Journal articles on the topic 'Strategic learners'
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Hall, Kathy, and Julia Myers. "Developing strategic learners." Education 3-13 27, no. 2 (June 1999): 16–22. http://dx.doi.org/10.1080/03004279985200151.
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Johnson, Neil H., and Jonathan deHaan. "Strategic Interaction 2.0." International Journal of Strategic Information Technology and Applications 4, no. 1 (January 2013): 49–62. http://dx.doi.org/10.4018/jsita.2013010104.
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The potential of web-based 2.0 technology for teaching and assessing intercultural pragmatics has become an area of focus for language educators (Cohen, 2008; Belz, 2005, 2006). Research has highlighted that second and foreign language learners show significant differences from native speakers in language use, in particular, with the execution and comprehension of certain speech acts (Bardovi-Harlig & Mahan-Taylor, 2003). Without effective instruction, differences in pragmatics are evident in the English of learners regardless of their first language background or language proficiency. In EFL contexts, such as Japan, where learners have limited exposure to native speaker norms, teaching and learning pragmatic competence can be particularly challenging. The authors describe an ongoing curriculum development project in a Japanese university context, where the goal is to design and implement an effective approach to teaching interlanguage pragmatics. Digitally enhanced Strategic Interaction (SI) sequences (Di Pietro, 1987) provide opportunities for learners to engage in realistic interactive situations that are mediated by use of model conversations, an online wiki space, and digital video technologies. The online space provides opportunities for learner reflection, peer assisted feedback, and detailed intervention from the instructor. Data analysis from pre- and post- written discourse completion tasks suggests that learners are able to use language in more context sensitive ways having engaged with the teaching/learning cycle design.
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Wang, Dianjian, Hongling Lai, and Michael Leslie. "Chinese English Learners’ Strategic Competence." Journal of Psycholinguistic Research 44, no. 6 (August 19, 2014): 701–14. http://dx.doi.org/10.1007/s10936-014-9313-7.
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Gh Jeelani Bhat. "A Creative Use of Distance Education to Meet Contemporary Problems of Students Career Aspiration: Implications for Strategic Planning." International Journal of Research in Informative Science Application & Techniques (IJRISAT) 3, no. 1 (January 5, 2019): 10–13. http://dx.doi.org/10.46828/ijrisat.v3i1.49.
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Effective learning is directly related and dependent on the social and emotional well being of the learner. It is important to recognize that particular conditions which may arise within the social, economic and political environment in which the learner lives, and which impact negatively on the learner's social and emotional well-being, thus placing the learner at risk of learning breakdown. Such factors influence learners either positively or negatively. Distance education has failed to become integrated into the academic culture, not as a result of the commonly factors of cost and faculty resistance, but rather due to the insistence of distance educators on perpetuating a culture that is out of touch with the driving force of higher education. Effective distance education program demands the strategic planning should be made at all times. Such planning could be done well if challenges confronting learners on the program are identified and addressed. There is need for conducting research on distance education since it provides the empirical data which can be used for the development of the education and career aspiration of distance students. The study recommends that, in order to help boost students’ academic performance, Distance Education of the students should organize periodic career guidance seminars for students, to stimulate their career awareness, career aspiration and nurture their enthusiasm. This paper sets out to explore and provide an up-to-date picture of the challenges faced by distance education students in their quest to study. Among the challenges identified were - institutional, instructional, social, psychological, financial, Lack of Support, Feelings of Isolation, Technology, Interactivity and Commitment. In this paper the investigator also discuss the different challenges which were faced by distance learners. The paper also provides some valuable suggestions to overcome these challenges and provides some implications for future strategic planning for career aspiration.
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Guerra Lyons, Jesús David. "Peer support in small group EFL writing tasks." Cuadernos de Lingüística Hispánica, no. 28 (July 26, 2016): 149. http://dx.doi.org/10.19053/0121053x.4913.
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This paper reports on a classroom-based research study focused on the issue of support in the context of small group writing tasks in an EFL course. The main interest was in analyzing how learners structure different forms of assistance depending on their intersubjective awareness of each other’s goals and needs in the task. This structuring of learner support was compared to that of teacher-provided support in order to identify similarities and contrasts. Learners were found to provide at least three types of support:cognitive, strategic and feedback support. In each of these support types, specific intersubjective dynamics are reported to unfold as learners’ construed peers’ ongoing needs and goals. Teacher support was found to be mostly strategic, that is, mostly oriented towards task performance. Besides, it is suggested that teacher support often mismatches learners’ needs due to lack of spaces for establishing intersubjective ground. Pedagogical and research implications are finally discussed.Key words: intersubjectivity, peer support, small group task, teacher support.
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Zoghi, Masoud, Ramlee Mustapha, and Tengku Nor Rizan Bt Tengku Mohamad Maasum. "Collaborative Strategic Reading with University EFL Learners." Journal of College Reading and Learning 41, no. 1 (September 2010): 67–94. http://dx.doi.org/10.1080/10790195.2010.10850336.
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Almaagbh, Ibrahim F. F. "The Impact of Strategic Notetaking on EFL learners’ Academic Performance in Jordan." International Journal of Higher Education 9, no. 1 (February 6, 2020): 249. http://dx.doi.org/10.5430/ijhe.v9n1p249.
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This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners’ academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners’ academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students’ academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners’ academic performance (R2 =.919). Moreover, the strategic notetaking made the significant contribution (Beta= .449; t= 18.714; P <0.05) to the prediction of EFL learners’ academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners’ level of notetaking for better academic performance in Jordan.
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Yang, Yujin. "Use Strategic Planning in IELTS Part 2 Narrative Task." Learning & Education 10, no. 8 (June 20, 2022): 169. http://dx.doi.org/10.18282/l-e.v10i8.3108.
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When English is regarded as the lingual franca in the global world, English learners’ communicative competence is emphasized. In China, however, most of L2 learners’ willingness to communicate and communicative competence is relatively low. This article focus on how to improve Chinese IELTS learners’ poor communicative competence in the classroom. I mainly use guided strategic planning in narrative tasks to enhance learners’ fluency and complexity.
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Rabab'ah, Ghaleb Ahmed. "Strategic Competence in an ELT Syllabus." ITL - International Journal of Applied Linguistics 145-146 (2004): 145–65. http://dx.doi.org/10.2143/itl.145.0.562912.
