News Update on Learning Strategies: March – 2020

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News Update on Learning Strategies: March – 2020

March 11, 2020 EDUCATION 0

Vocabulary Learning Strategies and Language Learning Outcomes

We aimed to establish the vocabulary learning strategies used by Chinese university learners of English and the relationship between their strategies and outcomes in learning English. We asked 850 sophomore non‐English majors at Beijing Normal University to complete a vocabulary learning questionnaire. [1]

Learning Strategies in Foreign Language Instruction

This paper summarizes the findings of a three year project which investigated the use of learning strategies by foreign language students and their teachers,1 and suggests specific classroom applications for learning strategy instruction.[2]

Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations

This paper reviews the research conducted in the last decade on patterns in student learning, mostly in higher education. More specifically, the review focuses on a series of studies that have in common (a) the use of the Inventory of Learning Styles (ILS), an instrument aimed at measuring several components of student learning, namely, cognitive processing strategies, metacognitive regulation strategies, conceptions of learning, and learning orientations; and/or (b) an integrative learning theory focussing on the interplay between self-regulation and external regulation of learning processes as a theoretical framework. [3]

Effects of Peer-Assisted Learning Strategies as Pedagogical Approaches on Students’ Academic Performance in Basic Science

Instruction involves the art of impacting knowledge unto students in order to bring about a change in behaviour as a result of experiences from the impacted knowledge. The art of impacting knowledge requires the teacher selecting appropriate pedagogical strategies that would bring about appreciable academic achievement among the students. This study was carried out to examine the effects of peer-assisted learning strategies as pedagogical approaches on students’ academic performance in basic science. [4]

Self-efficacy as a Function of Language Learning Strategy Use

The present study investigated the predictive power of language learning strategy types on various types of self-efficacy (general and academic self-efficacy and self-regulatory efficacy). To this end, 147 male and females B. A level students majoring in English translation and English language teaching were selected. A general proficiency test (MTELP) was administered to homogenize the participants. Other instruments were the Strategy Inventory for Language Learning (SILL), a 12item General Self-efficacy scale, an 8-item Academic Self-efficacy scale, and an 11-item Selfregulatory Efficacy scale. Three separate stepwise multiple regression procedures were used to analyse the obtained data. The results indicated a positive relationship between affective and memory strategies and general self-efficacy, and a significant but negative relationship between cognitive strategies and general self-efficacy. Moreover, meta-cognitive, compensation, and memory strategies were predictors of academic self-efficacy. The findings also showed that affective and memory strategies had predictive power on self-regulatory efficacy. [5]

Referenc

[1] Gu, Y. and Johnson, R.K., 1996. Vocabulary learning strategies and language learning outcomes. Language learning46(4), pp.643-679.

[2] Chamot, A.U. and Kupper, L., 1989. Learning strategies in foreign language instruction. Foreign language annals22(1), pp.13-22.

[3] Vermunt, J.D. and Vermetten, Y.J., 2004. Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational psychology review16(4), pp.359-384.

[4] A. Benjamin, E. and O. Emmanuel, F. (2018) “Effects of Peer-Assisted Learning Strategies as Pedagogical Approaches on Students’ Academic Performance in Basic Science”, Asian Journal of Education and Social Studies, 2(2), pp. 1-8. doi: 10.9734/AJESS/2018/40830.

[5] Zarei, A.A. and Gilanian, M., 2015. Self-efficacy as a function of language learning strategy use. Journal of Education, Society and Behavioural Science, pp.223-235.

 

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