Relevant bibliographies by topics / Socio-affective strategies

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  1. Journal articles
  2. Dissertations / Theses
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  4. Conference papers

Academic literature on the topic 'Socio-affective strategies'

Author: Grafiati
Published: 25 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Socio-affective strategies"

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Hakim, Lystiana Nurhayat. "SOCIO-AFFECTIVE STRATEGIES IN ENHANCING STUDENTS’ SPEAKING MOTIVATION." JURNAL BASIS 6, no. 1 (April 18, 2019): 125. http://dx.doi.org/10.33884/basisupb.v6i1.1051.

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This study investigated the use of socio-affective strategies to enhance the students’ motivation in speaking. Therefore, the purposes of the study were to find out the teacher’s way of using socio-affective strategies to enhance students’ motivation in speaking and to describe students’ perception toward socio-affective strategies in enhancing their motivation in speaking. A case study was used as a research design of this study. The data were collected through classroom behaviour observation, interview, and questionnaire. Furthermore, the writer used data triangulation technique to make the research result more valid. The finding of this study showed that there are six ways in using socio-affective strategies in teaching speaking; reducing students’ anxiety, encouraging students in speaking, controlling students’ emotion, asking question, cooperating with others, and empathising with others. The data also indicated that students have positive perception on using socio-affective strategies to enhance their motivation in speaking.
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Robiansyah, Maulid, and Pryla Rochmahwati. "SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS." ELTALL: English Language Teaching, Applied Linguistic and Literature 1, no. 1 (September 1, 2020): 9. http://dx.doi.org/10.21154/eltall.v1i1.2097.

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This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.
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Žindžiuvienė, Ingrida Eglė. "DEVELOPMENT OF METACOGNITIVE AND SOCIO-AFFECTIVE STRATEGIES IN EFL CLASSES AT SECONDARY SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 481. http://dx.doi.org/10.17770/sie2019vol2.3808.

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The article focuses on the development of learning strategies during the process of foreign language learning. With the obvious implementation of cognitive learning strategies, the development of other types of strategies, metacognitive and socio-affective, remains an urgent issue. Very often these latter strategies are either disregarded or dismissed during the language learning process. However, recent studies have pointed out the necessity for the development of all types of learning strategies and their implementation at an early stage of learning. Therefore, the aim of this research is to determine the scope of the development of metacognitive and socio-affective learning strategies during the process of foreign language learning. Quantitative and qualitative methods have been used to determine the frequency and mode of the above-mentioned types of learning strategies during the process of teaching and learning English as a foreign language (EFL). Two hypotheses have been raised: (1) Metacognitive strategies are often disregarded in the process of language learning in the classes for adolescents; (2) The potential of implementation of socio-affective strategies in EFL classes is underestimated in the process of language learning in the classes for adolescents. The object of the research consists of 12 selected EFL textbooks and activities included in them. The research results prove the fact that much more attention to metacognitive learning strategy development is needed during EFL classes, as these strategies strongly benefit the overall process of language acquisition. To compare, socio-affective learning strategies are more often implemented during EFL classes; however, their development is rather unsystematic.
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Prayogi, Afrian Reastu, Elfrida ., and Mei Hardiah. "AN INVESTIGATION OF LISTENING COMPREHENSION STRATEGIES USED BY SIXTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITY OF BENGKULU." Journal of English Education and Teaching 2, no. 4 (June 25, 2019): 76–83. http://dx.doi.org/10.33369/jeet.2.4.76-83.

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This research aims to find out the listening comprehension strategies used by sixth semester students of English Education Study Program at University of Bengkulu. The subject of this research is all sixth semester students of English Education Study Program in academic year 2017/2018. This research was using descriptive quantitative as the methodology and the data was collected by using questionnaire as the instrument. The questionnaire consisted of 35 items which represent the use of listening comprehension strategies from cognitive, metacognitive, and socio-affective strategies. This research uses Statistical Package for Social Sciences (SPSS) version 22 to analyze the data. Oxford’s (1990) rating scheme for strategy use was used to determine the category of listening comprehension strategies use. The result of data analysis shows that students use cognitive, metacognitive, and socio-affective strategies in listening comprehension. Cognitive strategy was used as the most highly use of strategies in listening comprehension with the mean score 3.54 (high), followed by socio-affective strategy with the mean score 3.43 (moderate) and metacognitive strategy with the mean score 3.4 (moderate). From the results, it is concluded that students are using strategies mostly when doing a listening task at the classroom, by using the lexical and grammatical competences also background knowledge to understand the listening materials.
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Arroyyani, Risa. "Mapping students' listening problems and strategies." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 15, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.30595/lks.v15i1.9309.

