Subgroups Of Learners Research Articles

SOCIOLINGUISTIC PROFILE RESEARCH PAPER

This research paper explores the sociolinguistic profiles of learners in a sixth-grade classroom, focusing on the intersections between language, society, and individual characteristics. The study investigates the linguistic diversity within a group of Uzbek and Russian pupils learning English as a foreign language, highlighting the role of factors such as language background, socioeconomic status, and cultural identity in shaping their learning experiences. Two distinct learner subgroups are identified: one group of bilingual Russian-speaking students from urban, educated backgrounds, and another group of Uzbek-speaking students from monolingual, low socioeconomic backgrounds. Through analysis of these subgroups, the paper examines the influence of sociocultural dynamics on language learning behaviors and challenges. The study provides pedagogical and assessment implications, aiming to offer educators insights into adapting instructional techniques to accommodate the diverse needs and backgrounds of their students. By addressing these sociolinguistic dimensions, this paper contributes to understanding how language variety and social context affect language education and the notion of pedagogical implications and assessment implications are discussed.

Unpacking the Complexity: Why Current Feedback Systems Fail to Improve Learner Self-Regulation of Participation in Collaborative Activities

Even before the inception of the term learning analytics, researchers globally had been investigating the use of various feedback systems to support the self-regulation of participation and promote equitable contributions during collaborative learning activities. While some studies indicate positive effects for distinct subgroups of learners, a common finding is that the majority of learners do not modify their behaviour, even after repeated interventions. In this paper, we assessed one such system and, predictably, did not find measurable improvements in equitable participation. Informed by self-regulated learning theory, we conducted a mixed-methods study to explore the diverse paths that learners take in the self-regulation process initiated by the feedback. We found that the observed deviations from the expected path explain the difficulty in measuring a generalized effect. This study proposes a shift in research focus from merely improving the technological aspects of the system to a human- and pedagogical-centred redesign that takes special consideration of how learners understand and process feedback to self-regulate their participation.

Profiling learning strategies of medical students: A person-centered approach.

Students within a cohort might employ unique subsets of learning strategies (LS) to study. However, little research has aimed to elucidate subgroup-specific LS usage among medical students. Recent methodological developments, particularly person-centred approaches such as latent profile analysis (LPA), offer ways to identify relevant subgroups with dissimilar patterns of LS use. In this paper, we apply LPA to explore subgroups of medical students during preclinical training in anatomy and examine how these patterns are linked with learning outcomes. We analysed the LS used by 689 undergraduate, 1st and 2nd-year medical students across 6 German universities who completed the short version of the Learning Strategies of University Students (LIST-K) questionnaire, and answered questions towards external criteria such as learning resources and performance. We used the thirteen different LS facets of the LIST-K (four cognitive, three metacognitive, three management of internal and three management of external resources) as LPA indicators. Based on LPA, students can be grouped into four distinct learning profiles: Active learners (45% of the cohort), collaborative learners (17%), structured learners (29%) and passive learners (9%). Students in each of those latent profiles combine the 13 LS facets in a unique way to study anatomy. The profiles differ in both, the overall level of LS usage, and unique combinations of LS used for learning. Importantly, we find that the facets of LS show heterogeneous and subgroup-specific correlations with relevant outcome criteria, which partly overlap but mostly diverge from effects observed on the population level. The effects observed by LPA expand results from variable-centered efforts and challenge the notion that LS operate on a linear continuum. These results highlight the heterogeneity between subgroups of learners and help generate a more nuanced interpretation of learning behaviour. Lastly, our analysis offers practical implications for educators seeking to tailor learning experiences to meet individual student needs.

The structural relationships among L2 motivation, out-of-class informal learning, and oral proficiency: A multiple-group structural equation modeling study