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Abstract Communication strategies (CSs) are important in helping learners to communicate successfully when they are faced with a production problem due to their lack of linguistic knowledge. This paper aims to support the importance of developing second language learners’ strategic competence and making communication strategies part of an ELT syllabus. This paper first discusses the various definitions of strategic competence and communication strategies. Then it briefly presents various communication strategies used by second language learners to solve their communication problems. The major portion of this paper is devoted to strategy training and its advantages in language learning. Finally, the paper concludes with the importance of introducing tasks and activities on communication strategies in an EFL syllabus, and suggests ways of improving teaching methodology.
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Hapsari, Astri. "Language Learning Strategies in English Language Learning: A Survey Study." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (March 19, 2019): 58–68. http://dx.doi.org/10.21831/lingped.v1i1.18399.
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Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study
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Bakhtiary, Marjan Rahim, Ehsan Rezvani, and Ehsan Namaziandost. "EFFECTS OF STRATEGIC AND UNPRESSURED WITHIN-TASK PLANNING ON IRANIAN INTERMEDIATE EFL LEARNERS’ ORAL PRODUCTION." Journal of Nusantara Studies (JONUS) 6, no. 2 (June 30, 2021): 97–115. http://dx.doi.org/10.24200/jonus.vol6iss2pp97-115.
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Background/Purpose: This study is an attempt to investigate the effect of strategic planning and unpressured within-task planning on Iranian EFL learners’ oral performance.
Methodology: Following a quasi-experimental research design, 60 intermediate EFL Iranian learners were recruited as the participants of the study and they were assigned into two groups of 30. In group one, the participants were asked to perform the task under unpressured online planning condition. In group two, the learners were asked to do the task under strategic planning condition. The pre and post-tests included story-telling narratives tasks followed with a 15-minute silent movie under two planning conditions for the two groups.
Findings: The results of data analysis showed that pre-task strategic planning and within-task planning (online planning) had a positive effect on learners’ oral production; hence, planning time provided opportunity for learners to be able to produce more fluent, accurate, and complex language than no-planners. The results indicated that the participants in the strategic planning group (STPG) significantly outperformed the participants in unpressured within-task-planning (UWPG), leading us to claim that strategic planning was more effective than unpressured within-task planning in improving oral production.
Contributions: This study has numerous benefits for language teachers and specialists in content production. Teachers should incorporate strategic planning in their regular teaching programs to encourage learners to balance their level of speech. Moreover, providing learners with the ability to plan the success of a task allows them to create a more fluent and nuanced language.
Keywords: Accuracy, complexity, fluency, strategic planning, unpressured within-task planning.
Cite as: Bakhtiary, M. R., Rezvani, E., & Namaziandost, E. (2021). Effects of strategic and unpressured within-task planning on Iranian intermediate EFL learners’ oral production. Journal of Nusantara Studies, 6(2), 97-115. http://dx.doi.org/10.24200/jonus.vol6iss2pp97-115
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Rosas Maldonado, Maritza. "The effects of proficiency on Spanish L2 learners’ strategic communication." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 30, no. 1 (November 23, 2017): 23–51. http://dx.doi.org/10.1075/resla.30.1.02ros.
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Abstract This study investigates the effects of Spanish L2 learners’ proficiency levels on their use of communication strategies in face-to-face interactions. Spoken data was elicited by means of a task-based methodology from different level learners in interaction with other learners and Spanish NSs. Quantitative and qualitative analyses were conducted to investigate a possible association between the learners’ proficiency levels and their communication strategy use. The analysis drew on Dӧrnyei & Kӧrmos’ (1998) taxonomy. Findings indicate a higher strategy use in beginner levels, and their tendency to tackle lexis-related problems, as well as less complex grammatical features of the language. Higher level learners, however, focused more on grammar-related problems, as well as on more complex aspects of the target language.
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Padhi, Lili Kumari, and Deepanjali Mishra. "Learning How to Learn." International Journal of Web-Based Learning and Teaching Technologies 15, no. 3 (July 2020): 46–59. http://dx.doi.org/10.4018/ijwltt.2020070104.
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This article describes how every learner is a unique creative individual responsible for paving his/her own way of learning in a preclusion of external restraints. Learners apply a bunch of idiosyncratic means to segue the information into knowledge. The various implications of such manipulated formulation by the learners implies strategic responses to new information and indicates a rational commitment to learn in many different ways. Pertaining to this we have also different versions of learning styles and strategies and their categories. The growing innovative and multiple dynamic ways of learning here bring diffidence to the existence of those stipulated types of learning styles and strategic traditions. This article makes an attempt to synthesize the different types of ways of learning; the self- determined learning strategies along with the prevailing theories of learning styles hypothesis.
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Meenambal, D. S., and Dr S. Meenakshi. "Teachers’ Multiple Role-Promoting Learners’ Autonomy in Communication Skills." International Journal of English Literature and Social Sciences 7, no. 4 (2022): 215–21. http://dx.doi.org/10.22161/ijels.74.30.
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The main goal of the research encompasses learner autonomy or learner-centered learning. The majority of teachers employ traditional teaching methods and teacher-centered classroom practices. The shift of conventional methods of instruction into self-directed learning or interactional techniques Therefore, first and foremost, teachers' roles need to be changed as managers, supervisors, resource persons, and counsellors. This will enhance independent learning among students by encouraging collaboration, coordination, and a strong bond between learners and teachers. There are several affective factors to consider, such as family, institutional expectations, a lack of background circumstance, a lack of strategic involvement, logistical limitations, assessment pressure, and so forth. Data gathered from fifty teachers for the study was analysed in order to find teachers' perspectives on how to support and promote autonomous learning in their classrooms. Moreover, the findings showed that institutional norms and a lack of teaching strategies hindered learner autonomy. In addition, the teachers suggested approaches to improve their professional development programmes to conduct, which can improve their own qualities as teachers and also help to develop the learner's autonomy. Evidently, it supports teachers and students to promote an independent learning process.
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Rahman, Arif. "STRATEGI KOMUNIKASI DALAM PEMBELAJARAN BAHASA INGGRIS (PENELITIAN ETNOGRAFI PADA SEKOLAH INTERNASIOANAL AIScho BSD City)." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (July 30, 2015): 142–55. http://dx.doi.org/10.21009/bahtera.142.04.
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Abstract: This study aims to investigate the communication strategies in English language learning conducted by the learnes of international students of SMP AIScho BSD City. This research conducts a qualitative approach with an ethnography method. The data of 27 learners’ spoken speech were collected from observation by using audio recorder, field notes and unstructured interview. The data analisis were using performance analysis technique, a futher analysis based on actual speeches and linguistic behaviors.The analysis reveals that the learners employ communication strategies in English language learning consists of verbal communication strategy and nonverbal communication strategy. The finding futher shows that the learnes employ both communication strategies in terms of three reasons; keeping communication obsctacles, to govern language competence and strategic competence.Keywords: communication strategy, Language competence, English language learning strategy.
