Levels Of Learning Research Articles

태국인 학습자의 한국어 이동동사 구문에 나타나는 조사 대응 습득 연구

The purpose of the study is to investigate the case marking by Thai L1 learners of Korean. Thirty native speakers (NK) and 60 Thai L1 learners participated in the study(30 Intermediate level learners, HL and 30 Beginning level learners, LL). The task was a multiple choice task which was composed of 18 movement verb sentences. The items were divided by case marker alternation (9 alternation constructions and 9 non-alternation constructions). Alternation construction allows replacing ‘ey’ or ‘eyse’ with ‘ul/lul’. Non-alternation construction allows only ‘ul/lul’. The result showed no proficiency variability among the learners. The Learners showed different acceptability judgment from NK by choosing ungrammatical markers in most of the constructions. In non-alternation constructions, NK chose ‘ul/lul’ correctly but the learners failed to choose ‘ul/lul’ and rather chose ‘ey’ or ‘eyse’ erroneously. This observation implicates that more attention and instruction on movement verb construction and case marking alternations should be provided.

Difficulties of Learning English Language at the Secondary Level: A Case Study of Thakurgaon District

The aim of this paper is to examine the complexities of learning English Language among the SSC level learners of Lahiri High School under Thakurgaon District, a northern part of Bangladesh. Many students don’t receive Standard Education of English due to knowledgeable teachers, financial constraints, lack of multimedia project teaching and learning system, and lack of English Language Club. It aims to look at motivating the young learners so that they can be able to develop the basic knowledge of four skills despite depriving of ultra-modern facilities. For this purpose, the current researcher collected date through questionnaire and interview process. 15 sets of questions were provided among 15 students to find out their fundamental knowledge of English language. In the field survey, 31 participants were selected for interview, including 15 male & female students, 6 teachers, and 10 guardians. Teachers and parents expressed their different views about English language learning complexities. Participants responded that students were weak in English Grammar, Vocabulary, and Speaking Skill. After realizing their English learning complexities, the researcher came to conclusion and recommendations. Thus this study would like to show a new dimension of English Language Learning for the Secondary Level students at Thakurgaon District in Bangladesh.

The Effect of Story-based, L1 Translation, and Whatsapp Emoticon Puzzle-Solving Techniques on Iranian Intermediate EFL Learners’ Proverb Learning

This study investigated the effect of story-based technique, L1 translation, and Whatsapp emoticon puzzle solving on EFL learners’ learning proverbs. From among 90 female intermediate level learners at two language institutes in Qom, Iran, 60 homogeneous students were chosen following the administration of a sample of Nelson proficiency test and a pre-test. The 60 participants were then assigned to three experimental groups, equal in number. The experimental group 1 was instructed using story-based technique; the experimental group 2 was taught through L1 translation; and the experimental group 3 was exposed to Whatsapp emoticon puzzle solving. Subsequently, all three groups took part in a proverb post-test similar to the pre-test. The data were analyzed by ANOVA. The results showed that Whatsapp emoticon puzzle solving was significantly the most effective, and that the students’ level of learning proverbs was influenced by story-based technique more than L1 translation technique. The findings of this study can contribute to technology- enhanced language teaching.

PROFICIENCY LEVEL AND LANGUAGE LEARNING STRATEGY CHOICE OF ISLAMIC UNIVERSITY LEARNERS IN INDONESIA

This study explores the relation between language proficiency level and language learning strategy choice of EFL learners at an Islamic university in Indonesia. Two hundred and eighty four participants classified based on their proficiency levels (high, medium, and low) as determined by their achievement results completed the Strategy Inventory for Language Learning (SILL) version 7.0 questionnaires. The findings indicated that there was a linear relationship between proficiency level and strategy use; the higher the proficiency level, the higher the number of strategies employed. Furthermore, it was also found that higher proficiency level learners tended to choose meta-cognitive strategies; they usually managed learning by conscientious planning, monitoring, and evaluating their own learning. The findings also demonstrated that low proficiency level learners were inclined to choose affective strategies, meaning that they were concerned with the emotional requirements such as confidence. The findings of this study provide contribution to further development of existing global theories about language learner strategies, and are beneficial for classroom practice in the Indonesian context, especially in raising EFL teachers’ awareness about ways in improving student learning.

A Novel Architecture for Learner-Centric Curriculum Sequencing in Adaptive Intelligent Tutoring System

An ideal face-to-face tutor learner interaction aims to offer learning to the learner in a manner that best suits an individual learner's learning level and learning style. This ability of differentiated instruction has been built in Seis-Tutor Intelligent Tutoring system, developed to offer subject matter knowledge of ‘Seismic Data Interpretation,' a field of geo-physics. The detailed architecture of learner-centric curriculum sequencing module, built to this effect, with its components, sub-components, their interconnected functioning, to generate exclusive learning path, have been described. An algorithm for learner-centric curriculum sequencing, a mathematical model and proposed implementation using a case study has been elaborated.

