Memory Strategies Research Articles

Analysis of English Learning Strategies of Children of Immigrant Workers in Informal Schools in Malaysia

Education is the main key that someone needs, to penetrate the gates of educational institutions to get a good education and a brighter future. It should be noted that good education is not only obtained in formal schools but the same opportunities can also be achieved by the children of immigrant workers in Malaysia in an informal school. Although habituation is not always easy, especially in learning English. For this reason, there are many learning strategies that they use including (1) Memory Strategies (2) Cognitive Strategies (3) Compensation Strategies (4) Metacognitive Strategies (5) Affective Strategies (6) Social Strategies. This study aims to analyze the children's learning strategies in learning English, and with quantitative research methods and clear presentations, the author will describe the results of the strategy analysis. The results of this study are in the form of elaboration of percentages to find the strategies most used by students. In conclusion, the writer wants to convey to readers that every child has a different way of learning something.

Understanding the Episodic Memory and Executive Functioning Axis Impairment in MCI Patients: A Multicenter Study in Comparison with CSF Biomarkers.

This study aimed to explore the association between a verbal learning task that evaluates the potential mutual dependency between memory and executive functions (i.e., the Test of Memory Strategies, TMS) and cerebrospinal fluid (CSF) Alzheimer's Disease (AD) biomarkers. A sample of 47 mild cognitive impairment (MCI) participants from Poland and Spain were classified according to the Erlangen Score Diagnostic Algorithm (ESA) into CSF- (n = 16) and CSF+ (n = 31) groups. Correlation analyses between TMS word-list conditions and CSF biomarkers were conducted. Additionally, an analysis of covariance was performed to define the effect on ESA classification in the sample, using as a covariable the country of origin of the participants. Significant associations between the TMS-3 condition and Aβ42, t-tau, and p-tau were observed for the whole sample. In addition, the CSF- participants obtained higher cognitive performance in TMS-3 compared to the CSF+ group. This outcome persisted if the groups were based on Aβ42 scores, but not t-tau or p-tau values. These findings could indicate that poor performance on verbal learning tests may be affected by executive dysfunctions. Therefore, future intervention plans focused on training executive functions would be of interest to improve the ability of MCI patients to encode and organize information.

Organizational Learning in the Morbidity and Mortality Conference.

The focus of morbidity and mortality conferences (M&MCs) has shifted to emphasize quality improvement and systems-level care. However, quality improvement initiatives targeting systems-level errors are challenged by learning in M&MCs, which occurs at the individual attendee level and not at the organizational level. Here, we aimed to describe how organizational learning in M&MCs is optimized by particular organizational and team cultures. A prospective, multiple-case study design was used. Using purposive sampling, three cases covering different medical/surgical specialties in North America were chosen. Data collection included direct observations of the M&MC, semistructured interviews with key M&MC members, and documentary information. The role of the M&MC in all cases integrated two key concepts: recognition of system-wide trends and learning from error, at an organizational and team level. All cases provided evidence of double-loop learning and used organizational memory strategies to ensure knowledge was retained within the organization. A patient safety culture was linked to the promotion of open communication, fostering learning from adverse events. This study describes three cases of systems-oriented M&MCs that reflected elements of organizational learning theory. The M&MC can therefore provide a context for organizational learning, allowing optimal learning from adverse events.

Applying Optimisation Theory in English Language Teaching in Practice

Abstract This paper firstly researches the optimization of the teaching process and teaching language according to the English teaching objectives and teaching contents and summarizes the optimization strategy of university English teachers’ language so as to improve the efficiency of English teaching. Secondly, on the basis of applying the optimization theory, the formal description of English utterances and word splitting is carried out, followed by obtaining the features of English utterances through the selection function and further constructing the English utterance alignment model by using the particle swarm optimization algorithm. Then, we study the application of English utterance alignment in English teaching, which is mainly embodied in the construction of the English teaching corpus, word frequency list, and core word lexicon, followed by the analysis of the practical application in English teaching. The results show that in terms of algorithm performance, the correct rate of utterance alignment based on the particle swarm optimization algorithm is 0.82, and the correct rate of utterance alignment is also improved to a great extent. On speaking teaching, self-efficacy showed a significant correlation with cognitive strategies, metacognitive strategies, affective strategies, communicative strategies, compensatory strategies, and memory strategies, and their corresponding coefficient values were 0.652, 0.716, 0.741, 0.732, 0.718, and 0.748, which indicated that the better self-efficacy was, the higher the scores of speaking memory strategies were.

