Nature Of Learning Research Articles

Comparative Corpus-based Study of Evaluative it Patterns in Middle School Learners’ Writing

Evaluative it patterns, as an important device for writers to express attitudinal and evaluative meaning, have increasingly been one of the topics of Corpus Linguistics. By adopting the corpus-based approach, this paper explores the frequencies, types , and functions of the it is ADJ that subpattern in evaluative it patterns. Results show that: in terms of frequency, the use of it is ADJ that occurs significantly more frequently in native learners' texts than in Chinese learners' texts. In terms of types, there are obvious differences between the two. The types used by native learners are more diverse, while Chinese learners are more single. The function of it is ADJ that is mainly reflected in its adjective use, and the semantic preferences of the patterns of two are significantly different. Native learners make greater use of the patterns to assess likelihood of propositions whereas Chinese middle school learners use them more often to imply certainty. The results of this study shed light on the teaching of English teaching practice of this structure.

The impact of language proficiency on neuro-cognitive mechanisms supporting second-language spoken word recognition: an ERP study on Chinese-English bilinguals

ABSTRACT The aim of the present study is to investigate the impact of proficiency in the second language (L2) on the neurocognitive processes that support the recognition of spoken words. Chinese native learners of English (N = 34) took part in the picture-word matching task and the AX Continuous Performance Test (AX-CPT). In the picture-word matching task, the component amplitudes for P50, N120, and P200 were found to be lower in the low proficiency group compared to the high proficiency group. Regarding the AX-CPT, the high-proficiency group exhibited a more balanced utilisation of proactive and reactive control, whereas the low-proficiency group displayed a greater reliance on proactive control. Additionally, a correlation was observed between various ERP components from the picture-word matching task and behavioural indicators obtained from the AX-CPT, suggesting different strategies of cognitive control may reflect the influence of language proficiency on neurocognitive mechanisms in spoken word recognition.

The Transfer and Influence of Mother Tongue in English Language Learning

With the rapid development of society, communication becomes frequent, language as a medium is particularly important, and the demand for English among Chinese native learners is further expanded. In second language learning, ingrained native thinking deeply influences people, and native thinking is then applied to learning the language. Starting from the theory of the transfer of mother tongue, this paper focuses on the effects of positive and negative the transfer of mother tongue on learners in English learning. Through the methods of comparative analysis and case study, it lists the positive or negative impacts that the possible similarities or differences bring people and analyzes the methods that can avoid the negative the transfer of mother tongue. The purpose is to enable learners to understand the language differences more fully, to minimize the weakening of the negative transfer of the mother tongue, and to overcome the difficulties caused by the negative transfer, which plays an important role in enhancing the learners' learning efficiency and language proficiency. From this research, it can be seen that the transfer and influence of mother tongue in English language learning can not be eliminated. But people can use positive native language transfer positively, and people cannot ignore the threat of overuse of the native language to English language learning either.

Exploring the Role of Facilitator Talk Moves in Online Game-Based Grammar Training

In light of the limited research on native learners’ game-based grammar learning, this exploratory study examined the use of facilitator talk moves during synchronous online game-based grammar training for native English-speaking learners. A total of ten native high school learners participated in a 60 to 90-minute synchronous online grammar-based grammar training session while facilitator supporting their training with different facilitator talk moves. We focused on types of facilitator talk moves in each training session and examined the impact of these talk moves on the learners’ grammar score improvement. Using content analysis, we found twelve different talk moves employed in the training sessions. Chi-squared tests for independence revealed that greater use of “checking” talk moves was associated with grammar score improvement, while the greater use of “procedural” talk moves was associated with no score improvement and, by implication, an adverse impact on grammar score improvement.