Abstak: Penelitian ini bertujuan untuk mengkaji strategi komunikasi dalam pembelajaran bahasa Inggris oleh siswa pada SMP Internasional AIScho BSD City. Penelitian ini menggunakan pendekatan kualitatif dengan metode ethnografi, adapun data dari 27 subjek penelitian dikumpulkan melalui pengamatan dengan menggunakan audio recorder, catatan lapangan dan wawancara tidak formal. Data penelitian kemudian dianalisis dengan menggunakan teknik analisis performansi yaitu, melakukan analisis berdasarkan tuturan yang terjadi secara alamiah dan kompetensi linguistik. Hasil penelitian menunjukan bahawa siswa SMP menggunakan dua strategi komunikasi yaitu, strategi komunikasi verbal dan strategi komunikasi nonverbal. Hasil penelitian ini juga menunjukan bahawa siswa menggunakan strategi komunikasi dengan dua karakteristik yaitu: untuk dapat mempertahankan jalanya komunikasi, untuk menyatakan maksud tertentu dan untuk menguasai kompetensi bahasa dan menguasai bentuk-bentuk tertentu sebagai kompetensi strategis.Kata Kunci: strategi komunikasi, kompetensi bahasa, strategi belajar bahasa Inggris.
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Jang, Kyungmi. "A Study on American KFL Learners’ Attitudes Toward Korean Pronunciation Learning and Their Use of Pronunciation Learning Strategies." Korean Language in America 25, no. 2 (December 1, 2021): 164–94. http://dx.doi.org/10.5325/korelangamer.25.2.0164.
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ABSTRACT Learning language in a foreign context requires some degree of learner autonomy. It calls for even more autonomy when learning a target language pronunciation. One of the ways to foster learner autonomy is by training students in the use of strategic devices that help learners to learn different aspects of pronunciation because skillful use of strategies is key to growing autonomy (Wenden 1991). However, since Pronunciation learning strategies (PLS) have received relatively little attention, the studies on PLS are limited in terms of the target language with a near exclusive focus on English (Pawlak, 2018). In addition, although researchers seem to have come to an agreement on what a reasonable goal should be for pronunciation instruction, in the view of learner autonomy, learners can set their own goals. Therefore, this article has attempted to sketch out the American KFL learners’ attitudes towards Korean pronunciation learning and their overall pattern in PLS use. Noteworthy findings were that the KFL learners’ attitudes towards learning pronunciation was highly positive, they were confined to a very limited set of PLS relying mainly on affective and cognitive strategies, and there was a significant correlation between attitudes and the PLS use.
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Bramhall, Mike D., Justin Lewis, Allan Norcliffe, Keith Radley, and Jeff Waldock. "The Strategic Development of Learner Autonomy through Enquiry-Based Learning." Industry and Higher Education 24, no. 2 (April 2010): 121–25. http://dx.doi.org/10.5367/000000010791191010.
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This paper reports on strategic developments to enhance student learner autonomy skills through the use of enquiry-based learning (EBL) in the design of higher education programmes. The UK's Sheffield Hallam University is a recognized Centre of Excellence in Teaching and Learning (CETL) in the field of developing learner autonomy. Central to the university's learning, teaching and assessment strategy is the conviction that students must become autonomous learners to acquire the skills and knowledge needed for employment, research and continuing professional development. In this context it is imperative that students are increasingly able to manage their own learning, formulate their own lines of enquiry and develop flexible approaches to their studies – the essence of acquiring learner autonomy. It is also important that they can work across discipline boundaries, often in teams, tackling problems that are essentially multidisciplinary. The central theme of this paper is the strategic use of EBL in areas that involve students working together in small groups.
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Briggs, Jessica Grace. "A mixed-methods study of vocabulary-related strategic behaviour in informal L2 contact." Study Abroad Research in Second Language Acquisition and International Education 1, no. 1 (April 18, 2016): 61–87. http://dx.doi.org/10.1075/sar.1.1.03bri.
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This study investigated the vocabulary strategies of n = 241 mixed-L1, adult study abroad learners of English in informal (i.e. out-of-class) second language (L2) contact. A questionnaire determined the extent to which the sample identified with 28 vocabulary strategies. The Opportunities With Language Simulator, an innovative research tool comprising computer simulations of informal L2 contact scenarios, was used as a stimulus in semi-structured interviews with a subsample of n = 36 participants. The questionnaire data revealed that the strategies most identified with pertained to the use of new words/phrases. These strategies were applicable in multiple scenarios and available to a range of different learners. The interview data exposed a wealth of contextual factors (e.g. physical setting) and learner-specific features (e.g.) perceptions of the L2 culture) that influenced whether/how vocabulary strategies were employed. A conceptual model of influencing factors on strategic behavior in informal L2 contact is posited, and recommendations made for future research.
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Khonamri, Fatemeh, Marjan Sangari, and Baqer Yaqubi. "ENHANCING EFL LEARNERS’ QUALITY OF INTERACTION THROUGH GROUND RULES INCORPORATED IN COLLABORATIVE STRATEGIC READING." Journal of Languages and Language Teaching 9, no. 3 (July 27, 2021): 279. http://dx.doi.org/10.33394/jollt.v9i3.3745.
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The present research tries to investigate the impact of teaching Ground Rules (GRs) on EFL learners’ quality of interaction while they are implementing Collaborative Strategic Reading (CSR). To this purpose, five Iranian EFL intermediate learners who were learning English language in an institute in Iran were selected. In this study, after three sessions of implementing CSR, 5 GRs were explicitly taught to the learners, and learners’ interaction was analyzed for three subsequent sessions to investigate whether teaching GRs has influenced learners’ quality of interaction during the implementation of CSR. The study was done on the platform of adobe-connect. The researcher recorded learners’ interactions during six sessions for further analysis. Qualitative research design was applied in this study to examine the changes in the quality of learners’ interaction. The result of the study indicated that teaching GRs promoted the quality of learners’ interaction during the implementation of CSR.
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Knight, Janine, Elena Barbera, and Christine Appel. "A framework for learner agency in online spoken interaction tasks." ReCALL 29, no. 3 (May 22, 2017): 276–93. http://dx.doi.org/10.1017/s095834401700009x.