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Listening is crucial to understand spoken language and to support the other language skills mastery; however, some students find several problems related to listening. This study aims to determine students’ listening problems and listening strategies they apply to overcome the difficulties. The research type is qualitative research using questionnaires and interviews as research instruments. This research used descriptive statistics to analyze the data obtained from the questionnaires and an interpretation of coding to analyze the interview transcript data. The respondents were 31 pharmacy students involved in the English for Pharmacy class, and there were three of them engaged in a structured interview session. The findings of this study were: (1) the students were moderate-level in listening problems of perception (M=2.91), parsing (M=3.18), and utilization (M=2.95) phase, (2) the students were high-level strategy users in cognitive, meta-cognitive, and socio-affective strategy, (3) the students mostly experienced difficulty in the parsing phase compared to two other problems and applied cognitive and meta-cognitive strategies than socio-affective strategy.
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Niloofari, Poopak, and Behnam Behfrouz. "General Qualitative Survey on Learning Strategies Employed by Deaf EFL Learners." International Letters of Social and Humanistic Sciences 54 (June 2015): 123–36. http://dx.doi.org/10.18052/www.scipress.com/ilshs.54.123.

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This paper, through using relevant literature, covers issues which are effective in planning a strategy by deaf EFL learners who are using learning strategies like cognitive, meta-cognitive and socio-affective strategies.
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Al Abri, Ahmed, Fawzia Al Seyabi, Salma Al Humaidi, and Abdul Hasan. "Grammar Learning Strategies in Omani EFL Classes: Type and Relation to Student Proficiency." Journal of Studies in Education 7, no. 2 (May 17, 2017): 151. http://dx.doi.org/10.5296/jse.v7i2.10927.

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The current study investigated the types of learning strategies used by Omani grade ten students when learning grammar. It also explored the differences between students of different proficiency levels in using grammar learning strategies. In order to gather data on students' grammar learning strategies, a frequency-based scale was designed and distributed to 170 students from Al Dhakeleya Governorate in Oman. The questionnaire consisted of thirty-eight items covering three types of grammar learning strategies, which were cognitive, metacognitive and socio-affective strategies. The present study revealed that grade ten Omani students used the three types of learning strategies to different extents. The study showed that Omani tenth graders used meta-cognitive strategies more frequently than cognitive and socio-affective strategies. The study also revealed that proficient students used more metacognitive strategies than less proficient students. The study makes a number of recommendations for future practice.
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Muin, Abdul, and Aswati Aswati. "Effects of Socio-Affective Strategies on Students’ Self-Confidence in Classroom Speaking Activities." Loquen: English Studies Journal 12, no. 2 (December 12, 2019): 91. http://dx.doi.org/10.32678/loquen.v12i2.2178.

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This research was to investigate the implementation of socio-affective strategies to improve students’ self-confidence in classroom speaking activities. This research was conducted in two cycles. The subjects of this study were the students of this school grade VIII A. The number of the subjects was thirty-five students. The instruments which are used to collect the data are observation questionnaire and field note. The student who had a strong desire in cycle I was 23 students, in cycle II was 33 students. The student who used visual contact in cycle I was 21 students, in cycle II was 28 students. The student who spoke aloud in cycle I was 22 students, in cycle II was 29 students. The student who used their gestures in cycle I was 24 students, in cycle II was 29 students. The student who comprehended the material in cycle I was 28 students, in cycle II was 32 students. Based on the results of the research, it can be concluded that using Socio-affective strategies can improve students’ self-confidence in speaking English
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Samad, Pratiwi, and Wira Kafryawan. "STRATEGIES IN LEARNING SPEAKING SKILLS USED BY THE ADULT EFL STUDENTS." KARIWARI SMART : Journal of Education Based on Local Wisdom 1, no. 2 (June 30, 2021): 49–57. http://dx.doi.org/10.53491/kariwarismart.v1i2.46.