Second language (L2) motivation is the driving force behind L2 learning. It is of great pedagogical significance to explore how motivation factors, directly and indirectly, impact L2 oral proficiency. Based on data for all L2 learners as a composite group, Lin proposed and verified a conceptual model revealing the structural relations among L2 motivation factors (i.e. L2 interest, and perceived importance of speaking), behavioral variable (i.e. out-of-class L2 contact), and L2 oral proficiency. However, since gender differences and other learner subgroup differences in L2 motivation have been found by previous research, it is imperative to test whether this model is applicable across various learner subgroups. Based upon a dataset of 631 college students taking Chinese, French, Russian, and Spanish language classes in the United States, this study used multiple-group structural equation modeling (MG-SEM) to test the applicability of the model for L2 learners of diverse backgrounds. Key findings suggest adequacy of the model across the following subgroups: females vs. males; learners with vs. without at least two years of high school target language learning experience; and learners of commonly taught languages (i.e. Spanish and French) vs. less commonly taught languages (i.e. Chinese and Russian). However, pronounced differences in the applicability of the model are evident in comparisons of heritage and non-heritage language learners. There are significant differences in the relationships between L2 interest, perceived importance of speaking, and L2 oral proficiency, which are stronger for non-heritage learners. More research efforts are needed to fully understand the uniqueness of heritage learners’ motivation constructs and motivation process.

Time for a new paradigm shift in literacy difficulties: From ‘flat earth’ to rational, effective and equitable systems

Aims and rationaleThere is broad consensus among those working within literacy-related research that there is not a subgroup of learners struggling with literacy whose difficulties can accurately be distinguished as dyslexic. Decades of endeavour to identify a robust process of diagnosis have proved fruitless. Nonetheless, systems, processes and some government policies relating to literacy difficulties continue to be dominated by a narrative of diagnosis.This article advocates a paradigm shift in approaches to literacy difficulties in systems and processes that is consistent with the weight of academic understanding. Factors relating to theoretical consistency, operationalisation and equity are considered in turn, leading to the conclusion that an explicit shift is needed away from a model of individual diagnosis and towards systemic frameworks (i.e. school systems) which can address the needs of all. The Response to Intervention model is proposed as a framework and a case example is provided of how this has been operationalised systemically.LimitationsPrevious attempts to shift narratives and systems around literacy difficulties have met with resistance and flawed argument, including a statement in the House of Lords equating them to asserting that ‘the earth is flat’.ConclusionsThe nature of paradigm shifts is that they are initially met with resistance and scepticism. This should be no deterrent to the goal of creating rational, effective and equitable systems. These must bring narratives, processes, systems and policies in line with the weight of evidence about literacy difficulties and how best to support them for all children and young people, no matter their background.

Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19

Self-regulation is a core concept to understand the metacognitive, motivational, and emotional aspects of learning. The outbreak of COVID-19 resulted in large numbers of courses being shifted online, thus providing a large-scale setting to collect new empirical evidence to shed light on the specific challenges that different learner subgroups struggle with in the authentic online learning environment and then to provide practical implications to improve the learning outcomes by promoting learners’ online self-regulation. Based on a survey of 64,949 participants enrolled at 39 universities in a metropolitan city of China during the pandemic, we developed the Undergraduate Online Self-regulated Learning Questionnaire (UOSL), tested the reliability and construct validity of the UOSL items, and then built regression models to estimate the associations between online self-regulation and mastery of eight skills across different subgroups in a diverse student body. Disadvantaged subgroups such as rural, first-generation college students reported significantly lower UOSL scores as well as lower skill mastery in online learning. After controlling self-regulation in the regression model, these gaps related to student demographics have shrunk substantially and some become statistically insignificant (e.g., the gender gap in online skill mastery). The findings highlight the critical role of the targeted interventions of self-regulation to promote equity and enhance quality in the online teaching design and learning support.

Comparison of multimodal active learning and single-modality procedural simulation for central venous catheter insertion for incoming residents in anesthesiology: a prospective and randomized study

BackgroundActive learning methods, including low-fidelity simulation, are useful but the incremental learning effect of each method is however limited. We designed this study to assess if combining flipped classroom and the modified Peyton’s « 4-steps» method during procedural simulation (intervention group [IG]) would provide better learning results than simulation alone (control group [CG]) in the context of central venous catheter insertion training.MethodsThis prospective, single-center, and randomized study took place in 2017 in a single simulation center. All first year Anesthesiology residents of Ile de France area at the start of their residency were randomly included either in the IG or CG during a seminar aimed at providing initial procedural skills with low-fidelity simulation. A composite learning score which included knowledge MCQ and a questionnaire assessing satisfaction and value of the training session was recorded after training (primary outcome, /100). A randomized sub-group of learners of each group were video-recorded during central venous catheter insertion at the end of training and their skills were evaluated with validated tools, including a specific checklist and a global rating scale (GRS).ResultsAmong 89 anesthesiology residents, 48 and 41 learners were randomized in the intervention and control groups respectively. Of the IG residents, 40/48 (83%) had read the learning material prior to the session. There was no significant difference regarding the composite outcome ([IG]= 81.1 vs [CG] = 80.5 /100 (p = 0.68)). Results of the post-session MCQ knowledge questionnaire were also non-significantly different. Residents were similarly satisfied and described a significant improvement of their knowledge and skills after training. Learners highly valued the training session as a mean to improve their future practice. No significant differences regarding checklist and GRS scores were observed.ConclusionsA multimodal active learning strategy of procedural learning did not provide better learning outcomes when compared to a traditional simulation method. In both groups, satisfaction was high and perception of the acquired theoretical and practical knowledge was improved after training.

