing an opportunity for educational initiatives that take into account the barriers and preferred learning strategies.

Exploring Learning Strategies of Nursing Students at Hue University of Medicine and Pharmacy, Vietnam

Background: Application of appropriate teaching and learning strategies is a necessary way of influencing student learning outcomes. The purpose of this study was to explore students’ views, perceptions and the effects of these on different teaching and learning approaches. Methods: Twenty one nursing students who were exposed to different teaching strategies were selected as a purposive sample for this study. Qualitative analysis of feedback from six individual interviews and two focus groups encompass a rich data set to inform nurse educators about student perceptions regarding impact of teaching approaches on their learning outcomes. Results: Participants indicated advantages and disadvantages of each of the teaching strategies and recommended suggestions for improving learning outcomes. The findings also described how a student’s preferred learning strategy impacted on learning outcomes when criteria for surface, deep and strategic approaches were taken into consideration.Conclusions: This research provides evidence for educators on the effects of innovative teaching and learning strategies in nursing education. It also provides preliminary feedback on the extent of achievements on the movement towards national reforms in higher education.

University of South Alabama College of Medicine.

University of South Alabama College of Medicine.

Yabancı dil olarak İngilizce öğrenen Türk öğrencilerin biçimbirimsel gelişimleri ile sözcük öğrenme stratejileri arasindaki ilişki

The main purpose of this study is to investigate the most or the least preferred vocabulary learning strategies (VLS) by Turkish EFL learners and to examine the relationship between morphological mastery and VLS. The participants of the study consist of 102 Translation and Interpreting department students at a state university in Turkey. The measurement tools used in the study are Vocabulary Size Test (VST) (Nation, 2001) and Vocabulary Learning Strategies Questionnaire (VLSQ) (Gu, 2018). Before the questionnaire, VST was administered to the students to determine the vocabulary size levels of them. After the test, students were asked to answer the 5-point Likert type VLSQ. The results of the study were analyzed by SPSS programme using one-way ANOVA. According to the results, the most commonly used strategies by Turkish EFL learners in vocabulary learning are guessing and dictionary strategies. The least frequently used strategies are the use of word lists and visual repetition strategies in the rehearsal category. The results obtained from students who are classified as low, medium and high-level vocabulary size, show that the most frequently used strategies of high level students are selective attention, guessing strategies, dictionary strategies, notebook usage and note-taking (deciding what information goes into notes). In addition, while the vast majority of students think that it is necessary to learn words through use, they believe that memorization does not play an important role in vocabulary learning. This study tends to help English learners who have difficulty in choosing vocabulary learning strategies to get morphological mastery and to lead EFL teachers by showing the advantages of using different strategies for students.

THE RELATIONSHIP BETWEEN PERSONALITY TRAITS AND LANGUAGE LEARNING STRATEGIES AMONG THE STUDENTS OF ENGINEERING TECHNOLOGY

This study aims to find out the relationship between personality traits and language learning strategies among the students of Engineering Technology. The respondents were from semester 2 and semester 3 who enrolled in bachelor programs of Engineering Technology. The respondents were given a set off questionnaire on personality traits and language learning strategies. Big Five Inventory (BFI) was adapted in order to find out the respondents’ personality traits, while Strategy Inventory of Language Learning (SILL) was also adapted to find out their preferred language learning strategies. The finding from this study shows that most of the respondents tend to have dominant personality of agreeableness, while their most preferred language learning strategy is metacognitive learning strategies. In general, there is relationship between personality traits and language learning strategies with medium correlation (r = .42). Hence, this portrays that it is necessary for lecturers to know students’ personality and their preferred language learning strategies as that will ease the process of teaching and learning. Lecturers will have a guide on the type of classroom activities to be organized during their teaching. At the same, this may ease learners to acquire the language better.

Examining the Preferred Learning Styles of U.S. Dental Students with Learning Disabilities.

