Learning Strategies Research Papers - Academia.edu (original) (raw)

Successful learners always apply learning strategies. However, despite ample research and textbooks on this topic, learners and teacher trainees are not explicitly taught the strategic content. Thus, realising the importance of learner strategy training, “English Learning Strategies” had been introduced as one compulsory subject in the Bachelor of English education program of an advanced college in Indonesia. The research was joined by two lecturers and two classes with a total number of 40 students, focusing on the subject teaching implementation and the students’ reflective questions covering problems and strategies in learning English at school (year 7 to 12), and the strategies learnt from the subject that would be useful for learning in the future. The research applied a reflective method involving lecturers and students. The data were collected through the lecturers’ documentation and reflection, as well as the students’ end-of-semester reflective exam results. The data analysis was qualitative, that is by sorting out, categorising and interpreting the lecturers’ reflection and the students’ answers. The findings show that the majority of the students neither applied any strategy nor did they take any step to cope with their low achievement in the subject during their schooling. This is despite their reportedly high motivation and dream to succeed. The other finding is that more than half of the students were able to explain the strategies they had learnt from the subject that would be useful for them to overcome their expected difficulties.

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- TESOL, Learning Strategies, Learning Motivation, Curriculum Renewal

In this work we wanted to assess the impact of learning-centered methods on various capabilities/abilities of some students and on their perception of the learning environment developed by their professors. The sample consisted of 126 first-year students from the Catholic University of Valencia. These students belonged to three groups and they were studying the degrees of Primary Education and Early Childhood Education. One professor taught one course in Primary Education and the other one taught another course in Early Childhood Education.
A pre-experimental design was used with pretest and posttest measures by means of the SEQ questionnaire; besides, the students assessed the methods used by their professors by means of a quantitative questionnaire. Furthermore, qualitative data were collected from some students from the three groups. Besides, a quasi-experimental design was used to compare the existing results between the groups both in the pre-test and in the post-test.
Both professors used an innovative/centered learning methodology. The two methodological formats used by these two professors had similarities and differences, having in common the approach of aligning teaching.
Significant improvements were found in the skills of the students and in their assessment of teachers’ skills to develop a good learning environment, both in the whole sample and in each group. Comparisons between groups reflected equivalence between the groups in the pre-test and very slight differences in the post-test.
The positive influence of learning-centered methods regarding to the objectives of this research was confirmed, given the aforementioned improvements which took place in the three groups. This work is relevant for the positive results obtained from a more integrative methodological approach than in other analyzed studies.

- by Bernardo Gargallo and +1
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- Learner Centered Approach, Learner-centered teaching, Learning approaches, Learning Strategies
- by Javier Sanchez Rosas and +1
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- Information Processing, Help Seeking, Learning Strategies, Pensamiento

The broad aims of this study are to gain insight into employees'on-the-job learning activities to help them improve their on-the-job learning. The authors define on-the-job learning styles and operationalize the concept to include both mental and overt learning styles and both interpersonal and intrapersonal learning styles. Organizations and employees can benefit from an awareness of employees'on-the-job learning styles, by developing an adaptive flexibility in the use of on-the-job learning strategies.

Research on learning pattern development in higher education contexts is scarce. In this longitudinal study the development of learning patterns of professional bachelor students is analyzed. Participants in the study were 254 students enrolled in eight different study disciplines. Vermunts' Inventory of Learning Styles was used to assess individual differences in learning conceptions and learning strategies. By examining intra-individual changes

- by Vincent Donche
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- Higher Education, Educational Psychology, Learning Style, Student Learning

This study gives results of the first phase of the 12-18 year old Turkish students’ norm study of The Motivated Strategies for Learning Questionnaire (MSLQ), which deveoped by Pintrich, Smith, Garcia & McKeachie (1993). The scale was administrated to 1114 students from 3 primary schools and 3 high schools in Ankara in Turkish language, science, mathematics and social science courses. After eliminating the questionnaires which have missing and extreme values, the analyses were done on 762 valid questionnaires for motivation subscale and 1100 valid questionnaires for learning strategies subscale. Results of the confirmatory factor analyses show that the first subscale, Motivation, has six factors, and the second subscale, Learning Strategies, has nine factors according to original scale’s factor structures. Depending on the results of the confirmatory factor analysis; 6 items from motivation subscale and 5 items from learning strategies subscale were removed due to their low factor lo...

- by Ebru Kiliç-Çakmak
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- Psychology, Primary School, Extreme Value Theory, High School
- by Elena Plante
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- Psychology, Cognitive Science, Communication, Implicit learning
- by Leo Bossaert
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- Emergency Medicine, European Union, Teaching, Virtual Reality
- by Babafemi Kolawole
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- Psychology, Education, Science Education, Mathematics Education

AbstractIntroduction: To ensure that nursing education stay abreast with modern technology advances has the Schoolof Nursing (SoN) of The University of the Western Cape integrated e-learning into the curriculum. This methodarticulates well with the case-based approach adopted by the SoN. The Learning Management System,Knowledge Environment for Web-Based Learning (Kewl), Next Generation (KNG), was used to facilitate onlineteaching and learning.Objectives: The primary aim was to gather baseline data on e-learning by exploring the perceptions andexperiences of the first pilot group of undergraduate nursing students who were exposed to this strategy.Methods: A descriptive cross-sectional quantitative design was used to determine the students' understandingand valuing of e-learning, the benefits and skills gained and challenges experienced, by means of a structured,close-ended questionnaire with space for comments. Convenience sampling was used and the questionnairewas distributed to...