Research on the Language Acquisition Model of Non-Native English Learners Based on Artificial Intelligence

Abstract The widest application field of intelligent teaching supported by artificial intelligence technology is language learning, and enhancing learners’ language acquisition ability is the top priority. On the basis of analyzing the guidelines for the construction of a language acquisition model for non-native English learners, this paper combs through the main advantages of intelligent technology-assisted English teaching and establishes an intelligent language acquisition model based on artificial intelligence. Fuzzy cognitive diagnosis of the language acquisition level of non-native English learners is carried out using the Fuzzy-CDF model, the language acquisition ability of learners is modeled, and the regression model is constructed by combining with artificial intelligence technology so as to realize the bidirectional assessment of language acquisition level of learners. When the Fuzzy-CDF model is utilized for the learner’s language acquisition level, its MAE value is the lowest at 0.1385, and the influence coefficient of the teacher’s teaching method on the learner’s language acquisition ability is the largest at 23.506. The difference between the learner’s language acquisition response time at different levels on the experimental example sentences and the native learners is small, and close to 90% of the students indicated that they were more satisfied with the intelligent language acquisition model. Relying on artificial intelligence technology to construct intelligent language acquisition models can help non-native English learners improve their language acquisition ability.

Verbele cu particulă adverbială şi verbele prepoziţionale din limba engleză: dificultăți și capcane din perspectiva vorbitorului nativ de limbă română

The aim of this study is to investigate the multi-word verbs, which are very common in English, but are acknowledged as difficult to acquire by non- native learners of English. Phrasal verbs and prepositional verbs serve an idiomatic purpose. Therefore, they should not be taken literally; rather, they have a figurative or metaphorical meaning. The existence of a simple notional verb in a synonymic relationship with a verb with an adverbial particle determines the non-native English speakers to avoid the latter. From the perspective of the Romanian language, where such constructions do not exist, it is obvious that the attempt to avoid verbs with an adverbial particle and the preference for simple verbs will be more significant as the semantic transparency of the English verbal construction is reduced.

Instructional Management Through Project-Based Learning Combined with Collaborative Learning to Enhance Learning Achievement of Undergraduate Students

Global citizenship should acknowledge various lessons in global education emphasizing learners as the global citizens. Teaching techniques integration that is suitable for contents and the nature of learners is considered as the heart of instructional management affecting students greatly in the 21st century. This study aims: 1) to determine the quality of the learning achievement test; 2) to compare the pre-test and post-test learning achievement of students through activities of the project-based learning (PjBL) combined with collaborative learning; and 3) to study student’s satisfaction toward PjBL activities. Research method includes 4 steps: 1) data study; 2) activity design; 3) tools creation; and 4) learning activity management. A questionnaire and a learning achievement test are implied as tools. The sample comprises 40 undergraduate students and 5 experts who are selected by the purposive sampling and have experienced teaching for more than 10 years from 4 higher education institutes. Data is analyzed with mean, standard deviation, and t-test. Results indicate that: 1) the learning achievement test that has been already qualified is a 5-choice, 65 items, which are a content validity and a whole reliability value of 0.912; 2) the post-test learning achievement is higher than the pre-test with a statistical significance level of .05; and 3) an overall student’s satisfaction is at the highest level (X= 4.72, SD = 0.33).

Integrating Technology in Physics and Math Instruction: A Pedagogical Approach

This study examines the integration of technology in college-level physics and math instruction, assessing its impact on learning outcomes and engagement among students. Given the challenge of engaging digitally native learners, innovative pedagogies are crucial. Employing a mixed-methods approach, the research analyzes quantitative and qualitative data to uncover the influence of technology-enhanced instruction. Results demonstrate enhanced student performance after technology integration, reflected in improved test scores and deeper comprehension. Qualitative insights highlight increased student engagement and motivation during technology-infused lessons. Challenges like technical issues and resistance to technology adoption are identified, underscoring the need for robust support. This study contributes to the ongoing discourse on technology's educational role, offering insights for educators and institutions seeking to leverage technology for enriched student learning experiences.

콘텐츠활용중심 대규모 원격강의의 효과적인 교수설계와 운영을 위한 설문조사 및 실제 사례 연구

The purpose of this study is to search for ways to report an actual survey and its analysis case of my 947 students in the spring semester, 2023 conducted to identify the characteristics and interests of digital native learners and reflect them in effective instructional design and operation. In order to develop effective video contents and establish strategies for using learning materials in cyber education, learners' satisfaction and dissatisfaction with their cyber classes must first be clearly recognized. In addition, the characteristics of learners identified through questionnaire analysis are reflected in class design and operation. Learners who are digital natives not only naturally accept the cyber class environment applied with advanced information and communication technology, but also actively utilize it for learning. With the rapidly growing development of information and communication technology, the traditional educational paradigm is also changing. Existing theories of cyber learning that the separation of time and space between professors and learners restricts interaction through mutual communication also discuss areas that must change according to this advanced educational environment.