How memory anxiety can influence password security behavior

Password reuse and modification are insecure password behaviors that are becoming increasingly prevalent as users are obliged to remember more passwords to access various digital services. Many users adopt these risky behaviors as a memory strategy in the belief that they have too many passwords for their memories to cope with. One important avenue in password research is metamemory, which encompasses the knowledge and understanding of memory capabilities and strategies. Previous research on password metamemory has examined the role that metamemory plays in memory performance (i.e., how well memory performs) and password recall. However, no previous research to date has investigated whether password reuse and modification are adopted as memory strategies due to an increase in knowledge and understanding of metamemory. To address this gap, two survey studies (Study1: N = 50, Study 2: N = 303) were implemented to examine the role that password metamemory plays in reusing and modifying passwords. Our findings suggest that of all metamemory constructs, users’ anxiety regarding their perceived ability to remember passwords can influence them to reuse and modify their passwords. These findings have potentially important implications because with an enhanced understanding of how users’ anxiety towards remembering passwords influences their security behavior, this could identify means of reducing password reuse and modification, thereby increasing password security and ultimately reduce some of the consequences of insecure password behaviors.

Abstract 14714: Long-Term Neurocognitive Safety of LDL-C Lowering With Evolocumab: Open-Label Extension Data From FOURIER

Background: Concerns have been raised about low LDL-C levels and possible adverse effects on cognition. PCSK9 inhibitors markedly lower LDL-C, yet EBBINGHAUS, a prespecified substudy within the FOURIER trial, did not show adverse cognitive changes with evolocumab over 19 months median follow-up. Purpose: To investigate the long-term effects of evolocumab on cognitive function. Methods: EBBINGHAUS was a substudy of cognitive function using the Cambridge Neuropsychological Test Automated Battery (CANTAB) within the FOURIER randomized trial of evolocumab vs placebo in patients with established ASCVD. Patients in North America and Europe who completed EBBINGHAUS on study drug were eligible for an open-label extension (OLE) study with evolocumab. The primary endpoint was change in spatial working memory strategy index of executive function score (SWMI) from baseline over time. Secondary endpoints were measures of working memory, episodic memory, and psychomotor speed. A paired t-test was used to compare baseline vs post-baseline scores during OLE. Results: Of 1204 patients from EBBINGHAUS, 306 entered the OLE and were treated with evolocumab for a median of 5.1 years. Median achieved LDL-C was 34 mg/dL (IQR 21-50). No significant change in SWMI occurred during the OLE period overall [mean (±SD) change -0.1±2.7, p=0.73] or when stratified by original randomized allocation ( Figure 1A ). For secondary outcomes, one showed no change during the OLE period, two showed small changes (10-15% of SD), but these were directionally inconsistent (one higher, one lower). In 152 patients originally randomized to evolocumab, there was no significant change in SWMI from randomization through long-term follow-up over a median of 6.7 and a maximum of 7.2 years (mean change 0.1±2.6, p=0.66) ( Figure 1B ). Conclusion: Evolocumab did not lead to any apparent long-term decline in cognitive function through follow-up extending up to 7.2 years.