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AbstractLearner agency, the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives (Martin, 2004), is instrumental in second language learning because attainment is only arrived at by learner choice (Pavlenko & Lantolf, 2000). If attainment is understood as learner engagement in synchronous, collaborative, spoken interaction which is thought to lead to gains in second language acquisition (SLA), then design considerations that harness learners’ agency towards that end is important. This study explores the relationship between learner agency and two different task types, namely an information-gap task and an opinion-sharing task in two peer-to-peer synchronous computer-mediated communication (SCMC) spoken interaction events. Students’ choices and how students act on these choices during tasks are analysed using a discourse analysis approach. Audio recordings of four dyads as cases were examined using three analytical dimensions: language functions of verbal interaction, cognitive processing and social processing. The results show that most learners used their agency to reconfigure the tasks from spontaneous to planned interaction, with some choices and actions relating to technology impacting detrimentally on interaction time in the target language. The different tasks were found to filter and channel different types of agency that learners could exercise, namely representational, organisational, and strategic agency as speech acts, and directional agency as a physical act. These types consisted of different natures and purposes and are presented as a framework. The information-gap task supported strategic agency and an opinion-sharing task supported personalisation and identity construction or representational agency.
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Romero, Jocoh P. "Go and separate: a strategic intervention material (SIM) in improving the academic performance of grade 6 science pupils." Sapienza: International Journal of Interdisciplinary Studies 2, no. 4 (December 5, 2021): 91–100. http://dx.doi.org/10.51798/sijis.v2i4.179.
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This study dealt on how I improved the academic performance of my learners on the topic of separating mixtures at Rizal Central Elementary School, Kapatagan, Digos City for the school year 2020-2021. Guide cards, activity cards, assessment cards, enrichment cards and reference cards comprised the Strategic Intervention Material (SIM) entitled “Go and Separate” which was used as a form of remediation. The material covers one of the least-learned competencies in Science VI, Quarter I which is “enumerate techniques in separating mixtures such as decantation, evaporation, filtering, sieving, distillation, and using magnet” and for this study, decantation and evaporation were focused. The data collection was performed using pretest, posttest, and perception survey questionnaire. It was analyzed quantitatively and qualitatively. It was concluded that based on the outcomes of the study, the use of Strategic Intervention Material (SIM) has contributed meaningfully to the academic performance of the learners. It was also perceived that the participants exhibited enthusiasm and enjoyed the use of Strategic Intervention Material (SIM) through their positive responses based on their answers on perception survey questionnaire.
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Gani, Sofyan A., Yunisrina Qismullah Yusuf, and Rini Susiani. "Progressive outcomes of collaborative strategic reading to EFL learners." Kasetsart Journal of Social Sciences 37, no. 3 (September 2016): 144–49. http://dx.doi.org/10.1016/j.kjss.2016.08.004.
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Taguchi, Naoko. "L2 Learners’ Strategic Mental Processes during a Listening Test." JALT Journal 23, no. 2 (November 1, 2001): 176. http://dx.doi.org/10.37546/jaltjj23.2-1.
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This study offers some insights into second language learners’ strategic mental processes during a listening comprehension test. Fifty-four Japanese college students (26 males and 28 females) in an intensive English program took an English listening test and completed a strategy questionnaire immediately after the test. The questionnaire consisting of 42 Likert-scaled items and four openended questions addressed the students’ perceptions of listening strategies used for recovering from comprehension breakdown, compensating for comprehension, and reducing testing anxiety. The questionnaire also asked about the elements that caused comprehension difficulty for the students. The results of the Likert-scaled item section revealed a statistically significant difference between proficient and less proficient listeners in their perceived use of top-down strategies and reported elements of listening difficulty, but no difference in their use of repair, affective, or bottom-up strategies. Analyses of the open-ended responses showed that proficient listeners identified a greater range of strategies. 本研究では、集中英語課程に所属する日本人大学生５４人（男子２６人、 女子２８人）が英語のリスニングテストを受け、そのあとすぐにリスニングス トラテジーに関するアンケートに記入した。アンケートは４２のリカートスケ ールアイテムと４つの記述式アイテムから成り、学生がテストの最中効果的に 英語を聞き取るため、また、テスト不安を少なくするためにどのようなストラ テジーを使ったかを聞いた。また、アンケートは、どのような要素が聞き取り を困難にしたかについても聞いた。リカートスケールアイテムの分析の結果、 テストスコアの良い学生とその他の学生を比べて、トップダウンストラテジー の使い方とリスニングを困難にする要素に違いがあることが分かったが、リペ ア、アフェクテイブ、ボトム\アップストラテジーの使い方には違いは見られな かった。記述式アイテムの分析からは、テストスコアの良い学生はより幅の広 いストラテジーを使っていることが分かった。
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Wong, Bernice Y. L. "Pursuing an Elusive Goal: Molding Strategic Teachers and Learners." Journal of Learning Disabilities 26, no. 6 (June 1993): 354–57. http://dx.doi.org/10.1177/002221949302600601.
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Musyahda, Lila. "Strategic Competence: Bridging the Cross-Cultural Communication." TEFLIN Journal - A publication on the teaching and learning of English 16, no. 1 (September 3, 2015): 71. http://dx.doi.org/10.15639/teflinjournal.v16i1/71-78.
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The writer of this article is interested in examining the strategis competence, i.e., the ability to solve communication problems an inadequate command of the linguistic and sociocultural code because of it, can contribute to the development of an overall communicative competence. The concept of strategic competence is within the general framework of interlanguage development. The article describes two basic types of communication strategies: reduction and achievement, concentrating particularly on the use of achievement strategies at the discourse level for English learners to manage a communication across culture appropriately.
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Mandinach, Ellen B. "Clarifying the “A” in CAI for Learners of Different Abilities." Journal of Educational Computing Research 3, no. 1 (February 1987): 113–28. http://dx.doi.org/10.2190/2v9m-x43n-wj2c-dg9n.
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The study investigated the degree to which students of different abilities acquired strategic planning knowledge from an intellectual computer game. The relationships among ability and student performance in instruction were examined. Students learned a computer problem solving game under two forms of instruction. Performance was monitored interactively. Results showed more successful students 1) acquired strategic planning knowledge by induction from examples and 2) also performed better on the transfer tasks. Ability differences were found. Considerations for further investigation of the relationships among learner characteristics and instructional variations in computer learning are discussed. Implications for the use of cognitively engaging software in educational settings also are addressed.
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Paribakht, Tahereh. "On the Pedagogical Relevance of Strategic Competence." TESL Canada Journal 3, no. 2 (June 26, 1986): 53. http://dx.doi.org/10.18806/tesl.v3i2.485.
