Preferred Learning Strategies Research Articles

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.

Arabic language-learning strategy preferences among undergraduate students

This study elicited Arabic students’ perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 120 undergraduate Arabic students participated. Data were collected through a questionnaire and interviews. The findings reveal that students tend to adopt a holistic view of the learning task and relate it to real-life, personal experience. Participants selected interaction with the teacher, speaking, and flashcards as their most preferred application-directed learning strategies. These selections demonstrate that Arabic students desire to be proactive in order to make the language more concrete for them, to enhance their performance, and to develop language skills that will last a lifetime. Whereas advanced level participants preferred interaction with the teacher, speaking, flashcards, and working individually, beginner level participants preferred learning grammar and group work. The empirical evidence from this study could have implications regarding theoretical models of effective Arabic language instruction, Arabic teacher education programs, and curriculum development.

Kazan Philistines Students’ Language Learning Style and Language Learning Strategies: A Gender-Based Study

This paper seeks to investigate the gender differences in language learning style and language learning strategies. The study used the perceptual learning-style preference questionnaire (PLSPQ) to investigate the learning style preferences and the Strategy Inventory for Language Learning (SILL) version 7.0 designed by Oxford (1990) to find the learning strategy preferences in Kazan Philistines. Given the lack of documents of personal origin, the main sources were family-wide lists of Kazan bourgeoisie, statements, metric books, forensic materials, complaints and petitions deposited in the funds of the State Archive of the Republic of Tatarstan. Based on these sources, issues such as the age limits of childhood, attitudes towards children in philistine families, practices and emotions regarding children in various life situations were investigated. As a result, it was concluded that the attitude towards childhood and children in the middle class is characteristic of a traditional pre-industrial society, childhood has not yet formed into a separately recognized and designated life stage. This was manifested in the practice of getting rid of illegitimate children, the desire to include the child as early as possible in resolving issues of maintaining himself and his family, including removal from the family by way of returning to school or working with strangers. However, the predominance of a rational attitude towards childhood did not exclude a positive emotional color in relation to children.

Saudi EFL Students’ Personality Types and Their Language Learning Strategies

The purpose of this study was to examine the relationship between personality types and English language learning strategies, and to examine the pattern of English language learning strategies used by Saudi EFL university students. The sample of the study consisted of 68 EFL female students in the English department at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). Two instruments were used to collect the data; Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the Myers-Briggs Type Indicator (MBTI). The findings indicated that the participants were medium-high range strategy users and that the most frequently used strategy category among the six categories is metacognitive strategies followed by cognitive strategies, compensation strategies, social strategies, memory strategies, and finally, affective strategies. The observations indicated that there were some significant differences among students’ language learning strategy preferences based on their personality type. However, the relationship between the two variables is more complex and by no means direct and the reason was discussed in the research.

Gamifying Online Tests to Promote Retrieval-Based Learning

Recent findings have provided strong evidence that retrieval-based learning is an effective strategy for enhancing knowledge retention and long-term meaningful learning, but it is not a preferred learning strategy for the majority of students. The present research analyzes the application of learning gamification principles in online, open-book, multiple-choice tests in order to motivate students to engage in repeated retrieval-based learning activities. The results reveal a strong positive correlation between the number of successful retrieval attempts in these tests that cover content from the course textbook, and long-term knowledge retention as demonstrated in a live, final, closed-book, cumulative exam consisting of multiple-choice, labeling, definitions, and open-ended questions covering the content of both textbook readings and lectures. The presented results suggest that online, open-book tests designed using gamification principles, even when covering partial course content and one type of questions, are an effective strategy for using educational technology to motivate students to repeatedly engage in retrieval-based learning activities and improve long-term knowledge retention, regardless of the course delivery mode.