The Effect of Mnemonic Keyword Techniques Instruction on Vocabulary Achievement and vocabulary Size of Iranian EFL Learners

This study aimed at probing the effect of using mnemonic keyword techniques, a number of less used procedures, in teaching vocabulary in an EFL context in Iran on the vocabulary achievement level and vocabulary size of language learners. to this end, 70 EFL intermediate students were selected because they were all intermediate level learners. They were assigned to control and experimental groups. The instructor taught the two groups new vocabulary items in their textbooks as part of the class procedures. The first group received vocabulary instruction through mnemonic keyword techniques while the second had vocabulary taught in conventional ways. Both groups were tested for their EFL vocabulary achievement and vocabulary size. The results revealed significantly higher achievement and vocabulary size levels for the participants in the experimental group. Certain implications were provided for EFL instructors, material developers and EFL learners who pursue to boost their vocabulary levels more effectively.

Shadowing: What is It? How to Use It. Where Will It Go?

Twenty-five years have passed since a teaching technique, called shadowing, was introduced in Japanese EFL contexts. Recently, this technique has gradually been recognized around the world. Given that many studies have been published about shadowing, the time is ripe to summarize the results of the studies and to propose how shadowing should be used. This article introduces shadowing, first referring to theoretical explanations provided so far, especially in terms of attention, cognitive process, and listening process.The article then summarizes past studies on the effects of shadowing on listening and speaking. Next, it discusses challenges in research and also introduces shadowing variations for further use of shadowing. As a classroom teaching tool, this article suggests that beginner level learners should start from shadowing for listening and proceed to shadowing for speaking.

Self-efficacy effect on basic level learners in speaking activities

This study aims to reveal the effect of self-efficacy on the elementary level students and factors causing the high level of self-efficacy and its influence on students' English speaking ability. The population of this study were all students of grade VIII SMPN 3 Gianyar, while the sample of this study was taken by random sampling technique with lottery system. For research and data collection methods, the researcher uses some valid and reliable instruments, namely (1) speaking performance appraisal to know students' ability to speak English consisting of 3 criteria ie smoothness, pronunciation and improvisation, (2) self-efficacy questionnaire for knowing the high level of self-efficacy and its influence on students' speaking ability consisting of 4 components ie learning experience, field experience, social invitation, and psychological and emotional condition and analyzed with SPSS 16.0, (3) FGD guide (Focus Group Discussion) to know the factors causing the high low self-efficacy consisting of these 8 interview questions. A total of 33 students with details of 12 male and 21 female students were grouped into 3 large groups (high, medium, low) to be interviewed through FGD. The results of this study is self-efficacy gives a significant effect on students' speaking ability at the basic level of contribution of 91%. It was also found that the four criteria in self-efficacy have significant influence on students 'speaking ability, the most dominant is the criteria of students' psychic and emotional state when learning to speak English. This study contributes empirically that teachers can update their teaching techniques by observing self-efficacy in students by using creativity in teaching. In addition students can find out what happens to them during English learning so that together can create a comfortable and conducive learning atmosphere.

Effects of Learning Environment Differences (On and Offline vs. Offline) on Intermediate Level Learners’ Writing Development

Effects of Learning Environment Differences (On and Offline vs. Offline) on Intermediate Level Learners’ Writing Development

A Case Study of Dual Language Teaching in Science Class: Implications for Middle Level Teachers

ABSTRACTDual language education programs are highly beneficial for literacy and academic language development with all students, especially those who are English learners. School districts nation-wide are attempting to expand K-12 dual language programs, yet teaching and learning for biliteracy development are highly complex processes, especially with middle level learners. Furthermore, there is a severe shortage of dual language teachers, posing great difficulties to efforts to expand programs, especially in middle and secondary schools. This qualitative case study focuses on two middle level teachers’ perspectives regarding the distinct qualities of biliteracy development via the science curriculum and the unique sociocultural aspects of language learning in middle school. The study and its findings also provide insight into how the distinctive qualities of dual language learning in content-based middle level classrooms might influence middle level teacher education programs.

Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts; Learners’ Attitude in Focus

Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS) or Teaching English as a Foreign Language (TOEFL), play a crucial role in the test-takers’ lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching- namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners’ attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS.According to t-test results, there was a significant difference between the mean scores of the two groups since the p value was lower than .05 (p < .001). Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than .05.

The Effectiveness of Using Youtube for Vocabulary Mastery

The study is to examine the improvement in vocabulary comprehension and maintenance of English as foreign language students at SMK Maárif 1 of Kebumen because of this of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred intermediate level learners aged between 14-17 years old participated in the study. Students were divided into two organizations: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the analysis reveal that the group who viewed the YouTube clips outperformed the group who was simply not subjected to YouTube videos in the posttest. The results clearly show that YouTube offered statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also exposed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching

A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners

AbstractAlthough language experts have long advocated the use of Extensive Reading (ER) to enhance vocabulary acquisition, the widespread use of the more traditional Intensive Reading (IR) approach prevails in English as Foreign Language (EFL) settings. Many experimental studies have attempted to demonstrate the benefits of using ER over IR in classroom contexts; however, none have demonstrated significant differences in learning gains. This quasi-experimental study involved the measurement of partial vocabulary knowledge of specific words encountered through reading to compare the effects of ER and conventional IR instruction on EFL learners’ vocabulary knowledge development. Two intact classes of 72 Korean secondary students (36/class) received either ER or IR instructional treatments over a 12-week timespan, with pre- and post- performance differences examined by proficiency level. ANCOVA results showed that students benefited significantly more from the ER than from the IR treatment in terms of their knowledge of the meanings and uses of target words. With regard to proficiency, advanced and intermediate level learners benefited more from ER, while low level learners benefited more from IR. These findings suggest that EFL practitioners should carefully consider their learners’ proficiency level when selecting a reading approach, in order to optimize learners’ vocabulary development.