2 Untangling Subjective and Objective Memory in Aging: The Effects of Strategy Use and Gender Differences on Associative Memory Performance

Objective:In normative aging, there is a decline in associative memory that appears to relate to self-reported everyday use of general memory strategies (Guerrero et al., 2021). Self-reported general strategy use is also strongly associated with self-reported memory abilities (Frankenmolen et al., 2017), which, in turn, are weakly associated with objective memory performance (Crumley et al., 2014). Associative memory abilities and strategy use appear to differ by gender, with women outperforming men and using more memory strategies (Hertzog et al., 2019). In this study, we examine how actual performance and self-reported use of specific strategies on an associative memory task relate to each other and to general, everyday strategy use, and whether these differ by gender.Participants and Methods:An international sample of older adults (N = 566, 53% female, aged 60-80) were administered a demographic questionnaire and online tasks, including 1. the Multifactorial Memory Questionnaire (MMQ) which measures self-reported memory ability, satisfaction, and everyday strategy use (Troyer & Rich, 2018); and 2. the Face-Name Task which measures associative memory (Troyer et al., 2011). Participants were also asked about specific strategies that were used to complete the Face-Name Task.Results:On the Face-Name Task, participants who reported using more strategies performed better (F(3, 562) = 6.51, p < 0.001, n2 = 0.03), with those who reported using three or four strategies performing best (p < .05). There was a significant difference in performance based on the type of strategy used (p(2, 563) = 11.36, p < 0.001, n2 = 0.04), with individuals who relied on a “past experiences/knowledge” strategy performing best (p < .01). Women (M = 0.79, SD = 0.19) outperformed men (M = 0.71, SD = 0.20), f(545) = -4.64, p < 0.001, d = -0.39. No gender differences were found in the number (X2(3, N = 564) = 2.06, p = 0.561) or type (x2(2, N = 564) = 5.49, p = 0.064) of strategies used on the Face-Name Task. Only participants who reported using no strategies on the Face-Name Task had lower scores on the MMQ everyday strategy use subscale (p < .05). A multiple-regression model was used to investigate the relative contributions of the number of strategies used on the Face-Name Task, MMQ everyday strategy subscale score, gender, age, education, and psychological distress to Face-Name Task performance. The only significant predictors in the model were gender (B = 0.08, t(555) = 4.55, p < 0.001) and use of two or more strategies (B = 0.07, f(555) = 2.82, p = 0.005).Conclusions:Reports of greater self-initiated strategy use, and use of a semantic strategy in particular, related to better performance on an associative memory test in older adults. Self-initiated, task-specific strategy use also related to everyday strategy use. The findings extend past work on gender differences to show that women outperform men on an associative memory task but that this is unlikely to be due to self-reported differences in strategy use. The results suggest that self-reported strategy use predicts actual associative memory performance and should be considered in clinical practice.

Symposium 04: Innovative Ways of Applying Digital Technology in Neuropsychology - A Sneak Peak into the Future

Summary Abstract:The explosion of digital technology in the past decade has led to unprecedented possibilities towards improving cognitive assessment and understanding brain health. Digital technology encompasses using a multitude of devices, such as laptops, smartphones, etc, to collect health-related data. The settings can be varied to include in-clinic, remote/virtual, or a combination of hybrid models for data collection. Data can be collected at a single time point or over a continued period of time. Furthermore, the unique combination of devices used, settings, and methods of collecting digital data can become even more exclusive against the backdrop of the 'purpose’ for conducting the digital study. This symposium, consisting of four abstracts, brings together the unique combination of digital studies with exclusive devices, methodologies, settings, and purposes. The topics range from how smartphone-based assessments can be applied to understand the interaction between day-to-day variability in sleep and cognition, to the use of computerized testing to investigate the associations between cognitive performance and markers of brain pathology (e.g. amyloid and tau status), to understanding cognition from an open-source smartphone application to passively and continuously capture sensor data including global positioning system trajectories, to the development and validation of an online simulated money management credit card task, and to determining the effects of cognitive rehabilitation via digital technology on cognition, neuropsychiatric symptoms, and memory strategies.