Persona profiling: a multi-dimensional model to study learner subgroups in Massive Open Online Courses

Persona profiling: a multi-dimensional model to study learner subgroups in Massive Open Online Courses

How robust are learners’ misconceptions of fraction magnitude? An intervention study comparing the use of refutation and expository text

Although a good rational number understanding is of crucial importance for learners’ general maths achievement, many learners have misconceptions about fractions. An often described misconception is that a fraction’s numerical magnitude increases when its denominator, numerator, or both increase. The present intervention study investigated how robust this misconception is, after learners have specifically been instructed on the incorrectness of their idea by means of a refutation text, as opposed to a condition where they received an expository text. Results of 76 fourth graders showed a (long-term) learning effect, but no larger learning gains in the group that received a refutation text compared to the group that received an expository text. Results further pointed to large individual differences in the learning gains. While there is a subgroup of learners that benefits from the refutation text, another subgroup was found that tend to overuse and misapply the information given in this text.

Students’ Perceptions of Preparation for Online Graduate Course Work

An anonymous online survey was used to understand participants’ perceptions about their preparation for online coursework. Sixty students from five graduate programs in education completed a 1-4 Likert scale survey with 20-questions and six open-ended responses. Quantitative responses from the 20 questions were divided into two subgroups, those younger than or equal to 40 years of age, and those over 40 years of age based on Prensky's date for the beginning of the digital native group. Qualitative data were collected through 6 open-ended questions from the same survey. Data revealed that both subgroups felt well prepared when registering for online courses. However, when it came to overall preparedness for using technology, those over 40 years of age did not view themselves as well prepared as those younger than 40. Using digital resources outside of the learning management system presented more significant challenges to the older subgroup of learners. Two factors impacting graduate students’ online performance became evident through this study; the impact of technology experience rather than age and what is meant for a student to be well-prepared for online course work.

Reshaping Educational Systems to Realize the Promise of Inclusive Education

Inclusive educational practices are rooted in a body of research indicating that when students in need of support through special education are meaningfully included in schools, academic and social outcomes improve for all students. To realize this promise of better outcomes, traditional schools with separate classrooms and even schools designated to exclusively serve various learner subgroups (e.g., students identified for special education) will require reorganized systems, structures, and resources.

Revisiting the linear separability constraint: New implications for theories of human category learning.

While the ability to acquire non-linearly separable (NLS) classifications is well documented in the study of human category learning, the relative ease of learning compared to a linear separable structure is difficult to evaluate without potential confounds. Medin and Schwanenflugel (Journal of Experimental Psychology: Human Learning and Memory, 7, 355-368, 1981) were the first to demonstrate that NLS classifications are not more difficult to acquire than linearly separable ones when structures are equated in terms of within- and between-category similarities. However, their evidence is less sturdy than might be expected due to non-standard methodology and low sample size. We conducted a conceptual replication to clarify the behavioral picture and perform qualitative testing of formal models. The behavioral results not only showed a lack of advantage for the linearly separable (LS) structure, but revealed a stronger finding: the NLS structure was reliably easier to acquire. Differences in the relative ease of NLS learners to master certain items yielded evidence for the existence of distinct learner subgroups, one marked by significantly easier (not harder) learning of exception items. Comparing the qualitative fits of leading computational models to the human learning performance confirmed that a pure prototype account, even with contemporary updates, remains incompatible with the data. However, exemplar models and similarity-based models grounded in sophisticated forms of abstraction-based learning successfully account for the NLS advantage. In sum, evidence against a linear separability constraint is redoubled, and the observed NLS advantage along with behavioral patterns seen at the subgroup and item level provide a valuable basis for comprehensive evaluation of competing theoretical accounts and models.