Reframing science learning and teaching: A communities of practice approach

Next Generation Science Standards encourage science instruction that offers not only opportunities for inquiry but also the diverse social and cognitive processes involved in scientific thinking and communication. This article gives an introduction to Lave and Wenger’s (1991) communities of practice framework as a potential way of viewing students’ role in science learning communities. It then discusses potential benefits of communities of practice for middle level learners in terms of motivation, identity, and academic outcomes and explains how technology and appropriate support can be used to build communities of practice at the middle school level.

Online Resources for the Development of Lexical Competence

This work represents the next step on the path that began with previous studies, where we focused on the advantages and disadvantages connected with the use of online resources to learn and teach Russian. We analysed various free websites for elementary level learners (A1 and A2 of Common European Framework of Reference for Languages) and we considered how these resources can be used to develop phonological competence. The purpose of the present essay is to increase the inventory of sites and make it available to learners and teachers. Some new online resources will be analysed. In particular, we will dwell upon Sajt Anny Strelkovskoj and then we will consider its use for the development of lexical competence.

How Do Junior High School Students Utilize Interactional Strategies in Speaking Activity?

Interactional strategies are very important especially for English as a foreign language learners which can help the learners negotiate of the meaning during the interaction in speaking activity. The aim of this research is to analyze the interactional strategies (ISs) utilized by three students at different levels (Low, Average, High) in speaking activity at the eighth grade students of SMP Islam As-Sakinah Sidoarjo. This research uses qualitative descriptive as a research design, which all of the data are obtained through observation and interview for three students at different level such as low level learner (LLL), average level learner (ALL) and high level learner (HLL). In brief, the results of this research show that LLL uses all aspects of interactional strategies in her speaking activity, average level learner (ALL) uses some aspects of interactional strategies and high level learner (HLL) almost never use the aspects of interactional strategies in his speaking activities.

Instructors’ Beliefs on Critical Thinking and Their Classroom Practices: A Case Study

The ability to think critically is an essential life skill which needs to be developed in order to compete in a global environment. Current literature reveals that explicit critical instruction, and practice of critical thinking (CT) strategies helps to improve learner’s performances. Hence, it is vital for instructors to have strong beliefs in critical thinking as it influences their classroom practice. The present study seeks to fill the gap between instructors’ beliefs as well as practices which serves to be important in improving the educational process. The aim of this study is to investigate how instructors perceived CT as well as their classroom instruction in teaching the skills among tertiary level learners. Further, it also investigates whether the constructs (beliefs and practices) of the instructors matched with one another. The participants of this study involved instructors from Universiti Teknologi MARA (UiTM) located in Seri Iskandar Perak. Data were collected using exploratory qualitative approach and the findings were presented in a qualitative descriptive approach through interviews as well as observations.

Teaching principles of clear writing through activities for tertiary level learners

Teaching principles of clear writing through activities for tertiary level learners

Teaching principles of clear writing through activities for tertiary level learners

This article looks at teaching principles of clear writing to tertiary level learners using activities. While the general lecture method uses the lecture mode of teaching which caters only to the auditory learners, most other learners (the VAK) are left behind. This paper attempts to weave certain activities into a writing lesson inorder to make the lesson more rich, enjoyable and enriching

The Relationship between L2 Listeners’ Self-Efficacy and Listening Proficiency for Various Listening Tasks and Comprehension Skills

Despite abundant evidence supporting the predictive power of self-efficacy for general language proficiency, the specific relationship between L2 listeners’ self-efficacy that vary depending on task types, listening comprehension skills, and listening proficiency has been relatively under-researched. Therefore, the objective of the present study was to investigate the relationship between L2 listeners’ self-efficacy and listening proficiency for three types of listening tasks (response, semi-production, and production tasks) and four main comprehension skills (understanding gist, understanding details, inferencing, and identifying the speaker’s opinion). A total of 174 tertiary level learners participated in this study. Data sources included a self-efficacy questionnaire that measured specific self-efficacy for three tasks that varied in demands and four main comprehension skills and a listening comprehension test. Results of this study showed that L2 listeners’ overall self-efficacy demonstrated a close relationship with their listening comprehension proficiency. As for specific self-efficacy for listening tasks and comprehension skills, self-efficacy for outline-filling and summarizing, understanding gist, details, and inferencing demonstrated significant relationships with listening proficiency. These factors also had substantial predictive power on listening proficiency. Findings of this study have implications for further research on the role of self-efficacy in L2 listening comprehension development and listening pedagogy.