5 Cognitive Rehabilitation Using Teleneuropsychology. A Cohort Study in South America

Objective:The COVID-19 pandemic has affected the continuity of cognitive rehabilitation (CR) worldwide. However, the use of teleneuropsychology (TNP) to provide CR has contributed significantly to the continuity of treatment. The objective of this study was to measure the effects of CR via the TNP on cognition, neuropsychiatric symptoms, and memory strategies in a cohort of patients with Mild Cognitive Impairment (MCI).Participants and Methods:A sample of 60 patients (60% female; age: 72.4±6.96) with MCI according to Petersen criteria was randomly divided into two groups: 30 cases (treatment group) and 30 controls (waiting list group). Subjects were matched for age, sex, and MMSE or MoCA.The treatment group received ten weekly CR sessions of 45 minutes weekly. Pre-treatment (week 0) and post-treatment (week 10) measures were assessed for both groups. Different Linear Mixed Models were estimated to test treatment effect (CR vs. Controls) on each outcome of interest over Time (Pre/Post), controlling for Diagnosis, Age, Sex, and MMSE/MoCA performance.Results:A significant Group (Control/Treatment) x Time (pre/post) interaction revealed that the treatment group at 10 weeks had better scores in cognitive variables: memory (RAVLT learning trials p=0.030; RAVLT delayed recall p=0.029), phonological fluency(p=0.001), activities of daily living (FAQ p=0.001), satisfaction with memory performance (MMQ Satisfaction p=0.004) and use of memory strategies (MMQ Strategy p=0.00), and a significant reduction of affective symptomatology: depression (GDS p=0.00), neuropsychiatric symptoms (NPIQ p=0.045), Forgetfulness (EDO-10 p=0.00), Stress (DAS Stress p=0.00).Conclusions:This is the first study to test CR using teleNP in South America. Our results suggest that CR through teleNP is an effective intervention to improve performance on cognitive variables and reduce neuropsychiatric symptomatology compared to patients with MCI. These results have great significance in the context of the COVID-19 pandemic in South America, where teleNP is proving to be a valuable tool.

16 Superior Verbal Learning and Memory in Pediatric Brain Tumor Survivors Treated with Proton Versus Photon Radiotherapy

Objective:Radiotherapy for pediatric brain tumor has been associated with late cognitive effects. Compared to conventional photon radiotherapy (XRT), proton radiotherapy (PRT) delivers less radiation to healthy brain tissue. PRT has been associated with improved long term cognitive outcomes compared to XRT. However, there is limited research comparing the effects of XRT and PRT on verbal memory outcomes.Participants and Methods:Survivors of pediatric brain tumor treated with either XRT (n = 29) or PRT (n = 51) completed neuropsychological testing > 1 year following radiotherapy. XRT and PRT groups were similar with respect to sex, handedness, race, age at diagnosis, age at evaluation, tumor characteristics, and treatment history (i.e., craniospinal irradiation, craniotomy, shunting, chemotherapy, radiation dose). Verbal learning and memory were assessed using the age-appropriate version of the California Verbal Learning Test (CVLT-II/CVLT-C). Measures of intellectual functioning, executive functioning, attention and adaptive behavior were also collected. Performance on neuropsychological measures was compared between treatment groups (XRT vs. PRT) using analysis of covariance (ANCOVA). On the CVLT, each participant was classified as having an encoding deficit profile (i.e., impaired learning, recall, and recognition), retrieval deficit profile (i.e., impaired recall but intact recognition), intact profile, or other profile. Chi-squared tests of independence were used to compare the probability of each memory profile between treatment groups. Pearson correlation was used to examine associations between memory performance and strategy use, intellectual functioning, adaptive behavior, attention, and executive functioning.Results:Overall, patients receiving PRT demonstrated superior verbal learning (CVLT Trials 1-5; t(76) = 2.61, p = .011), recall (CVLT Long Delay Free; t(76) = 3.57, p = .001) and strategy use (CVLT Semantic Clustering; t(76) = 2.29, p = .025) compared to those treated with XRT. Intact performance was more likely in the PRT group than the XRT group (71% PRT, 38% XRT; X2 = 8.14, p = .004). Encoding and retrieval deficits were both more common in the XRT group, with encoding problems being most prevalent (Encoding Deficits: 31% XRT, 12% PRT, X2 = 4.51, p = .034; Retrieval Deficits: 17% XRT, 4% PRT, X2 = 4.11, p = .043). Across all participants, semantic clustering predicted better encoding (r = .28, p = .011) and retrieval (r = .26, p = .022). Better encoding predicted higher intellectual (r = .56, p < .001) and adaptive functioning (r = .30, p = .011), and fewer parent-reported concerns about day-today attention (r = -.36, p = .002), and cognitive regulation (r = -.35, p = .002).Conclusions:Results suggest that PRT is associated with superior verbal memory outcomes compared to XRT, which may be driven by encoding skills and use of learning strategies. Moreover, encoding ability predicted general intellectual ability and day-to-day functioning. Future work may help to clarify underlying neural mechanisms associated with verbal memory decline following radiotherapy, which will better inform treatment approaches for survivors of pediatric brain tumor.