- by Hester Julie
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- Primary Health Care, Community Health, Medicine, Web Based Learning
- by Cherrie B Boyer
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- Sociology, Program Evaluation, Anthropology, Epidemiology
- by Adri Dierdorp
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- Decision Making, Statistics Education, Cognitive Load Theory, Time Use

There is an enormous need for education to teach students what are termed 21 st-century skills. One might ask why this sudden shift and attention are given to certain skills. Reality provides an answer. In the job market, for instance, the traditional way of teaching seems to produce more jobless people simply because the requirements of the economy do not match the desired result of 12years, at the minimum, of learning in schools. Why do not we update the methods of teaching? People say, "If it is not broken, do not fix it." Actually, it is broken. Therefore, teachers attempt to focus on the teaching of 21 st-century skills through some strategies and techniques. In this study, the researcher investigates the existence of 21 stcentury skills, mainly the Four Cs; Critical thinking, Creativity, Collaboration, and Communication, and the effectiveness of some strategies used to promote these skills.

- by Afri Borges del Rosal
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- Sociology, Psychology, Statistics, English language
- by Wenke Lee
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- Machine Learning, Learning Model, Fraud Detection, Learning Strategies
- by Sung-il Kim
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- Psychology, Cognitive Science, Educational Psychology, Learning Strategies
- by Janita Aminao
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- Psychology, Cognitive Science, Educational Psychology, Individual Differences
- by François Laviolette
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- Cognitive Science, Machine Learning, Model Selection, Learning Strategies

Numerous empirical findings relevant for self-regulation research can be related to functional self-regulation patterns (proactive and defensive) and a dysfunctional pattern (depressive absence of self-regulation efforts). The first two patterns are in accordance with numerous empirical findings coming from the fields of cognitive, social and educational psychology, including concepts such as promotion vs. prevention focus and mastery or learning mode vs. coping or well-being mode. These patterns can be supplemented with a depressive pattern indicating self-defeating cognitions and strategies, absence of motivation and self-regulatory efforts. The empirical part of this study is focused on self-regulated learning and relationships between cognitive beliefs, motivational beliefs and self-regulation strategies. Croatian upper elementary students (N = 460; age 11–14 years) participated in this investigation. Self-reports were gathered by self-regulated learning components scale. The factor analysis of self-regulation components supported the theoretical distinction between the proactive and defensive self-regulation patterns. The results were interpreted in the context of previous research findings. Further research needs to address the question of specific self-regulation failures (the depressive pattern) in samples that include larger proportion of poorly adapted and under-achieving students.

- by Yness Slokar
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- Chemical Engineering, Factorial Design, Learning Strategies, Plant Dyes and Pigments
- by Elena Bernaras
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- Learning Strategies

The purpose of this article was to identify a potentially useful theoretical framework to classify learning strategies and to determine specific learning tactics that may be useful in a distance education environment. Although a variety... more

- by Carol Pilcher
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- Psychology, Agricultural Education, Adult Education, Distance Education
- by Tove Dahl
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- Learning Strategies, Development Strategy
- by Mary Duggan and +1
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- Education, Information Processing, Self Efficacy, Student Achievement

... Related Items: Show Related Items. Click on any of the links below to perform a new search. Title: Cross-Cultural Differences in the Use of Learning Strategies by Students of Greek as a Second Language. Authors: Psaltou-Joycey,... more

- by Angeliki Psaltou-Joycey
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- Linguistics, Language Learning, Foreign Language, Teaching Material
- by Marcella L. Bullmaster-Day
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- Learning Strategies, Productive Struggle
- by Jill Allor and +1
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- Education, Phonological Awareness, Time Series, Learning Disabilities
- by Gaalen Erickson and +2
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- Teaching and Learning, Teacher Education, Learning and Teaching, Professional Development

A shared document-based annotation tool was presented, and its usefulness in two different real-life web-based university-level courses (adult learners, n= 27 and adolescent learners, n= 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self-rated motivation, learning strategies, and social ability; (2) log file data analysis showing actual use of the system features; and (3) a posttest in a form of an email survey. For both groups, the results showed that the level of motivation has a positive effect on activity in the system and the final grade. The learners, who reported to have good time-management strategies, were the most active users of the system. The level of social ability predicted both the number of consecutive comments in the documents and the threads in document-related newsgroup discussions. Log file data analysis showed that user activity in the system was positively related to the final grade in both samples. Results of the posttest showed that all the respondents agreed when asked: (1) if the system brought added value to the learning process; (2) if the use of the system changed their studying habits favourably; and (3) if they would like to use the system in other courses.

