Browsing by Subject "Learning strategies"
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Item A cross cultural investigation of cognitive, metacognitive and motivational factors affecting student achievement(2011-08) Jung, Jae Hak; Weinstein, Claire E.; Schallert, Diane L.; Svinicki, Marilla D.; Beretvas, Susan N.; Stuifbergen, Alexa M.My goals for this study were to use Structure Equation Modeling (SEM) to: propose a conceptual model based on theoretical frameworks of student motivation variables, use of cognitive strategies, and use of self-regulation strategies affecting student academic performance; statistically examine each of the structural relationships among the above variables on student achievement; and, test for cultural differences between American and Korean community college students on the measurement model, factor means, and structure model. These SEM results provided support for four research hypotheses: (a) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of self-regulation strategies for both the American and Korean community college students; (b) Students’ reported motivational variable scores had significantly positive effects on students’ reported use of cognitive strategies for both the American and Korean community college students; (c) Students’ reported motivational variable scores significantly positively predicted students’ academic achievement for both the American and Korean community college students; (d) Students’ reported use of cognitive strategies was positively related to students’ reported use of self-regulation strategies for both the American and Korean community college students. However, these results did not provide statistical support for the four research hypotheses; (e) Students’ reported use of cognitive strategies did not significantly predict students’ academic achievement in the overall model for both the American and Korean community college students; (f) Student’s reported use of learning skills strategies did not significantly predict students’ academic achievement in the overall model for both American and Korean community college students. Based on the results of the current study, many future studies can be suggested. First of all, future studies need to have various measurements to assess student academic achievement. GPA is only one measure for students’ academic achievement or success. Future research should consider alternative measurements such as peer or teacher evaluation, students’ satisfaction, problem-solving ability in the context of the course student are taking, ability to transfer and so on. If research includes more alternative measurements to measure student success, research may avoid the limitation of using only GPA as student success.Item Differences in strategy use among learners of Italian with various amounts of previous language experience(2004) Sanders, Colclough Allison; Horwitz, Elaine Kolker, 1950-The purpose of this study is to observe the differences in types of language learning strategies used by students of Italian with varying levels and types of previous language experience. Previous research shows that students of a third language seem to have some sort of an advantage over second language learners. Part of this advantage may be due to a greater use of language learning strategies and therefore this study seeks to identify the types of strategies used by more experienced language learners, and then looks for a relationship between those strategies and amount of previous language experience. The ultimate goal of this research is to provide beginning language learners with a greater variety of strategies in order to facilitate their overall language learning. Learning strategies are specific steps taken by the learner to enhance their learning experience. Foreign language students may not be explicitly aware of their particular strategy use, however, all of them - regardless of their level of success in language learning - employ at least some of these learning strategies. In order to determine the strategy use among 68 students of beginning Italian at the University of Texas at Austin, Oxford’s (1990) Strategy Inventory for Language Learning was administered in March of 2002. Participants also filled out background questionnaires to determine the amount and type of their previous language experience. Additional participants completed the same measures but were also interviewed to follow up on their self-reported strategy use. It was expected that language learners with more experience - whether explicit classroom instruction, or exposure at home – would exhibit a higher level of strategy use than would the less experienced learners. The results indicated that students with more than four or five years years of language study reported using considerably more strategies than the less experienced learners did. Furthermore, those students exposed to another language at home also reported using significantly more strategies than those students who were not exposed to another language at home. Thus, it would appear that previous language experience is related to increased strategy use. Further research in the area is therefore suggested.Item Informal learning in the Web 2.0 environment : how Chinese students who are learning English use Web 2.0 tools for informal learning(2013-08) Li, Yiran, active 2013; Liu, Min, Ed. D.The purpose of this master’s report was to investigate how Chinese students who were learning English used Web 2.0 tools for informal learning and to construct a model of informal learning in the Web 2.0 environment. I conducted a pilot study with 32 Chinese students who were learning English and tried to understand how they used Web 2.0 tools as informal learning tools to improve their English. Furthermore, I discussed the main challenges of informal learning in a Web 2.0 environment from the learners’ perspective and from a technical perspective. Then I proposed a model of informal learning in a Web 2.0 environment which may improve learning in an informal learning environment, and provide learners a possible learning method. It is hoped that this model will help students better master learning methods of informal learning in the Web 2.0 environment and lay a good foundation for lifelong learning.Item Instruction on pronunciation learning strategies : research findings and current pedagogical approaches(2012-12) Chang, Chun-Hui; Sardegna, Veronica G.; Horwitz, Elaine KSince the late 1980s, pronunciation has played a prominent role in the foreign/ second language classroom. Recently, under the influence of the growing attention to language learning strategies and instruction, pronunciation instructors have devoted more attention to teaching learners the strategies that can contribute to their improvement in pronunciation. The purpose of this Report is to examine the literature on language learning strategies and strategy training, with a specific focus on pronunciation. This Report concludes with a pedagogical lesson grounded on the literature reviewed. The main goal of the lesson is to facilitate students’ pronunciation learning through strategy training and practice.