A cross-sectional investigation of the use of modal verbs in Chinese EFL learners’ English writing

This study, based on a corpus of Chinese EFL learners’ writing, has investigated their use of modal verbs at levels 1 to 7 according to the China’s Standards of English Language Ability (CSE). The results of quantitative and qualitative analyses indicate that: 1) Chinese EFL learners at CSE levels 1-7 use more modal verbs in writing than native learners in MICUSP; 2) they consistently overuse CAN, WILL and SHOULD but underuse WOULD in their writing across levels; 3) salient forms and fundamental senses of modal verbs are the most recurrent in writing at CSE 1 to 3 levels and learners’ use becomes more productive and variant at higher levels; and 4) form-meaning pairs seem to exist--the past affirmative and negative forms and their associated senses are rare in Chinese learners’ writing. Cross-register variation and structure complexity may account for the absence of some modal verb forms in learners’ writing.

“I can do data for my people”: experiences of giving back for Native undergraduates in computing

This paper focuses on the undergraduate experiences in computer sciences (CS) disciplines of eight Native women and two-spirit undergraduates and how their values and experiences around the communal goal of giving back enable them to persist in computing. The paper draws from a one-year study that included participants across the U.S.A from predominantly White institutions, Native serving institutions, and tribal colleges. Utilizing the decolonizing and participant-centered methods of photo elicitation, our interviews used photographs taken by participants as starting points for conversations. This method resulted in deep understandings of participants’ experiences of the supports and barriers in their CS programs, and of the importance of giving back for persistence. We adapt Page-Reeves and colleagues’ 2019 framework for giving back and Native students in STEM—particularly the concepts of giving back as a Native value and giving back in the context of CS education—to illuminate the ways in which participants persisted and navigated their identities as Native students and emergent computer scientists. We also introduce a new concept, culturally connected giving back, to describe the ways in which Native undergraduates in computing contributed, or planned to contribute, towards technology sovereignty and cultural preservation. CS, like many STEM fields, is typically viewed as highly individualistic and not aligned with communal goals of helping others. However, Native participants in this study identified computing as having the potential for giving back. They incorporated a broad range of giving back actions into their computing professional identities through teaching, mentoring, serving as role models, creating counterspaces, or preserving their cultures using their computing skills. Through giving back, participants fulfilled a sense of obligation to their communities or counteracted negative stereotypes about Native learners. Beneficiaries of these acts of giving back included Native and other minoritized peers, younger students, home communities, and other Native communities. Importantly, opportunities to give back served as strong motivators to persist in CS in spite of challenges. We discuss the implications of these findings for policy and practice and also explore the implications for how institutions and CS departments can support Native student recruitment, retention, and success.

Brief strategies for Ancient Chinese Poems from the Cross-Culture Perspective

On the background that the exchanges and convergence between China and Russia have reached an unprecedented level, the cultural communication between them are also become more and more frequent. Meanwhile there are so many Russians want to know more about Chinese culture. Ancient Chinese poems, as the indispensable part of Chinese culture, carrying many basic concepts, are one of the most important chapters for non- native speakers to learn Chinese culture. In that case, this article specially discussed the differences between Russian poems and ancient Chinese poems, and listed the problems that non-native learners will meet. According to these problems, this article also gave some brief strategies and suggestions for non- native learners to understand ancient Chinese pomes more clearly

Acceptance of YouTube Channel for English Language Learning Among Digital Native Learners