Organizational effects of testosterone on learning strategy preference and muscarinic receptor binding in prepubertal rats

Prior to puberty, male rats, but not female rats, prefer a striatum-based stimulus-response learning strategy rather than a hippocampus-based place strategy on a water maze task that can be solved using either strategy. Neurochemically, learning strategy preference has been linked to the ratio of cholinergic muscarinic receptor binding in the hippocampus relative to the striatum, with lower ratios displayed by males compared to females and by stimulus-response learners compared to place learners. Sex differences in a variety of different behaviors are established by the organizational influence of testosterone on brain development. Therefore, the current study investigated the potential organizational effects of neonatal testosterone on learning strategy preference and the hippocampus:striatum ratio of muscarinic receptor binding in prepubertal male and female rats. Similar to vehicle-treated control males, prepubertal females treated with testosterone propionate on the first two days of life preferred a stimulus-response strategy on a dual-solution water maze task. Conversely, vehicle-treated prepubertal females were more likely to use a place strategy. Consistent with previous findings, the hippocampus:striatum ratio of muscarinic receptor binding was lower in rats preferring a stimulus-response strategy compared to those using a place strategy and lower in control males compared to control females. However, the hippocampus:striatum ratio was not reversed by neonatal testosterone treatment of females as predicted. The current study is the first to show that sex differences in how a navigational task is learned prior to puberty is impacted by the presence of testosterone during vulnerable periods in brain development.

LANGUAGE LEARNING STRATEGIES FROM THE PERSPECTIVE OF UNDERGRADUATES IN A PRIVATE ENGINEERING TECHNOLOGY UNIVERSITY IN JOHOR

Language learning strategies play a prominent role in second language learning as the information on students’ preferred learning strategies may guide lecturers to select suitable teaching and learning activities. Hence, the objective of this study is to find out preferred language learning strategies employed by the students of engineering technology at UniKL MITEC, a private university in Johor Bahru offering engineering technology programs. A total of 146 students involved in this study and they were from semester 2 and semester 3 students enrolling in an English subject. Nevertheless, the respondents from semester 1 were not involved in this study since they were very new to the environment at the university. In order to determine students’ preferred language learning strategies, Strategy Inventory of Learning Strategies (SILL) was employed. The questionnaire which consists of 50 items was provided in bilingual to ensure the clarity of every statement and to ensure the respondents to answer the questionnaire sincerely without guessing the meaning of certain words or statements. For data analysis, the findings were analysed statistically according to mean and standard deviation. Based on the analysis, it was found that the most preferred learning strategy is metacognitive strategies, followed by cognitive and compensation strategies, while the least preferred strategy is affective strategy. Thus, it shows that the engineering technology students employed less memory strategy. They prefer to manage their learning by making proper planning, monitoring and evaluating their learning. Thus, based on the findings of this study, lecturers are able to determine suitable activities which are more towards metacognitive strategies and followed by other strategies as to ensure the student will be exposed to various strategies.

The Preconscious Awareness to Action Framework: An Application to Promote Testicular Awareness.

Health outcomes among men are markedly poorer than women. Testicular disorders can be life-threatening if left untreated. Few studies promoting awareness of testicular disorders have been underpinned by theory. Theory-based interventions are more likely to achieve positive health outcomes than interventions that lack a theoretical foundation. The purpose of the study is to present a theory-focused analysis of the preconscious awareness to action framework (PAAF), developed to enhance testicular awareness and help-seeking intentions and behaviors among men. The following approach was used to develop the PAAF: The empirical literature on men's awareness of testicular disorders was reviewed. A qualitative study was conducted to explore men's awareness of testicular disorders, help-seeking intentions for testicular symptoms, and preferred learning strategies in relation to testicular disorders and symptoms. An iterative narrative review process of the theoretical literature on health promotion and symptom appraisal was undertaken. The PAAF comprises seven steps: preconscious awareness, unconscious awareness, conscious awareness, unconscious appraisal, conscious appraisal, intention, and behavior. The concept of testicular awareness was developed to familiarize men with their own testes and promote timely help-seeking. Researchers are encouraged to use the PAAF to design health-promoting interventions aimed at enhancing testicular awareness, symptom appraisal, and help-seeking.

Korean graduate students’ self-perceptions of English skills and needs in an English-medium instruction context

ABSTRACTUniversities in East Asia are increasingly adopting English-medium instruction (EMI) to enhance their global competitiveness. Yet little research has been conducted on the impact of English on graduate students in this context, as past research has mostly examined undergraduates. This survey study investigates graduate students at a major university in Korea where EMI is increasingly common, specifically probing their self-perceptions for academic English skills, preferred language learning strategies, and intrinsic motivation to learn and use English. The results indicate correlations between strategy use, efficacy, and intrinsic motivation. They also show limitations in the graduate students’ academic English skills, and shortcomings in their training for English-related tasks. The results show how English and EMI affect graduate students, and also raise some questions about EMI at the graduate school level. Limitations need to be addressed for these students, who will enter academic and professional careers in the global marketplace that demand greater English expertise.