- by Petri Nokelainen
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- Cognitive Psychology, Educational Technology, Data Analysis, British
- by Helga Noice
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- Marketing, Psychology, Cognitive Science, Learning Strategies

The research aimed to discover what strategies learners employed in using dictionaries and examine the EFL learners' perspectives in using dictionaries to learn English. Dictionaries were considered meaningful by EFL learners as they were central devices that assisted learning second-language vocabulary. However, not many researchers have investigated the use of these three dictionary strategies in the English for Foreign Language (EFL) context, especially in Indonesia. The data was collected using dictionary strategy questionnaires and semi-structured interviews. One hundred forty-eight students from an Indonesian higher education institution completed a questionnaire survey voluntarily, and then they were selected as samples regarding purposive sampling that typically represented the population. The questionnaire was divided into two parts. The first asked for participants' personal information and provided several statements from Gu and Johnson about dictionary strategies. The second solicited their opinion about using a dictionary, translated in the Indonesian language. The results show that Indonesian students are aware of how to use dictionaries for comprehension, extended, looking-up strategies, and exploring their beliefs about applying dictionary strategies. These results can help language teachers have a deeper perspective on students' dictionary strategies in learning so that educators can use those three main dictionary strategies. One such strategy is that teachers can introduce the approaches to their students either implicitly or explicitly by designing meaningful assignments and providing relevant activities and tasks for the students. Therefore, deciding to use a dictionary to overcome the issue is one of the best ways to deal with vocabulary acquisition as it offers more benefits.

- by M. Arif Rahman Hakim
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- TESOL, Learner autonomy in language learning, TESL/TEFL, Learning Strategies

This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

Although the literature in the strategic management in education and learning, and strategic human resource development have flourished in last few decades, while overall strategies of learning of employees and learning strategies for improvement of the quality of organizational performance represent substantial stream of research, absence of the critical reviews of the strategies aimed to improve the quality of adult learning in an organizational context is evident. Insight into the relevant literature showed that learning strategies are transmitters of knowledge and important stimulant for transformation of the organization. This review classified a few distinctive perspectives (individual, organizational, supportive and holistic) among authors who wrote about strategies of learning of employees, and critically compare these perspectives, having in focus their potential to improve quality of adult learning in an organizational context.

Resumen Diversas investigaciones coinciden en señalar que la elevada ansiedad frente a los exámenes está asociada a la baja habilidad para el estudio y al uso de estrategias superficiales de procesamiento de la información, existendo influencias recíprocas entre dichas variables. De acuerdo a esta perspectiva, se evaluó el uso de estrategias de aprendizaje en 816 estudiantes universitarios con elevada, media

- by Luis Furlán and +1
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- Information Processing, Help Seeking, Learning Strategies, Pensamiento

The aim of this study was to investigate to what extent students with mild mental retardation exhibit strategic behavior during problem solving and to investigate the relationships between the ongoing behaviors examined and the students’ respective performance. Eleven students with non-organic mild mental retardation participated in the study. Students were asked to perform the Block Design Cubes of the WISC-III and their problem solving behavior during task performance was video-recorded. Two independent observers assessed for each participant student cognitive, metacognitive, and motivational strategic behaviors, such as analyzing and combining activities, self-monitoring, and maintaining self-motivation, by means of a structured observation instrument. The results showed that students’ performance was at the lower end of the possible score range in the Block Design Cubes. Students’ strategic behavior was also recorded at the lower end of the assessment scale. Further consideration of participants’ performance and strategic profiles revealed individual differences within this group of students regarding their performance patterns but also their repertoire of strategic behaviors exhibited. As expected, significant relations were found between the students’ strategic behavior and respective performance. The educational implications of the study are discussed.

- by Sally Amir
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- Second Language Acquisition, Vocabulary, Vocabulary Acquisition, Vocabulary Learning
- by Hui Chun Chu
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- Mobile Learning, Mobile Technology, Location-Awareness, Learning resource
- by Nienke Vos
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- Educational Technology, Statistical Analysis, Student Motivation, Intrinsic motivation

This study was about the metacognitive awareness of reading strategies to enhance students' performance in reading comprehension. From five government secondary schools in Banda Aceh, Indonesia, 272 students in grade three participated in this research. Two standardised English reading comprehension tests from Ujian Nasional (UN, or National Examination) 2005/2006 and the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Reichard were employed. The MARSI consisted of 30 items that measured MARS, which were divided into three categories: global reading strategies (13 items), problem solving reading strategies (8 items), and support reading strategies (9 items). The results indicated a weak positive relationship between MARS and scores in reading comprehension. No significant difference was found in the students' level of MARS between good and poor readers. It was also found that the level of MARS for problem solving reading strategy was than for ...

- by Piet Kommers
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- Engineering, Education, Concept Map, Cognitive Style
- by Wenke Le
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- Machine Learning, Learning Model, Fraud Detection, Learning Strategies
- by Lynne Ronesi
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- Literacy, English language, Second Language Writing, Knowledge Transfer
- by J. Elliott Casal and +1
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- English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Genre studies