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This paper is a report on a study concerned with the identification of target language linguistic material essential for the learners' use of communication strategies (CS) in survival situations. Subjects were 40 adult ESL students and 20 native speakers of English. A concept-identification task was used to elicit these speakers' CS. Given that the taxonomy of CS developed in the study was based on the type of knowledge utilized by the speakers, it was possible to identify the semantic, as well as the typical syntactic patterns, required for their implementation. These linguistic manifestations of CS can serve as a basis for developing L2 teaching materials with the aim of preparing L2 learners to function successfully in problematic communication situations. An appropriate sequence for the presentation of such material is proposed based on the frequency of their application in the negotiation of meaning by the speakers in this study.
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Shaughnessy, Michael F., Tammy Lynne Moore, and Kobus Maree. "A reflective conversation with Kobus Maree, Faculty of Education, University of Pretoria, South Africa." Gifted Education International 29, no. 1 (March 19, 2012): 43–53. http://dx.doi.org/10.1177/0261429412440650.
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Always regarded as somewhat of an ‘outsider’ (the child of an Englishspeaking (Catholic) mother and an Afrikaans (Protestant) father in an exclusively Afrikaans milieu) and growing up extremely poor, seeing the hardship of others and realising how much talent was going to waste, Kobus Maree took a particular interest in gifted disadvantaged persons. A marginalised loner, he almost inevitably developed creative abilities and took a keen interest in creativity, giftedness and the education of gifted, disadvantaged learners. As an adult, his research showed that many teachers in South Africa have to contend with the generally poor socioeconomic background of learners. A dire need for appropriate teacher and learner support materials, and school environments that are not conducive to achievement (including inadequate facilities, overcrowded classrooms, lack of teacher and learner support materials). South Africa is at a critical stage in its education. It is therefore important for educators to teach emotional intelligence in their classrooms. Our biggest challenge will be to maintain and enhance vitality in gifted education in a dynamic, ever-evolving environment. A combination of scholarly leadership and strategic management to support gifted learners is important. We should do all we can to promote societal transformation and diversity, focussing anew on underrepresented groups (women and ethnic groups) who show promise and support them. The widest array of partners possible including the big institutional players, the entire teaching fraternity (including government departments), nongovernmental organisations and miscellaneous interest groups together should develop strategic, rolling five-year plans and make gifted education a priority.
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Zhou, Mingming. "Using Traces to Investigate Self-Regulatory Activities: A Study of Self-Regulation and Achievement Goal Profiles in the Context of Web Search for Academic Tasks." Journal of Cognitive Education and Psychology 12, no. 3 (2013): 287–305. http://dx.doi.org/10.1891/1945-8959.12.3.287.
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Traditional approaches of researching self-regulated learning (SRL) fail to capture how learners actually employ studying tactics, how tactics are strategically adapted to specific learning contexts, and how learners adapt tactics and interweave them to form an efficient strategy. Computer traces can capture SRL “on the fly,” and enable researchers to track learning events in a nonlinear environment without disrupting the learner’s thinking or navigation through content. More importantly, data obtained in real time allow “virtual” re-creation of learners’ actions during studying. There were 107 Chinese university students’ traces collected while they solved assigned problems through searching the web. By linking their regulatory activities during online search to their goal profiles, results showed that mastery-approach-dominant students were most strategic, whereas performance-avoidance-dominant students were least. Moderately motivated students showed a mixed pattern of deep and surface study strategies. Implications of the findings were also discussed.
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Dugartsyrenova, Vera A., and Veronica G. Sardegna. "Developing oral proficiency with VoiceThread: Learners’ strategic uses and views." ReCALL 29, no. 1 (September 13, 2016): 59–79. http://dx.doi.org/10.1017/s0958344016000161.
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AbstractThis study explored Russian as a foreign language (RFL) learners’ self-reported strategic uses of VoiceThread (VT)—a multimodal asynchronous computer-mediated communication tool—in order to gain insights into learner perceived effectiveness of VT for second language (L2) oral skills development and to determine the factors that contributed to those perceptions. The participants were eight undergraduate students who attended six weekly tutoring sessions that combined face-to-face (F2F) RFL instruction with VT activities. VT allowed them to access text-based, graphic, video, and aural linguistic input; record and store audio/video-recorded output; listen and comment on peers’ recordings; and receive individualized teacher feedback on oral performance. Data from activity logs and researcher field notes were triangulated with participants’ responses to two surveys and a semi-structured oral interview. Findings indicated that participants believed that VT supported their oral proficiency development through the provision of additional time and resources for independent planning, rehearsal, and controlled production of L2 forms. Most participants also agreed that VT’s playback and record features were the most beneficial for developing language skills, enhancing the reflection process, and facilitating self-assessment and creativity in the L2. Yet, despite VT’s multimodal affordances and the availability of communicative tasks via VT, participants did not perceive VT as a social environment that could promote peer-to-peer interaction or replace F2F communication. A thematic data analysis suggested that participants’ preferences for language learning tasks influenced their strategic uses of VT’s features, which ultimately affected their perceptions of VT’s value for promoting meaningful language learning interactions. Pedagogical considerations are discussed.
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Pocaan, Jordan Miranda, Lyndon Lucila Bailon, and Jean Pauline Trilles Pocaan. "STRATEGIC READING INTERVENTION FOR LEFT-BEHIND LEARNERS IN THE PHILIPPINES." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (September 22, 2022): 367–78. http://dx.doi.org/10.24071/llt.v25i2.5087.
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Education for all means no one should be left behind; thus, teachers should provide effective strategies for struggling readers. The “one-size fits all strategy” further divides the gap between the slow and advanced learners. This study used a quantitative observational research design to determine the reading ability of 30 struggling readers in terms of word recognition, reading comprehension, and reading speed using reading stories, Dolch's basic sight words and the Phil-IRI Manual 2018. The study develops strategic reading intervention materials to support teachers and students during the remedial programs. The pre-tests revealed that the reading ability of the struggling readers was at a frustration level. Furthermore, the develop strategic intervention reading materials used in remedial programs were composed of 4 parts: learning content, learning task guide, assessment guide, and enhancement guide. The post-tests show that the participants reading ability progressed to instruction and independent level after the remedial program. It was concluded that determining the student’s present ability is beneficial to develop effective intervention materials. It was suggested that the school leaders and program specialists should develop faculty and student support programs ideally to uplift the student’s literacy.
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Abushama, Omran. "Communicative Techniques Used by EFL Learners to Accomplish Strategic Proficiency." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 11 (June 1, 2018): 35–56. http://dx.doi.org/10.36602/faj.2018.n11.13.