31 Examining the Mechanisms of Verbal Working Memory Capacity Consumption in Monolingual Spanish-Speaking Individuals

Objective:Converging evidence across languages suggests that the word length effect (WLE; rate of number of syllables, phonemes, or pronunciation times per word) significantly contributes to estimates of verbal working memory (WM) capacity limits in the storage phase, but not in the manipulation phase (i.e., word length effect decay), of WM. Direct examination of the WLE on verbal WM performance within monolingual Spanish-speakers has not been reported. We investigated the psychophysical mechanisms of capacity consumption in Spanish-speakers across three syllabic word length rates to clarify the relative contributions of the WLE to storage (digit span forward) versus manipulation (digit span backward) memory phases within one language of monolingual speakers.Participants and Methods:Monolingual Spanish-speaking adults (N = 84) born in Latin American countries and age 18-65 completed testing over Zoom. Inclusion criteria required proficiency in the Spanish-language; exclusion criteria were bilingualism, multilingualism, TONI-4 IQ < 85, or history of head injury/LOC. A within-group design measured the WLE across three cognitive load conditions in the forward and backward directions of the digit span test varying in Spanish syllabic word length: the Mexican WAIS-IV Digit Span Test (“Standard Load”), and two modified measures with either a ∼20% decrease (“Low Load”) or ∼20% increase (“High Load”) in total syllables/digit relative to the Standard Load.Results:A reverse WLE was observed on syllable accuracy percentage task performance (p < 0.01), such that longer word length led to higher capacity limits during storage WM. A WLE, not decay, was found on both raw score (p < .001) and syllable accuracy percentage (p < 0.01) task performances during manipulation WM, where longer word length led to lower capacity limits.Conclusions:The reverse WLE was attributed to higher-order, executive-function cognitive strategies (such as chunking) that superseded negative word length effects. A larger syllabic discrepancy during manipulation WM could have superseded executive-function strategies, rendering a traditional WLE. Our study contributed more precise capacity estimates and clearer understanding of successful WM performance within monolingual, Latin American-born Spanish-speakers, helping to reduce cultural disparities in neurocognitive and neuropsychological research. Future studies may extend these findings to examine how WM capacity resources can be harnessed to improve memory strategies in clinically-applied settings with Spanish-speaking populations.

2 Neuropsychological Rehabilitation of Multiple Sclerosis Patients: Long-Term Effects on Everyday Functioning

Objective:Cognitive difficulties in Multiple Sclerosis (MS) are important contributors to impairment in instrumental activities of daily living. A non-randomised controlled trial was conducted to explore the effects of a cognitive rehabilitation protocol on MS patients' daily life functionality.Participants and Methods:Seventy-five relapsing-and-remitting MS patients were recruited. Intervention Group (IG, n=31) underwent 16 individual rehabilitation sessions (1hx2/week; weeks 2-10), which included paper and pencil cognitive stimulation exercises and training memory strategies and external memory aids; and a booster session (week 37). Control Group (CG, n=44) received care as usual. These primary outcome measures were applied at baseline and at weeks 11, 36, and 62: Multiple Sclerosis Neuropsychological Screening Questionnaire (MSNQ), Mental Slowness Questionnaire (MSQ), Mental Slowness Observation Test (MSOT), and Sydney Psychosocial Reintegration Scale-2 (SPRS-2). Score differences from baseline were calculated for all measures and follow-up time points except for SPRS-2, which was only applied twice (baseline and week 62). Linear regressions fitted with generalized estimating equations (GEE) were performed to verify the effects of time and group on the outcome measures. Baseline scores were included in the model as covariates for all outcome measure except SPRS-2. Chi-square and Mann-Whitney tests were applied to compare demographic and clinical characteristics of the groups.Results:Groups had similar demographic (i.e., sex, age, and education) and clinical (i.e., age at disease onset, disease duration, disease modifying treatments, and Expanded Disability Status Scale score) characteristics. IG's MSQ score progressively improved, whereas CG's score did not change from baseline (group x time effect: p<0.001) throughout follow-up. IG's MSNQ score improved from baseline at weeks 11 and 36, but not at week 62. CG's MSNQ score did not change from baseline throughout follow-up (group x time effect: p=0.025). Both IG's and CG's performance on the MSOT improved (time effects). Though, the IG showed greater improvement at follow-up (group effects) on MSOT score and time (both p<0.001). IG's SPRS-2 improved, whereas CG's score declined (group x time effect: p<0.001).Conclusions:Combining restorative techniques with strategy-based compensatory techniques may produce significant and persistent effects on MS patients' self-reported everyday functioning and on their objective performance of instrumental tasks.