As the number of students with recognized learning disabilities who are pursuing higher education increases, strategies for success become important. The aim of this mixed-methods study was to gather from U.S. dental students with learning disabilities information about their preferred learning styles and strategies to achieve the objectives of their academic programs. Data were collected in 2018 from a sample of 11 dental students who were members of the National Dental Association. Data collection was done with the Kolb's Learning Style Index (LSI) version 3.1 and a six-item, open-ended questionnaire. The results showed that assimilated learning was the most common learning style of these students in the preclinical and clinical phases, as measured by the LSI v. 3.1. The majority of the students believed their style of learning had not changed from the preclinical to the clinical phase of their education. Participants perceived that learning was best accomplished by adapting to the professor's teaching style, but they reported positive benefits of having accommodations in the classroom including extended testing time, recorded lectures, and transcribed notes. This study demonstrated that students with learning disabilities were pursuing dental careers and they preferred certain types of educational methodologies. These findings suggest that dental schools would do well to continue to welcome students with learning disabilities and accommodate their learning needs.

Active learning engagement in teacher preparation programmes - A comparative study from Qatar, Lebanon and China

ABSTRACT This study investigated student teachers’ preferred active learning strategies, and those which they actually received during their teacher preparation programmes. An explanatory mixed methods research design was adopted, including a survey completed by 308 participants and group interviews involving 38 participants. Data were gathered from student teachers completing their university education in three countries: Qatar, Lebanon, and China. Results indicated the prevalence of and a preference for a passive mode of instruction among student teachers as a convenient approach that would guarantee good grades from assessment procedures favouring memorization. Further, several inconsistencies between the quantitative and qualitative data revealed challenges in reconciling the theory-practice gap, changing perceptions towards alternative teacher roles, and realigning assessment procedures with innovative teaching methods.

Insights Into Monolingual Malaysian and Bilingual Indonesian Undergraduates Majoring in English

This research investigated the connection between language learning strategy (LLS) preferences utilized by monolingual Malaysian Malay students and bilingual Indonesian students who are specializing in English language and in the second year of their studies. The study was conducted among 50 Yogyakarta State University (Indonesia) students and 50 University Putra Malaysia (Malaysia) students. Strategy Inventory for Language learning (SILL), Version 7.0(ESL/EFL) by R. Oxford 1989 was utilized to measure the types of learning strategies used by the undergraduates of both the universities. The data was analyzed by using the t-test. The researcher wanted to investigate what language learning strategies do monolingual and bilingual students use and if there were differences in the use of language learning technique between the two set of students. The findings of this study indicated that monolingual and bilingual undergraduates majoring in English employed a wide selection of language learning methodology to learn English. The t-test indicated that there were obvious distinctions between monolingual and bilingual learners. Anyhow the monolinguals in this study were more prone to use cognitive, meta-cognitive and social language learning techniques. This reporting of greater strategies used by monolinguals that was not consistent with past studies, give some reinforce for the new argument that monolinguals demonstrate advanced skills when learning a new language. This is an important insight as it has pedagogical implications in terms of curriculum and assessment design for undergraduate programs related to language learning.

The Importance of Language Learning Strategies in Foreign Language Acquisition

The paper reports the results of a study on language learning strategy preferences of higher-education students. It is motivated by an ever lower level of English proficiency although most of students have been studying English since the first grade of primary education. The translated version of the SILL questionnaire was used (Oxford, 1990), with several personal background questions added for the purpose of clarifying the results. The data were analysed using the SPSS software. The results show either low or medium strategy utilisation per category, social strategies being most frequently used, followed by compensation, metacognitive and cognitive ones, whereas affective and memory strategies were the least favoured. Average and high-proficiency students use a vast majority of strategies more often than low-proficiency ones. However, affective and memory strategies are most often employed by the least successful students. The comparison between male and female students’ strategy utilisation shows that the former use four categories of strategies more often than the latter, who are more frequent users of social strategies only. However, T-test results reveal statistically significant gender differences in the use of only several individual strategies. The above-mentioned, together with the fact that more than half of the students belong to the low-proficiency group, indicates that the explicit strategy instruction would be beneficial to their English language acquisition.