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Effective communication is of paramount importance in all aspects of life. To achieve this, verbal and nonverbal techniques may be utilized. These techniques are called Communication Strategies (CSs). The primary objective of this study was to investigate the verbal and nonverbal communication strategies used by EFL (English Foreign Language) learners in the classroom to enhance their communication ability and to achieve strategic proficiency in their communication. It also explored which strategies are more effective or successful for accomplishing strategic proficiency in communication and for compensating the limited knowledge. Data came from two sources: questionnaires which were accomplished by the 20 student participants and 2 teacher participants and an observation administered by the researcher. The results showed that the most common communication strategies used are repetition and paraphrasing, while the less used strategies are literal translation and nonverbal strategies. The findings also confirmed that paraphrasing, repetition and replacing words are more effective than literal translation and nonverbal strategies. In addition, the correlation analysis revealed that the greater experience students have in learning English, the more strategies they use and the Pearson correlation approved that paraphrasing clearly correlated with years of learning English, r = .44, p = .05. Therefore, the communicative technique paraphrasing is used by the students who have greater experience in learning English confirming that using it is dependent on the years or the experience of learning the language.
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Gaskins, Irene W. "TEACHERS AS THINKING COACHES: CREATING STRATEGIC LEARNERS AND PROBLEM SOLVERS." Journal of Reading, Writing, and Learning Disabilities International 4, no. 1 (January 1988): 35–48. http://dx.doi.org/10.1080/0748763880040106.
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Lengacher, Linda, and Kathleen Wiles. "SST (Successful Strategic Teaching): Enhancing Adult Learners’ Motivation and Achievement." Community College Journal of Research and Practice 38, no. 11 (May 8, 2014): 1057–60. http://dx.doi.org/10.1080/10668926.2013.879545.
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Gullickson, Terri. "Review of Helping students become Strategic Learners: Guidelines for Teaching." Contemporary Psychology: A Journal of Reviews 39, no. 10 (October 1994): 987. http://dx.doi.org/10.1037/034201.
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Kant, Nikhil, K. D. Prasad, and Kumari Anjali. "Selecting an appropriate learning management system in open and distance learning: a strategic approach." Asian Association of Open Universities Journal 16, no. 1 (March 3, 2021): 79–97. http://dx.doi.org/10.1108/aaouj-09-2020-0075.
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PurposeThis paper aims to derive criteria for a strategic selection of learning management system (LMS) after making an analysis of the feedback data collected from learners and academic counselors in open and distance learning (ODL) to evaluate their perceptions. This analysis hints at the need to implement a learning management system (LMS) in ODL. Selecting an appropriate LMS can prove to be a strategic approach for ODL in achieving self-reliance and competitiveness.Design/methodology/approachResearch design includes qualitative design intended to discuss the features, advantages and attributes of different popular LMSs and compare them. In addition, the quantitative design (a questionnaire-based online feedback) to analyze the perceptions of the learners and academic counselors in order to know their e-learning needs has also been used. Results have been exhibited in tabular/graphical formats for easy comprehension and enhanced understanding.FindingsFindings of the study suggest that availability of plethora of LMSs in the market, which also include open source (OS) LMSs, makes the decision- making as regards selection of an appropriate LMS strategically crucial requiring adequate consideration of every aspect such as cost, quality, usage, capacity, budget and most importantly priorities and objectives.Research limitations/implicationsThis study will help educational administrators and decision-makers in ODL for building a quality civilized life and empowered society by removing the constraints related to financial problems, disabilities, time, geographical conditions and many others in bringing education to the doorstep of every willing learner. The technical details of LMS, however, were intentionally kept simplified to achieve the objective and provide easy comprehensibility for the reader with little technical background, which might be a limitation of this study.Originality/valueThis study highlights that ODL has tasted success with optimum exploitation of different technological advancements in its transformational expedition from conventional learning to innovative e-learning and to the newest adaptive e-learning system. The huge potential of LMS, in providing learners and educators in ODL with an effective web-based learning system incorporating almost all the academic activities, has attracted organizations for using it not only for imparting education to learners but also for providing appropriate trainings to their human resources.
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Galappaththy, Kasun Vindika, and Purnima Karunarathne. "Effectiveness of Collaborative Strategic Reading Instruction for Tertiary level English as a Second Language (ESL) learners." International Journal of Research and Innovation in Social Science 06, no. 09 (2022): 245–48. http://dx.doi.org/10.47772/ijriss.2022.6911.
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In the process of language learning, Reading is considered a fundamental skill as it is the only means of access to written documents in a language (Alderson, 2000). With sound proficiency in reading, learners, especially at tertiary level, can achieve their academic and professional goals. This study was carried out in order to investigate the effectiveness of Collaborative Strategic Reading Instruction Approach (CSR) which is a learner centered reading approach closely related to cooperative learning theory (Klingner and Vaughn ,1996; 1998; 2000). The informants of the study were 67 lower intermediate level undergraduates from the University of Peradeniya. Data was collected through the mixed method approach. The qualitative data of the experiment demonstrated that collaborative work during the reading activities lead the learners to learn and think significantly more and better. However, the statistical analysis did not prove this method as a better method than the traditional teaching method. Thus, pedagogical implications for English instruction at university level in Sri Lanka and suggestions for future research based on the findings to further validate the impact and effectiveness of collaborative learning are proposed.
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Maming, Khadijah. "ACTIVATING EFL LEARNERS BY INTEGRATING TEAM-BASED LEARNING WITH COLLABORATIVE STRATEGIC READING." LITERA 18, no. 2 (July 31, 2019): 297–311. http://dx.doi.org/10.21831/ltr.v18i2.23815.
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Team-Based Learning (TBL) is one of active learning strategies that build on individuals’ strengths by allowing them to collaborate and work as a team to achieve common learning objectives. TBL is a cooperative learning strategy was introduced to encourage students become active learners rather than be passive recipients of information. It is generally based on the principle that students working together as a cohesive team are able to achieve higher levels of learning. The lecturer’s role essentially is as facilitator. In order to activate the participation of EFL learners in classroom and improve their reading comprehension ability, the researcher conducted a research to find out good impacts of TBL integrated with Collaborative strategic reading toward the English Education Department students in Indonesia as EFL learners. The researcher applied quasi-experimental method. The students started reading activity by previewing the text, click (what vocabulary the students understand), clunk (what vocabulary the students don’t understand), getting the gist, wrapping up and done cooperatively. The conclusion of this research showed that TBL integrated with Collaborative strategic reading can activate the participation of EFL learners in classroom and improve their reading comprehension ability. It also had better achievement than the students taught by conventional learning. Keywords: team-based learning, collaborative strategic reading, EFL, active learning
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Amerstorfer, Carmen M. "The dynamism of strategic learning: Complexity theory in strategic L2 development." Studies in Second Language Learning and Teaching 10, no. 1 (March 29, 2020): 21–44. http://dx.doi.org/10.14746/ssllt.2020.10.1.2.