Development of a training paradigm for voluntary control of the peri-auricular muscles: a feasibility study

BackgroundSpinal cord injury (SCI) can lead to severe and permanent functional deficits. In humans, peri-auricular muscles (PAMs) do not serve any physiological function, though their innervation is preserved in even high level SCI. Auricular control systems provide a good example of leveraging contemporary technologies (e.g., sEMG controlled computer games) to enable those with disabilities. Our primary objective is to develop and test the effectiveness of an auricular muscle training protocol to facilitate isolated and coordinated, bilateral voluntary control that could be used in individuals without volitional control of the vestigial PAMs.MethodsSeventeen non-disabled persons were screened; 13 were eligible and 10 completed the entire protocol. The facilitation phase, included one session of sub-motor threshold, sensory electrical stimulation followed by neuromuscular electrical stimulation paired with ear movement feedback for up to 8 additional sessions. Participants progressed to the skill acquisition phase where they dawned an auricular control device that used sEMG signals to control movements of a cursor through three levels of computer games, each requiring increasingly more complex PAM coordination.ResultsThe 10 who completed the protocol, finished the facilitation phase in 3 to 9 sessions and achieved some level of voluntary auricle movement that ranged between 1 and 5 mm. Qualitative analysis of longitudinal post-session auricular movement, revealed two subgroups of learners. Six successfully completed all 3 games—the “Learners”. Two were partially successful in game completion and two were unable to complete a single game--“Poor/Non-Learners”. Quantitative analysis revealed a significant group difference in auricular amplitude for both facilitation and skill phases (p < .05), and a significant relationship between performance in the two phases (R2 = 0.84, p = 0.004).ConclusionSixty percent of those who completed the facilitation phase were able to learn and demonstrate functional voluntary control of the vestigial PAMs. Those who progressed the fastest through facilitation were also those who were most proficient in skill acquisition with the device. There was considerable variability in progression through the two-phase protocol, with 20% deemed Poor/Non-Learners and unable to complete even the most basic game following training. There were no serious adverse events.Trial registrationClinicalTrials.gov Identifier: NCT02358915, first posted February 9, 2015.

Acquisition of English Tense and Aspect Translation Competence by Behdini Students: An Experimental Study

This study is an attempt to investigate the acquisition of translation competence of the English tense and aspect system by Behdini learners who are students at the Translation Department at the College of Languages in the University of Duhok. This paper is an experimental study that adopts the Translation Competence Acquisition model. There are many morphological and syntactic differences between English and Behdini tense and aspect and there are differences in terms of the usage of the tense and aspect between the two mentioned languages too. A Judgement Elicitation Task is employed as a tool to collect data in this study. 4o English sentences with their translations into Behdini are included in this task. Behdini learners are asked to make their judgements on each translated sentence. These test items are a mixture of four tenses: present continuous, present perfect, past continuous, and past perfect. Two subgroups of learners are involved in this study: the senior subgroup and the fresher subgroup in an attempt to investigate the effect of participants’ English language level and proficiency. Mixed-effects modeling has been used for analysing the data statistically. The lmer package (version is 3.3.1) has been employed with logit link function and binomial variance for the judgement data in R, which is an open-source language and environment for statistical computing. The main hypothesis of the study is that Behdini learners are not expected to attain a complete translation competence regarding the English tense and aspect system due to the differences between the two languages. The main results of the study show that while Behdini learners were able to attain a good translation competence in terms of accepting the grammatical translations, they failed to reject the ungrammatical translations. These findings implicate that Behdini learners’ acquisition of translation competence is not attained fully. It is also shown that Behdini students at lower proficiency levels employ their L1 grammar as the first stage of their translation process, but at later stages of proficiency parameter resetting becomes more possible.