28 Variability in Remote, Self-Administered Assessment Performance Associated with Self-Reported Memory Perceptions Among Older Adults

Objective:Remote assessment for cognitive screening and monitoring in the elderly has many potential advantages, including improved convenience/access and ease of repeat testing. As remote testing becomes more feasible and common, it is important to examine what factors might influence performance and adherence with these new methods. Personal beliefs about one’s ability to remember effectively have been shown to impact memory performance, especially in older adults (Lineweaver & Hertzog, 1998). The perception of a low level of personal control over memory may impact a person’s use of memory strategies which might otherwise enhance performance, as well as their beliefs about the efficacy of those strategies (Lineweaver et al., 2021). The present study examined the relationship between perceived memory self-efficacy and performance and adherence on self-administered, smartphonebased remote cognitive assessments.Participants and Methods:Participants were 123 cognitively unimpaired adults (ages 55-80, 68.3% female, 87% White, M= 16.5 years of education) recruited from the Butler Hospital Alzheimer’s Prevention Registry as part of an ongoing study evaluating novel cognitive assessment methods. A cutoff of score of ≥34 on the modified Telephone Interview for Cognitive Status (TICSm) was required for enrollment. Perceived memory self-efficacy was assessed using two subscales of the Personal Beliefs about Memory Instrument (PBMI; Lineweaver et al., 1998): “prospective control”, the perception of control one currently has to influence future memory functioning, and “future control”, the perception of the amount of control over memory function one will have in the future. Participants completed three brief self-administered cognitive testing sessions per day for 8 consecutive days using a mobile app-based platform developed as part of the National Institute of Aging’s Mobile Toolbox initiative. Cognitive tasks assessed visual working memory (WM), processing speed (PS), and episodic memory (EM)(see Thompson et al., 2022).Results:Statistical analyses were conducted using univariate ANOVA tests to look for main effects of each PBMI subscale score on remote assessment adherence and average performance on each task over 8 days. After adjusting for aging, we found a higher rate of false alarms (proportion of misidentified stimuli) on the WM task was associated with higher levels of both self-reported prospective control (F(2, 86) = 4.188, p = .018) and future control (F(2, 96) = 5.003, p = .009). Increased response time on the PS task was also associated with higher levels of future control when adjusted for aging (F(2, 96) = 6.075, p = .003). There was no main effect of memory self-efficacy ratings on EM. We found no main effects of memory self-efficacy ratings on assessment adherence.Conclusions:These findings suggest perceptions of high prospective and future control are associated with positive response bias on a forced-choice WM task, and high perceptions of future control are also associated with slower response times on PS tasks. Future research should examine whether this is due to increased deliberation, cautiousness, or other factors. Limitations include the potentially limited generalizability of this largely White, highly educated, and motivated sample self-selected for AD research. Next steps for this research include comparing these results with the effects of perceived self-efficacy on in-person cognitive assessments.