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Learners of foreign languages (L2s) apply strategies to support learning processes and L2 development. They select strategies according to their individual needs and preferences and adjust their strategic actions to suit situational circumstances and contextual conditions. A holistic investigation of strategic L2 learning processes requires the integration of numerous interconnected, flexibly-interacting influences, which are at constant interplay with each other and whose development is difficult to predict. Validated as effective in other fields of applied linguistics, complex dynamic systems theory (CDST) can also provide an appropriate frame for researching strategic L2 learning. Based on state-of-the-art methodological guidance for complexity research, this article presents the re-analysis of empirical data from a previous study through a complexity lens. It further examines the suitability of CDST in strategy research, explores its practical value, and demonstrates that a complexity perspective can generate new, profound information about strategic learning.
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Warlizasusi, Jumira. "Analisis Perencanaan Strategis, Rencana Strategis dan Manajemen Strategis STAIN Curup 2015-2019." Tadbir : Jurnal Studi Manajemen Pendidikan 2, no. 2 (December 31, 2018): 155. http://dx.doi.org/10.29240/jsmp.v2i2.664.
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The strategics plan is a guideline for a short plan.the strategic plan isn’t as holy as the holy book till it couldn’t be changed.depend on the route record of this strategics plan,it can be evaluated.for it implementation, RKA oftenly not according to the strategic plan. even it found that RKA is more priority than the strategic plan.so it considered like useless thing and it only needed if it necessary. component of agency performance appraisal, and the proo of the documentation for evidence it’s realistic as same as planned (has a track record exist). Arranging the strategic plan of STAIN Curup process during 2015-2019 it started with mapping the activities until 2014. besides of this situation, it could be known all of the troubles and the defiances which it has influence the functions and the main assignment. more over, it needed the analysis about the influence of strategic environment which it involved. even it direct or indirect, with main assignment or a function, although it internal or external. the influence of internal strategic would be trasformated into the strength and the weakness, so the influence of external strategic will be transformating into the opportunities and the treath. By considering of this influence environment strategic change, it propose the rules of wisdom to reach the performance’s target inside arranging strategic plan of STAIN Curup 2015-2019. to clear the main assignment and it function’s way, the vision it would be formulated and described into yhe mission side.based on vision and mission, it formulated the purpose , target, priority,strategy and the wisdom’s way. The strategic plan of STAIN Curup in 2015-2019 need to analyzed for get the understanding complex has been reached. began from analyzing the strategic planning, strategic plan and strategic management, analyzing design of organization as the initial supply to plan the strategic, analyze of building the capability of natural resource and evolving structural organization, analyze the payment and suspension organization system,analyze of matching the internal process and learn process in an organization,analyze centralization and decentralization inside strategic management,analyze the strategic when control and analyzing management change and organization learners.
Keywords: Strategic Planning, Strategics Plan, Strategic Management
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Hrozková, Ivana. "Do Teachers Facilitate the Strategies their Pupils Need?" Practice and Theory in Systems of Education 12, no. 1 (February 1, 2017): 1–11. http://dx.doi.org/10.1515/ptse-2017-0001.
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AbstractLearner strategies play an important and unique role in second or foreign language teaching and learning. Knowledge of effective steps and techniques helps pupils reach better study results and become more independent and autonomous learners. The role of a teacher shifts and changes in autonomous learning; rather than a teacher, he or she is a consultant, helper and facilitator of learner strategies. The study brings an insight into strategic teaching of 13 Czech teachers who taught 202 pupils with completed primary education and who also focused on the strategies teachers facilitate, but their pupils do not apply. The study aims at a model of strategy facilitation which helps teachers implement strategy-based teaching into a foreign language curriculum. The article also aspires to address teachers of different subjects as giving advice on learning to learn plays a vital role in teaching. Furthermore, learner strategies are an important part of competence to learn, which helps teachers to understand why some learners are more successful than their peers.
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Li, Shaofeng, and Mengxia Fu. "Strategic and unpressured within-task planning and their associations with working memory." Language Teaching Research 22, no. 2 (December 25, 2016): 230–53. http://dx.doi.org/10.1177/1362168816684367.
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This study investigated the comparative effects of strategic and unpressured within-task planning on second language (L2) Chinese oral production and the role of working memory in mediating the effects of the two types of planning. Twenty-nine L2 Chinese learners at a large New Zealand university performed a narrative task after watching a 6-minute silent movie, followed by an operation span test gauging the learners’ working memory capacity. The results revealed that (1) strategic planning enhanced fluency and unpressured within-task planning led to greater accuracy and syntactic complexity, (2) strategic planning facilitated the production of a syntactically transparent structure, while unpressured within-task planning showed an advantage for opaque, complex structures, and (3) working memory was drawn upon in unpressured within-task planning, but barely so in strategic planning. The data show that strategic planning benefits the Conceptualizer while unpressured within-task planning favors the Formulator. The data also suggest that the role of cognitive abilities in task performance is contingent upon the processing demands of different task conditions.
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Wijekumar, Kausalai (Kay), Bonnie J. F. Meyer, Puiwa Lei, Weiyi Cheng, Xuejun Ji, and R. M. Joshi. "Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension With Children in Grades 4 and 5." Journal of Educational Computing Research 55, no. 7 (April 5, 2017): 1022–48. http://dx.doi.org/10.1177/0735633117696909.
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Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they face. Schools have struggled to find approaches that can help children succeed in this important task. Typical instruction in classrooms across the country has focused on procedural application of strategies or content-focused approaches that encourage rich discussions. Both approaches have achieved success but have limitations-related transparency and specificity of scaffolds and guidance for the teacher and learner in today’s diverse and complex classroom settings. The text structure strategy combines content and strategy to provide pragmatic, transparent, and scaffolded instruction addressing these challenges. A web-based intelligent tutoring system for the text structure strategy, named ITSS, was designed and developed to provide consistent and high-quality instruction to learners in Grades 4 and 5 about how to read, select main ideas, encode strategic memory structures, make inferences, and monitor comprehension during reading. In this article, we synthesize results from two recent large-scale randomized controlled studies to showcase how the ITSS supports selection and encoding of students’ strategic memory structures and how prior knowledge affects the memory structures. We provide greater depth of information about such processing than examined and reported in extant literature about overall increases in reading comprehension resulting from students using ITSS.
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Lai Kuen, Gan, Shameem Rafik-Galea, and Chan Swee Heng. "Effect of Oral Communication Strategies Training on the Development of Malaysian English as a Second Language Learners’ Strategic Competence." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2017): 57. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.57.