The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study

AbstractAn English as a Foreign Language (EFL) reading class was transformed by integrating goal setting with reading strategy instruction for one academic year. This intervention class was compared to a traditionally taught class to determine whether any differences in terms of motivation towards learning English and reading proficiency would be found. The goals set by the intervention class were analyzed to determine (1) whether they were met and (2) what actions were performed to reach those goals. In addition, it was further investigated whether adolescent Taiwanese students are willing to be taught English reading using an approach incorporating goal setting and reading strategy instruction. Results indicate that goal setting integrated reading strategy instruction seems to be more effective in increasing reading proficiency and learner motivation than the traditional approach as well as encouraging learner autonomy and self-efficacy. Analysis of the actions performed by the intervention group to meet goals revealed two sub-groups of learners: static action students and dynamic action students. Data analysis further indicated the actions performed by dynamic action students consisted of more diverse and concrete learning strategies whereas static action students performed mostly classroom-centered review. Pedagogical implications of the results and future research directions are discussed.

Personalized reading intervention for children with Down syndrome

The purpose of this replication study was to evaluate the potential efficacy and feasibility of an early reading intervention for children with Down syndrome. The intervention was developed in alignment with the Down syndrome behavioral phenotype. Six children between the ages of seven and ten years participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between intervention and reading outcomes for four children. Results were mixed for one participant and no functional relation was demonstrated for another. The potential promise of pursuing aptitude-by-treatment interaction research for subgroups of learners with similar characteristics as an effort to personalize intervention is discussed.

Helping Learners to Orient to the Inverted or Flipped Language Classroom: Mediation via Informational Video

AbstractInverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can be detrimental because learner expectations may impact motivation and learning (Chang, Wall, Tare, Golonka, &amp; Vatz, 2014). The current study explored the use of a video to (re)mediate students’ expectations and understanding of the inverted classroom. Research questions explored the extent to which the use of an instructional video that explained this pedagogical model impacted learners’ expectations and affective orientation to the course structure and whether individual differences moderated this impact. Results showed that the video adjusted students’ expectations, particularly in the area of second language prevalence in the classroom. In addition, there was a significant pre‐post increase in students’ comfort with the inverted model. Finally, significant differences among learner subgroups at the beginning of the semester were no longer present at the course's end. These results support the use of an introductory video for mediating learners’ conceptualization of language pedagogy.

Automatization in second language sentence processing: Relationship between elicited imitation and maze tasks

The present study investigates the automatization of second language (L2) sentence processing. It compares the extent to which a mere speedup (faster execution) and restructuring (more stable execution) of sentence processing contribute to L2 oral performance. The maze task is used to measure the speed (reaction time, RT) and processing stability (coefficient of variance, CV) of sentence processing. The elicited imitation (EI) task measures L2 oral proficiency (repetition accuracy and accuracy in plural and third person s). These tasks were performed by 110 English-as-a-foreign-language learners with Japanese as their L1. The results show that only RT, not CV, significantly predicts L2 oral proficiency. Even though a subgroup of learners, who previously stayed in an English-speaking country, demonstrated some indications of automatization, RT was a better predictor of L2 oral proficiency than CV, irrespective of immersion experience. These findings suggest that CV has little practical value in predicting L2 oral proficiency.

Heritage language learners' perceptions of acquiring and maintaining the Spanish language

ABSTRACTThe number of heritage language learners in American universities is increasing each year. Similar to monolingual students, this subgroup of learners is required to complete university level ‘foreign language’ coursework, which can be a source of anxiety. Particularly, this subgroup of learners may experience high levels of anxiety due to their low levels of heritage language proficiency because they may think they should already know their heritage language or they may think others will think they should already know their heritage language. This qualitative study investigated 11 university-level Hispanic heritage speakers’ experiences of acquiring and maintaining the Spanish language. The model developed from the interview sessions illustrates that participants’ perceptions of their Spanish language background impacted their Spanish language experiences. Although participants in this study had various levels of Spanish proficiency, they expressed how their lack of formal educational experiences was the main hindrance to their ability to obtain advanced levels of Spanish language skills.

Competencies in understanding statistical information in primary and secondary school levels

This paper is devoted to examining the validity of a hierarchical competency model of statistical literacy by assessing the corresponding competency levels of primary and secondary students from Colombia and Germany. The results replicate prior findings and confirm the hierarchical competency model. The study has two novel components with respect to previous work on competency levels in statistical literacy: it examines elementary school performance and it includes an intercultural comparison. The competency scores reached by the students, however, suggest specific profiles of subgroups of learners included in the study. The intercultural study is clearly exploratory since the samples both in Colombia and in Germany were not representative. The results point to interesting new questions and motivate further intercultural research.