LANGUAGE LEARNING STRATEGIES OF ESP LEARNERS: A COMPARISON BETWEEN DURING AND POST-PANDEMIC SITUATION

Several studies have highlighted the importance of language learning strategies (LLS) for second and foreign-language learners. These strategies have played a significant role in distinguishing between more successful and less successful language learners. However, the outbreak of the COVID-19 pandemic in 2020 brought about unprecedented changes in the teaching-learning process, with a shift towards online platforms. This study aimed to determine what language learning strategies were applied by the 85 learners of the Mathematics and Biology Departments, ESP (English for Specific Purposes) learners taking English courses during and after the pandemic. In addition, this study also investigated whether there are any similarities or differences in the language learning strategies employed by using comparative design. To collect data, the researcher utilized the Strategy Inventory of Language Learning from Oxford (1990), translated into Indonesian, to ensure clear comprehension among the learners. Descriptive statistics for means and standard deviations were then used to analyze the data. The analysis revealed that, regardless of the circumstances, the students applied all strategies in their learning. Then, they consistently applied the metacognitive and memory strategies more frequently than others.Additionally, the findings indicated that the students utilized the social strategy during the COVID-19 pandemic, while the affective strategy was employed somewhat in the post-pandemic period. The outcomes of this study have significant implications as they raise awareness among learners and ESP instructors about the benefits of employing language learning strategies. Recognizing and utilizing these strategies can significantly enhance language learning outcomes. By understanding the preferred strategies employed by students during different periods, instructors can tailor their teaching approaches accordingly to maximize the effectiveness of language instruction.

Study on Students English Learning Strategies Take the Students Majoring in Chinese Language and Literature as Examples

The research on foreign language learning strategies in academic circles mainly began around 1970. During this period, the focus of foreign language teaching in the world gradually changed from how to teach to how to learn. Therefore, it is necessary to study the use of learning strategies in different groups of students. This can be a reference for their future learning effect. This paper answers the question of whether and how to focus on the choice of six English learning strategies for some Chinese language and literature majors. 51 students participated in the study and answered a questionnaire with 61 questions. The questionnaire in this study has a reliability measurement of 0.981 and validity measurement of 0.614, which is a questionnaire that can extract data effectively. The data analysis shows that the frequency of the compensation strategy is higher than the other five types of strategies, which is followed by memory strategy. Metacognitive strategy is the third and cognitive strategy is the fourth. Affective strategy is behind on metacognitive strategy, and social strategy is the least.

Exploring challenges and strategies in English speaking among Indonesian university students: A case study of AKM university

English language education in Indonesia spans from primary school to university levels. However, achieving mastery in English, particularly in speaking, remains a significant challenge for Indonesian university students. This study aimed to investigate the problems faced by these students in speaking English and describe their efforts to overcome this deficiency. The research utilized a descriptive qualitative method, employing questionnaires and interviews as instruments. The study participants consisted of 45 second-semester students from the English Education Department at AKM University (pseudonym). The findings revealed that students encountered both linguistic and psychological challenges when speaking English. Linguistic problems included confusion in tense usage, a lack of grammar understanding, and difficulty in selecting appropriate vocabulary. Psychological issues encompassed feelings of nervousness, lack of confidence, fear of making mistakes, and the fear of being laughed at. Furthermore, insufficient practice emerged as an environmental factor contributing to speaking difficulties. To address these challenges, students adopted various learning strategies proposed by Oxford (1990), including memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies.

THE STRATEGIES USED BY STUDENTS TO LEARN A LANGUAGE WHEN THEY NO LONGER LEARN ONLINE: A SURVEY STUDY ON GRADE 12 STUDENTS IN ONE SCHOOL IN JAKARTA