Language Learning Strategies Use and Challenges Faced by Taiwanese EFL Learners

Because of the effect of the globalization, Taiwanese EFL junior high school students are forced to learn English well in order to pass the senior high school entering exam. This study aimed to investigate the language learning strategy preference of Taiwanese EFL junior high school students, the correlation between language learning strategy and language learning motivation, and the students’ reading difficulties. In this research, twenty-five Taiwanese EFL junior high school students are asked to fill out the questionnaires about language learning strategy and language learning motivation. The findings presented Taiwanese EFL junior high school students preferred to use cognitive strategy, metacognitive strategy, and social strategy. The similarities of these three strategies are that students preferred doing more exercises or drills, practicing with peers or native speakers to improve their language learning abilities. On the other hand, the correlation between language learning strategy and language learning motivation is medium. It means if the students make good use of these language learning strategies, it will increase their self-confidence and learning achievement, and stimulate their learning motivation. At the same time, no matter what level of reading achievement the students are, they were lack of vocabulary bank and the background of the grammars and syntax. The application of language learning strategy will not only enhance learning achievement or motivation but also help them build vocabulary bank. Thus, language learning strategy is a significant and useful tool for EFL learners.

Interlinking Personality and Language Learning Strategies

The role of personality to language learning has been the subject of research studies in the last years. In line with this, this study aims to determine the predominant personality traits, preferred language learning strategies of AB English and BSE English students, and the correlation between their predominant personality traits and preferred language learning strategies. Using the concurrent triangulation design, results revealed that the learners’ major traits are communicativeness, independence, originality, and conscientiousness traits. They also preferred metacognitive, social, memory and cognitive language learning strategies. It was also revealed that communicativeness is highly correlated with metacognitive, social, and cognitive language learning strategies; independence with memory and cognitive; originality with metacognitive, social and cognitive; and conscientiousness with metacognitive language learning strategies.

Exploring Language Learning Strategies of Saudi EFL learners at Shaqra University, Saudi Arabia

Among the effective learning tools that enhance the L2 learning process, learning strategies are considered the most vital and essential techniques could be used by the learners for improving their L2 achievement. The current study explored the preferred language learning strategies for group of Saudi EFL learners in Shaqra University, Saudi Arabia. The sample of the study included 60 male undergraduate students enrolled in English department in 2019 academic session. The sample responded to the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford. Results were analyzed using SPSS program. Findings showed that the sample used almost all strategies in an average level. The findings showed that social strategy was used most frequently by this group of students followed by metacogntive strategy. Both strategy categories used with high range according to Oxford scale. While the rest of the strategies fell in the average range, compensation, cognitive, affective, except for the memory strategy which was used with low range. Based on the findings of the study, it is implied that training programs are suggested in this case to explain to the students the importance of using all LLSs as much as possible without focusing on one particular strategies and neglecting the others.

From a Nursing Diploma to a Bachelor’s Degree: Critical Thinking

The demands of decision-making in nursing practice require nurses to make sound judgements in a complex and rapidly changing healthcare environment. Critical thinking (CT) is an essential component of the repertoire of skills nurses must develop to meet these changing demands. Findings from studies conducted in developed countries recommend further research to explore educational strategies to teach CT. Nursing education in Kenya is primarily delivered using traditional teacher-centred strategies. Although nursing programmes seek to develop CT skills in nursing graduates, research in Kenya has not yet provided evidence of the learning and application of CT skills in practice. Research that illustrates how CT is learned is essential for curriculum review enabling faculties to develop innovative student-centred teaching strategies. This study illuminates how nurses described CT and their preferred learning strategies for developing CT skills. A qualitative descriptive design was adopted with a purposive sample of seven diploma-bachelor graduates. Using an interview guide, the researchers conducted one-on-one semi-structured interviews. Content analysis was done to identify themes emerging from the data. Two themes emerged from the data: description of CT, and acquiring CT knowledge. The results of this study demonstrate that CT definition is highly discipline-specific and recommends student-centred strategies as more effective in developing CT skills. The findings indicate that nurses’ ability to engage in CT is promoted when nurse educators use learning strategies that actively engage students in the application of knowledge.