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This study investigates the use of oral communication strategy instruction on English as a Second Language (ESL) learners’ oral communicative performance and their strategic competence. The treatment involved 12 weeks of training using oral communication strategies such as circumlocution, appeal for help, clarification request, fillers, comprehension check, confirmation checks, self-repair and topic avoidance. Strategies were integrated into the learners’ Communicative English 2 Course syllabus with Mechanical Engineering content. The study involved two intact control (n=34) and experimental groups (n=54). The control group only received the normal Communicative English course with no explicit focus on communication strategies (CS) while the experimental group received CS training designed with metacognitive strategies. Pre and posttest procedures were used to assess the effectiveness of the training and learners’ strategic competence. Five instruments were used to collect the data (oral proficiency test, oral communication test, transcripts of oral communication test, unstructured interview and self-report). The findings revealed that the experimental group significantly outperformed the control group after the training and the learners’ self-reports also revealed positive results. The results also revealed that the learners frequently used literal translation from their first language in their communication.
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Nasri, Mehdi, and Reza Biria. "Integrating Multiple and Focused Strategies for Improving Reading Comprehension and L2 Lexical Development of Iranian Intermediate EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 1 (November 19, 2016): 311. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.311.
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Effective reading is essential for success in learning a foreign language. EFL learners, therefore, need to master a number of reading strategies to be able to comprehend text information. Strategic reading research has already evidenced the possibility of teaching comprehension strategies to enhance learner’ comprehension and metacognitive abilities. Further research is needed though to examine the procedures or methodologies through which the approach can be applied. This pretest-posttest quasi-experimental article aimed, firstly, to compare the effects of the two widespread methods of explicit teaching of comprehension strategies (focused vs. multiple) on EFL learner’ reading comprehension and lexical development and, secondly, to explore whether or not integration of fixed and multiple instructional techniques significantly improved intermediate EFL learners reading comprehension ability and lexical knowledge. To this end, four intact classes including 69 intermediate EFL learners in a language center in Isfahan were randomly assigned to one control and three experimental groups. The groups received the same amount of instruction, however differently, three receiving focused, multiple, and integrated strategy interventions respectively and the other receiving conventional reading-based instruction. The results revealed that while receiving focused strategy intervention did not offer a statistically significant advantage over the typical classroom setting, benefiting from multiple strategy intervention significantly improved the learners’ ability in reading comprehension. Moreover, the results asserted the efficacy of integrated strategy instruction in improving both reading comprehension and lexical development among Iranian intermediate EFL learners.Keywords: Focused strategy instruction, Lexical development, Multiple strategy instruction, Reading comprehension
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Olifant, Tilla, Madoda Cekiso, Naomi Boakye, and Nophawu Madikiza. "Investigating reading comprehension strategies used by teachers during English First Additional Language reading instruction." Journal for Language Teaching 54, no. 2 (March 29, 2021): 71–93. http://dx.doi.org/10.4314/jlt.v54i2.4.
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Since the purpose of reading is comprehension, the major goal of reading comprehension instruction is to help learners develop knowledge, skills, and strategies so that they become strategic readers who read for comprehension. Language teachers use reading comprehension strategies as an instruction tool to assist learners to develop into strategic readers. However, the range of strategies used by teachers is crucial. This paper presents classroom observations of reading comprehension strategy instruction used by four purposively selected English First Additional Language (FAL) teachers. The study was qualitative in nature and a case study design was chosen. The findings of the study reveal that teachers did not provide opportunity to support learners’ independent comprehension strategy use. Furthermore, the study has disclosed that the teachers’ inability to engage learners in reading comprehension strategies might signify the teachers’ lack of knowledge of how to incorporate reading comprehension strategies as an instructional tool during reading comprehension lessons. The authors recommend that the Department of Basic Education institute interventions to empower teachers on how to teach reading comprehension strategies.
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Velásquez Jaramillo, Mercedes. "Developing Aural and Oral Skills of Beginner Learners of English as a Foreign Language Through Explicit Metacognitive Strategies Training." Latinoamericana de Estudios Educativos 17, no. 1 (January 1, 2021): 120–41. http://dx.doi.org/10.17151/rlee.2021.17.1.7.
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Learners of foreign languages from different levels of education need to be active agents of their learning process. They need to develop strategic competence to become proficient learners and users of the foreign language. One way to foster this active and strategic role is to instruct learners in the use of Metacognitive Strategies. This work of research studied the effect of Metacognitive Strategies training on students’ aural and oral skills. Forty-two seventh graders from a public institution participated in a six-workshop training cycle on strategies for planning, monitoring and evaluating learning tasks, following the model of the Cognitive Academic Language Learning Approach- CALLA (preparation, presentation, practice, evaluation and expansion). The findings showed that Metacognitive Strategies positively impacted students’ aural and oral skills, favored their vocabulary repertoire, produced a favorable change in their attitudes towards listening and speaking, and raised their feeling of success and self-efficacy. This implies that Metacognitive Strategies should be incorporated into the regular language class to help students become more self-regulated learners.
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Khonamri, Fatemeh, and Maedeh Karimabadi. "Collaborative Strategic Reading and Critical Reading Ability of Intermediate Iranian Learners." Theory and Practice in Language Studies 5, no. 7 (July 25, 2015): 1375. http://dx.doi.org/10.17507/tpls.0507.09.
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Papinczak, Tracey. "Are deep strategic learners better suited to PBL? A preliminary study." Advances in Health Sciences Education 14, no. 3 (April 17, 2008): 337–53. http://dx.doi.org/10.1007/s10459-008-9115-5.
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Qomariyah, Anik Nur, Syafi’ul Anam, and Slamet Setiawan. "STRATEGIC SELF-REGULATION (S2R) AMONG MULTILINGUAL LEARNERS IN POLYGLOT INDONESIA COMMUNITY." International Journal of Education and Social Science Research 05, no. 06 (2022): 331–48. http://dx.doi.org/10.37500/ijessr.2022.5626.
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This research aims to investigate the types of strategic self-regulation (S2R) among multilingual learners in polyglot Indonesia Community. There are eight respondents from Polyglot Indonesia Community who have multilingual competency are interviewed to gain the data of the study. This study employed qualitative approach using case study analysis. The result showed us that the respondents of this research, the polyglot, mostly employed all strategies, consist of cognitive metacognitive strategies, affective meta-affective strategies, sociocultural interaction and meta-SI strategies. But some of the respondents do not use some specific strategies, especially affective strategies and meta-affective strategies. Based on the conclusions above, it can be inferred that the use strategic self-regulation (S2R) among multilingual learners in polyglot Indonesia Community are still highly use, even though some strategies were not employed