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This research was conducted to find out and to describe the speaking skills strategies used by the adult EFL students of Pohuwato University and the adults' reason for using those strategies in learning speaking skills. The qualitative descriptive has been employed as the method of the research, and the researcher took the students in the fourth semester of the English department of Pohuwato University as the subject of the research through purposive sampling. To obtain the data, the researcher used the interview and observation as the instrument. The result of the data shows that there are three strategies used by adult EFL students in learning speaking skills. They are cognitive, metacognitive and socio-affective strategies. In cognitive strategy, the students mostly like to apply practicing and analyzing and reasoning. In metacognitive, they used to apply arranging and planning and monitoring, and in socio-affective, they applied to cooperate with others as their strategies to use in learning speaking skills.
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Boakye, Naomi. "The efficacy of socio-affective teaching strategies in a reading intervention: Students’ views and opinions." Language Matters 47, no. 3 (September 2016): 393–414. http://dx.doi.org/10.1080/10228195.2016.1226379.

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Dissertations / Theses on the topic "Socio-affective strategies"

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Larsson, Daniel. "Mach es so : Sprachliche Strategien in schwedisch-deutschen DaF-Lehrbüchern – ein Vergleich." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105416.

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Language learning strategies have been given a large role in the Swedish curriculum for modern languages and the usage of strategies is one of the requirements for getting a passing grade in the subject. However, language learning strategies is a term that is hard to grasp when seeing it without a context. Even in a context it can be hard to explain what is really meant. This study tries to explain what language learning strategies are in relation to the Swedish school system and aims to find out if these strategies are to be found and how they are used in two Swedish-German textbooks.The study shows that there are no explicit examples where a certain type of languagelearning strategy is to be found. Nevertheless, there are multiple instances where both books offer assignments that can lead to the usage of said strategies.
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Book chapters on the topic "Socio-affective strategies"

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Gray, Monica, and Connie Lundy. "Engineering Study Abroad." In Strategies for Increasing Diversity in Engineering Majors and Careers, 42–59. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2212-6.ch003.

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Successful engineers must be technically savvy, self-confident as well as culturally competent. Cultural competence is the ability to tolerate ambiguity and empathize with the socio-cultural nuances of different people groups. This calls for a diverse engineering workforce especially in today's increasingly global economy. In the United States, Minorities and Females constitute only 4% and 15% of the engineering workforce respectively. Research shows that women and students of color, dropout due to feelings of not belonging coupled with low self-efficacy. To change the profession's diversity portfolio requires a plethora of high impact approaches. Common among successful retention strategies is the provision of structured opportunities for all students to develop self-directing competencies in both the cognitive and affective learning domains. This chapter demonstrates that the study abroad experience engenders, facilitates and fosters these very aptitudes as well as cultural literacy, and advocates for its inclusion in discussions on increasing under-represented participations in engineering.
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McLoughlin, Catherine, and Joe Luca. "Applying Situated Learning Theory to the Creation Learning Environments to Enhance Socialisation and Self-Regulation." In Authentic Learning Environments in Higher Education, 194–213. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch015.

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Although much effort is devoted to investigating the use of technology to teach course content, an emerging area of some importance in online teaching is how to enhance the student experience of learning and communicating online. Associated with this is the creation of social and supportive environments for learning when there is little face-to-face contact between distance learners and their teachers. An examination of the literature on authentic learning suggests that there are a variety of frameworks and approaches on how to foster positive learning experiences through online delivery. While there are many frameworks that emphasise the cognitive aspects of learning, it is clear that the socio-affective aspects are of equal importance in creating a positive learning experience for students. Two approaches that balance cognitive and social aspects of learning are: the creation of online knowledge building community, and Social Presence Theory which emphasises interpersonal and social strategies that reduce psychological and physical distance between teachers and students. By synthesising findings from these two areas of research, this chapter provides a framework and a set of strategies that can be used to create an authentic learning climate, and illustrates a range of tasks that create positive social, learning experiences.
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Conference papers on the topic "Socio-affective strategies"

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Munteanu, Angela. "The topicality and importance of museum education in collaboration of educational institution with families in the context of scientific thinking development." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p85-90.

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The article contains a theoretical study, which reflects the importance and possibilities of museum education by reproducing strategies and forms of collaboration of the museum with educational institutions, the family and other socio-cultural actors. At the same time, the author reflects the role of research, development of scientific thinking, formation of moral qualities and the affective-emotional sphere during museum visits. The influence on visitors, museum exhibitions, various themes, the architecture of the museum building, information technologies capitalized in combination with classical forms and methods of education is elucidated.
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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Faur, Caroline, Philippe Caillou, Jean-Claude Martin, and Celine Clavel. "A socio-cognitive approach to personality: Machine-learned game strategies as cues of regulatory focus." In 2015 International Conference on Affective Computing and Intelligent Interaction (ACII). IEEE, 2015. http://dx.doi.org/10.1109/acii.2015.7344628.

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