After the Covid-19 pandemic, lessons have been back to normal and students and teachers conduct the learning and teaching face to face at schools. The change of the three factors, i.e., the fact that the students learn at school, the time they use to commute, and the direct and easy communication with friends and teachers, might reduce their time to use gadgets or devices to access information. This might also result in the change of strategies used to learn English language, especially pronunciation. Therefore, the writer is interested in finding out what language learning strategies the students use in the normal situation and how it has changed from the ones they deployed during the pandemic. In this recent study, just like the previous one, the data was analyzed quantitatively by using a SILL questionnaire developed by Oxford (1990). The respondents of this study were grade 12 students in a senior high school in Jakarta. The respondents were not all the same students as the previous study but they all belonged to the same grade and some of them were actually the same students. The findings in this recent study show the difference in the strategies used by the students in learning English. The most strategies used in this face-to-face learning are compensation strategies, metacognitive strategies, cognitive strategies, social strategies, memory strategies, and affective strategies. The study also found the students used more strategies during the online learning period (2022) than during the onsite learning period (2023). The results of this study might be useful for teachers to give them insight about their students’ learning strategies and can help them improve their teaching in class.

EFL Students' Language Learning Strategies at Argumentative Writing Class at UNIROW Tuban

The focus of this research is on EFL students’ language learning strategies used in Argumentative Writing class at UNIROW Tuban. It sought to determine the students’ most frequent language learning strategies and the strategies’ distinctions between students, both male and female. The descriptive qualitative was employed as the design of research for this study. The study's participants are 15 EFL students enrolled in Argumentative Writing class from English Language Education department undergraduate program of UNIROW Tuban. The questionnaire and interview data were qualitatively examined using Oxford's (1990) theories of language learning. It was identified that there were six kinds of language learning strategies used by the students, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The findings showed that in the Argumentative Writing class, both genders of students most frequently employed cognitive strategies (30,1%). Additionally, it was discovered that female students (23,5%) employed more varied language learning strategies than male students (22,5%). The cognitive strategies appear to be the finest support strategies employed in Argumentative Writing class that can overcome students' writing limitations.

THAI STUDENTS’ STRATEGIES IN LEARNING ENGLISH VOCABULARY

English is the most learned language by EFL learners in multilingual countries, including Thailand. To communicate with others in English fluently, students have to learn English vocabulary. Since learning English vocabulary is difficult, it can be overcome with suitable learning strategies. One research question to be answered in this research is “What are the learning strategies undertaken by Thai students to learn English vocabulary?” This mixed-method research employed a Likert-scale questionnaire distributed to 18 Thai students, and the FGD interview was conducted via Zoom with 3 Thai students. The questionnaire contained 21 items of Likert-scale statements and two open-ended questions. The findings showed that the strategy they frequently use is the metacognitive strategy, while the strategy they rarely use is the memory strategy. It is recommended that future researchers interested in expanding this topic do extensive research to determine its trustworthiness and provide further information about the topic.

A hybrid carbon price prediction model based-combinational estimation strategies of quantile regression and long short-term memory

In recent years, global warming mitigation has received increasing attention. Reasonable carbon prices in stable carbon markets can reduce greenhouse gas emissions. Therefore, to accurately predict carbon prices and describe their fluctuations, a hybrid model was developed based on Complete Empirical Mode Decomposition with Adaptive Noise (CEEMDAN), SampEn (SE), Long Short-Term Memory (LSTM), Quantile regression (QR), and Kernel density estimation (KDE). First, CEEMDAN was used to decompose the original carbon price series into several Intrinsic Mode Functions (IMFs), and the SE of each decomposed series was calculated to reconstruct a new series. The actual influencing factors determine the number of new series. The prediction model, named QRLSTM, combines QR and LSTM to achieve point and interval predictions. Finally, KDE was used to obtain a probabilistic prediction of the daily carbon price. Compared with other methods, the experimental results in Hubei, China, showed that the proposed CEEMDAN-SE-QRLSTM model had the best performance. For point prediction, the MSE, MAE, RMSE, MAPE, and R2 were 0.19, 0.33, 0.43, 0.01, and 91.7%, respectively. In interval prediction, the coverage width criterion (CWC) in the 95%, 90%, and 80% confidence intervals was small, with values of 0.37, 0.32, and 0.27, respectively. In probabilistic prediction, the continuous ranked probability score (CRPS) with 95% confidence was small, with a value of 0.25. In addition, the improvement in point prediction and stability of the hybrid model were also proved. The proposed model can provide more accurate results and valuable information for decision-makers.