Students' Evaluation of their English Language Learning Experience

In the field of English language teaching and learning, there is a long history of investigating students’ performance while they are undergoing specific learning programmes. This research study, however, focused on students’ evaluation of their English language learning experience after they have completed their programme. The data were gathered from 20 semi-structured interviews with 10 ‘good’ students and 10 ‘weak’ students emphasizing on factors which contributed to their proficiency level, preferred teaching approaches and learning strategies as well as their overall learning experience. The qualitative analysis indicated some different views between the ‘good’ and the ‘weak’ students in terms of their proficiency level and the contributing factors to their success (or lack of) in learning English. They however, shared similar opinion on preferred teaching approaches, learning strategies and classroom experience. The results have implications for pedagogy as they highlight some insights which may facilitate success in English language learning.

Men's information-seeking behavior regarding cancer risk and screening: A meta-narrative systematic review.

Preventive strategies are known to reduce cancer risk and incidence and improve prognosis. Men seldom seek medical information about cancer prevention and risk reduction. The aim of this meta-narrative systematic review was to critically appraise evidence from qualitative, quantitative, and mixed-methods studies that explored men's information-seeking behaviors in relation to cancer prevention and risk reduction. MEDLINE, CINAHL Plus with Full Text, PsycINFO, PsycARTICLES, Psychology and Behavioral Sciences Collection, Education Full Text, and ERIC were systematically searched for studies published in English between January 1, 2006 and May 30, 2016. A total of 4117 titles were identified; of which, 31 studies were included (21 qualitative studies, 9 quantitative studies, and 1 mixed-methods study). The methodological quality of the studies was appraised by using different tools. Most studies focused on screening for prostate (n=18) and colorectal cancer (n=7). Most men were passive information-gatherers rather than active information-seekers. Key sources of information included the Internet for active information-seekers and health care professionals for passive information-gatherers. Barriers to information-seeking included information overload, embarrassment, and fear. Low literacy and health literacy levels were addressed in 3 studies and were identified as impediments to active information-seeking. Facilitators to information-seeking included family support, media, celebrity endorsements, and targeted information. Men's information-seeking behavior regarding cancer risk reduction, prevention, and screening is influenced by several factors. This necessitates targeted interventions aimed at raising awareness of cancer prevention and screening, while accounting for men's informational needs, preferred learning strategies, and literacy levels.

Understanding the Continuing Education Needs of Rural Midwestern Nurses

Background: The continuing education needs of rural nurses are not well understood. Rural hospitals face special challenges that serve as barriers to the attainment of continuing education. The purpose of this study was to assess the educational needs and barriers identified by rural nurses in two midwestern states. Method: A 12-item needs assessment survey developed by the researchers and administered at forums in nine rural hospitals was completed by 119 nurses. Results: The areas identified as the highest need included postpartum hemorrhage, preterm labor, pediatric care, preeclampsia, shoulder dystocia, and embolism. The barriers to obtaining updated education included distance to travel for educational opportunities and lack of staff for coverage while attending the programs. Conclusion: Identifying the learning needs, preferred learning strategies, and potential barriers to continuing education of rural nurses is a critical step in designing educational offerings that enhance their knowledge. Interprofessional simulation-based learning may be particularly helpful in enhancing the clinical competence and confidence necessary to provide safe patient care in rural settings. J Contin Nurs Educ. 2017;48(6):265–269.

Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs

<p>A survey was conducted to study the preferred learning strategies; that is, surface learning or deep learning of undergraduate and graduate male and female students and the impact of the preferred strategy on their academic performance. Both learning strategies help university students to get good scores in their examinations to meet the demands of industry in workforce. Quantitative research method was used to determine the impact of learning strategy on academic achievements. The R-SPQ2F questionnaire was sent to 103 students through Google forms and hard copies through snowball sampling technique. The results show that rote learning and academic performance are inversely related to each other. In high achievers, deep learning is significant as compared to low achievers. Furthermore, comparative analysis of learning styles<br />on males and females showed that both preferred deep learning strategy equally. Learning strategy is not related to education level of students because there is no difference among preferred learning strategies of graduate and undergraduate students.</p>

Conocimientos sobre las bebidas energéticas: una experiencia educativa con estudiantes de secundaria básica de Barcelona, España

Introducción: La popularidad de que gozan las bebidas energéticas entre los adolescentes y jóvenes, ha aumentado en los últimos años. El aumento del consumo entre los estudiantes motivó el diseño de un taller educativo en un grupo de adolescentes, con el objetivo de aumentar el nivel de conocimientos sobre las características de estos refrescos y sobre sus posibles efectos para la salud; así como de evaluar el impacto del taller respecto a estos conocimientos.Material y Métodos: Se realizó un estudio de intervención con evaluación pre- y post- intervención en un instituto de Manresa, Barcelona. Se aplicó un cuestionario de conocimientos sobre las Bebidas Energéticas antes y después de realizar un taller educativo, en el que se emplearon técnicas de enseñanza afines a los Estilos de Aprendizaje preferentes de los participantes.Resultados: Las técnicas de enseñanza, correspondieron a las estrategias preferentes para los estilos auditivo (32,3%) y quinestésico (23,7%) predominantes en el colectivo. En la evaluación previa: el 76,3% de los adolescentes definen las Bebidas Energéticas como isotónicas para deportistas, la mayoría reconocen su elevado contenido en cafeína (95%), el 61,3% considera que aportan energía para el deporte, el 76,3% que pueden provocar nerviosismo y el 28% creen que no han de ser consumidas por adolescentes. En la evaluación posintervención aumentó el número de estudiantes que respondió correctamente en todas las preguntas del cuestionario.Conclusiones: Un gran número de adolescentes tiene poco o nulo conocimiento sobre las características de las bebidas energéticas y las consecuencias de su consumo para la salud, que mejora significativamente tras la realización de un taller a través de técnicas de enseñanza participativas y cooperativas afines a las estrategias de aprendizaje preferente de los participantes.

Exploring men's preferred strategies for learning about testicular disorders inclusive of testicular cancer: A qualitative descriptive study.

Men's awareness of testicular disorders is lacking and their intention to seek help for testicular symptoms is sub-optimal. Studies conducted to explore and raise men's awareness of testicular disorders did not address their preferred learning strategies and failed to include men who are at risk for health inequities. The aim of this study was to explore, in-depth, the preferred strategies for learning about testicular disorders inclusive of testicular cancer among men who self-identify as heterosexual, gay, or bisexual. Maximum variation and snowball sampling were used to recruit 29 men aged 18-47 years. Participation was sought from community and youth organizations and a university in the Republic of Ireland. Semi-structured individual interviews and focus groups were conducted. Interviews were audio-recorded and transcribed verbatim. Inductive analysis of manifest content was used. Seventeen informants self-identified as heterosexual, 11 as gay, and one as bisexual. Four main categories emerged, namely: strategies to enhance awareness (television, internet, campaigns, print media), educational dos and don'ts (tailoring effective messages, drawbacks of national initiatives, ineffective learning strategies), implications of raising awareness (risks and benefits of increasing awareness), and learning among gay and bisexual men (learning needs and strategies). Future studies promoting awareness of testicular disorders should take into account men's preferred learning strategies. National campaigns should be delivered frequently and altered occasionally in order to achieve a top-up effect. Clinicians are encouraged to educate young men about the seriousness of testicular symptoms and the importance of seeking timely medical attention for any abnormalities.

Learning Strategies Used by Public and Private School Mathematics Students of Nepal

<div><p><em>This paper attempts to find out the difference in preferred learning strategies in mathematics between public and private school students in Nepal. It is based on a study that was conducted among 1394 grade IX students who were sampled following multistage sampling procedure throughout the country. Among them, 977 and 417 students were from public and private schools respectively. The author adopted mixed method-sequential explanatory design. . The tools for the data collection were questionnaire, observation and interview. The study found that there is significant difference in preferred learning strategies of public and private school students. Public school students preferred to use elaboration, help seeking and rehearsal strategies more often than private school students, whereas private school students were far ahead in using peer learning and effort management strategies than public school students</em>. </p></div>

The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.