In the globalized world that we live in today, everyone realizes the importance of the English language as a lingua franca. The English language has been used as a mediator language in every area such as business, education, tourism, and many more. It is indeed a demanded language for every sector to converse and communicate in neither verbal nor written form. Due to users' lack of motivation, encouragement, and acquired learning skills, particularly for those who do not practice speaking English with English native speakers, learning the English language is challenging. As we are moving forward to the digital world in line with the advancement of the current technology, thus English language learners are provided with many options from various platforms to learn lessons, particularly in English lessons. Therefore, this study aims to investigate the factors of using YouTube as a platform for English language learning among digital native learners. This study uses a thematic analysis by reviewing and analyzing qualitative data that entails searching across a data set to identify, analyze and report repeated patterns. It is found that YouTube is proven to be a practical, innovative, and responsible platform for conveying English language learning in such attractive and engaging ways to digital native learners. The finding shows that YouTube has been shown to be an effective, innovative teaching and learning tool for delivering English language instruction in Malaysia to English learners, especially those who are digital natives. The English language does not serve as the first language in Malaysia, hence English language learners in Malaysia are keen to utilize YouTube as a preferred platform to learn the English language. This is because of the availability of native speakers from different countries, especially in most developed countries such as the United Kingdom and the United States of America.

Revisiting Behaviourism Theory of Learning: an outline with Islamic Education

Research on the correction of the theory of learning behaviorism perspective of Islamic education aims to reveal and explain the weaknesses of the theory of learning behaviorism introduced and practiced by the figures of the psychological school of behaviorism such as; Edwart L. Thorndike (1874-1949), Ivan Pavlov (1849-1936) and B. F Skinner (1904-1990), especially related to the concept of learning, the nature of learners and the motivation of learning that many educational practices conventional western, then provides a more precise and comprehensive concept related to learning, the nature of human or learner potential and learning motivation in the Qur'an and As-Sunnah. This research method uses a qualitative method with an analytical description approach that aims to explain and describe the problems studied authentically, literatively and thematically, as well as scientifically analyze the research object that gives birth to conclusions . The source of this research is the library (Library Research), by tracing and examining a large part of the main references to the theory of behaviorism such as the work of B.F. Skinner, Science and Human Behavior, works Robert M. Gagne, The Condition of Learning and Theori of Instruction" and others. The results of this study show that Islamic education found the weaknesses of behaviorist theory me which equated human psychology with animals, equating cognitive and emotional human beings with animals and the view that the motivation of learning is only from outside the human self, so it always requires a stimulus and response in learn. Keywords: Theory, Learning, Behaviorism, Islamic Education

Understanding learners' metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach.

Many researchers have acknowledged the role of metacognition in facilitating learning to write in English as a foreign language (EFL). Although research on metacognition has explored learners’ metacognitive knowledge and metacognitive strategies in the field of EFL writing, little is known about the nature of learners’ metacognitive experiences in EFL writing. To fill such an important gap, this study was designed to assess EFL learners’ metacognitive experiences before, during, and after writing. Data were collected from a total of 760 undergraduates through three self-report questionnaires and a writing task. Results from quantitative analyses showed four subcategories of EFL learners’ metacognitive experiences in writing: metacognitive feeling, metacognitive judgments/estimates, online task-specific metacognitive knowledge, and online task-specific metacognitive strategies. Based on the empirical evidence, we propose a model of metacognitive experiences in EFL writing. Theoretical, methodological, and pedagogical implications are discussed.

Factors affecting English-speaking learners’ acquisition of Chinese relative clauses with demonstrative classifier phrases

Abstract The current empirical research aimed to investigate native English-speaking learners’ acquisition of Chinese relative clauses (RCs) by conducting two studies. Study I explored the participants’ performance on gapped and gapless relative clauses (RCs) and their interpretation of demonstrative classifier (DCL)-relative clauses. Study II further investigated the participants’ interpretation of DCL-first and DCL-second RCs and discussed contextual effect. Different tasks were designed in the two studies: a sentence-unscrambling (SU) task and an acceptability judgement (AJ) task in Study I; and an interpretation (IT) task in Study II. A total of 20 L2 learners and 20 native speakers of Mandarin participated in our research. The overall results obtained from Study I revealed that gapped RCs were easier to produce and accept than gapless RCs, and learner performance was influenced by DCL position. Moreover, the L2 learners’ L1 knowledge was found to affect their production, but the task effect was not significant. In Study II, DCL-first RCs were found to be as difficult as DCL-second RCs for the L2 learners to interpret. The non-restrictive and restrictive interpretations of DCL-first RCs were found to be much more comprehensible. Finally, the L2 learners’ interpretation of RCs having DCL phrases in different positions showed a tendency of a contextual effect.

Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian

Background: Several studies in interlanguage pragmatics have reported Russian directive speech acts to take a particular position within the dimensions of linguistic politeness and (in)directness, when compared to some Germanic and Romance languages extensively studied in this framework.Purpose of the study: The present paper aimed to investigate the role of language specific cues to politeness in Russian requests by examining their perception by native speakers and L2 learners in a scenario of teacher-student interaction.Methods: An experiment was conducted in which L1 and L2 groups rated the politeness of teacher directives in Russian on a discrete 7-point scale. Three variables were controlled for in the experimental design: the directness of the speech act (manifested in the choice between an imperative or an interrogative construction), verbal aspect, and the type of nuclear pitch accent.Findings: The obtained data generally corroborate existing studies, demonstrating that both native Russian speakers and learners of Russian with Chinese L1 do not judge as impolite direct imperative strategies employed in teacher requests. Though both groups of participants similarly relied on intonational cues in their judgements, the L2 learners did not perform target-like in evaluating the pragmatics of verbal aspect. Within the native group, the usage of imperfective verbs both in direct and conventionally indirect constructions was perceived as a highly salient indicator of impoliteness. Conversely, the size of this effect in L2 judgements did not reach a significance level, implying that this language specific cue is not acquired through incidental learning at pre-intermediate or intermediate proficiency levels.Conclusions: Taken together, these findings highlight the importance of explicit pragmatic instruction even for students who have sufficient experience studying abroad; furthermore, they outline new directions for empirical studies in Russian from the perspective of interlanguage pragmatics.

Mobile learning uses in vocational high school: A bibliometric analysis

Mobile learning enables organizations to meet the educational demands of digital native learners in the digital era. Education at the vocational high school level also makes use of it, as this level of education has unique characteristics in terms of the type of learning that occurs, notably the emphasis of practice-based learning. There has not been a study on the usage of mobile learning at the vocational high school level that has used the bibliometric method to provide a baseline for future research. The objective of this paper is to conduct a thorough bibliometric analysis of the literature on mobile learning in vocational high schools. Articles were obtained from the Scopus database, as many as 121 articles were studied in this study, out of 132 articles discovered between 2015 - 2020. After managing the database, the researcher used VOSviewer software to classify and visualize co-authorship, co-accuracy, and citation. Overall, the information presented in this review can be used as a starting point for future research on the topic of m - learning in educational process of vocational high school.
 
 Keywords: bibliometric analysis, mobile learning, mobile learning application, E-learning, vocational high school

A Grammatical-Lexicographic Study of Structure in Some Selected Samples of Second Language Mental Lexicon of Kuwaiti Speakers

This study investigates Kuwaiti learners’ use of English Word Associations. The issue of how second language (L2) learners structure their lexical knowledge has been of interest to L2 researchers for decades. However, the role of language proficiency in determining qualitative and quantitative features of lexical knowledge is unexplored. This study replicates Zareva (2007); therefore, the word association test used is the same. For this purpose, 40 Kuwait University students were distributed into two clusters according to their language aptitude levels. In addition, another set of five native speakers of English was tested to compare the organisation of word association of the Kuwaiti speakers to the organisation of word association of the native speakers of English. The method involved a written vocabulary test consisting of 76 different word items where subjects were asked to select the suitable answer out of 4 possible answers related to the given word’s meaning and think of three possible words to associate with the given word. Results showed consistency with Zareva’s findings and suggest that variations in lexical knowledge organisation involving native speakers and L2 learners are quantitative instead of qualitative.

“Wallah! I Beg Your Pardon...”: A Cross-cultural Study of Apology Speech Acts

This study explores the cross-cultural pragmatic features of apology speech acts generated by Arabic native speakers, English native speakers and advanced Saudi learners of English. The instrument employed for this study was a discourse completion task (DCT). The DCT included eight situations that elicited apologetic responses from 69 participants. Results revealed that Arabic native speakers and Saudi learners of English use apology strategies following a similar order of frequency that differs than English native speakers. Saudis frequently use oaths and use sarcasm instead of apology, or accompanied by apology, in their responses. Saudi learners of English are influenced by their Arabic culture, which leads to efficient communication at times while interfering with it at others.