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Tytuł:
A STUDY INTO STUDENTS’ USE OF DIGITAL ENGLISH LEARNING STRATEGIES IN TERTIARY EDUCATION
Autorzy:
Kim, Gyoomi
Bae, Jiyoung
Powiązania:
https://bibliotekanauki.pl/articles/955786.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
digital English learning environment
digital learning strategy
learner factors
Opis:
The purpose of this study is to investigate EFL university students' learning strategies used in a digital English learning environment, and to analyze the interrelations between their use of learning strategies and individual learner factors, such as gender, English proficiency levels, learning experiences, and the duration of using the digital learning environment. The participants of the study were 400 students selected from two universities located in South Korea. A questionnaire was developed to examine the use of digital English learning strategies (DELS) based on Oxford's (1990) SILL and was distributed in an online survey form. Data collected in the present study was statistically analyzed to show that, first, the most frequently used strategy category was compensation strategies, and this was followed by memory and metacognitive strategies. Second, learner factors included in this study showed statistically significant relationships with the use of DELS, but the duration of using digital devices was not related to DELS usage. From these findings, the study concludes that understanding the learning process and strategy use patterns is very critical to make students strategic learners in a digital English learning context and eventually to develop students’ digital English abilities. The suggestions and implications for further study are also discussed.
Źródło:
Teaching English with Technology; 2020, 20, 1; 21-42
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Scientific Approach-Based English Learning Strategy (SABELS)
Autorzy:
Napitupulu, Selviana
Manalu, David Berthony
Siahaan, Sanggam
Powiązania:
https://bibliotekanauki.pl/articles/1967715.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
curiosity
scientific approach-based English learning strategy
willingness
Opis:
The Indonesian government has decided to apply a scientific approach to all academic subjects. This decision brings serious consideration since it is new especially in language learning. Some researchers claim that the implementation of this new approach is not optimal because language teachers have never been introduced to a scientific approach. Grounded theory research was conducted to solve this situation. A new strategy has been formulated and called a scientific approach-based English learning strategy (SABELS), where students’ curiousity and willingness to communicate in English are the primary aspects teachers should establish before initiating the teaching and learning process. The learning process in this strategy includes: observing, questioning, collecting information, associating, and communicating. While establishing context, enlightening, monitoring, assisting, and evaluating are focused on the teacher’s activities. In conclusion, applying this new strategy will encourage both teacher and students to be more creative and innovative.
Źródło:
The New Educational Review; 2019, 56; 41-52
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sensory preferences of dyslectic students and relevant teaching methods… (the case of foreign language learning)
Autorzy:
Klapa, Julia
Powiązania:
https://bibliotekanauki.pl/articles/472606.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
dyslexia in foreign languages learning,
sensory preferences,
teaching methods,
multisensory teaching,
learning strategy
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2016, VI; 180-192
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Arabic language-learning strategy preferences among undergraduate students
Autorzy:
Brosh, Hezi Y.
Powiązania:
https://bibliotekanauki.pl/articles/780465.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Arabic language-learning strategies
language-learning strategy preferences
language-teaching strategy preferences
Arabic learning as a foreign language
effective Arabic language learning and teaching
undergraduate students
Opis:
This study elicited Arabic students’ perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 120 undergraduate Arabic students participated. Data were collected through a questionnaire and interviews. The findings reveal that students tend to adopt a holistic view of the learning task and relate it to real-life, personal experience. Participants selected interaction with the teacher, speaking, and flashcards as their most preferred application-directed learning strategies. These selections demonstrate that Arabic students desire to be proactive in order to make the language more concrete for them, to enhance their performance, and to develop language skills that will last a lifetime. Whereas advanced level participants preferred interaction with the teacher, speaking, flashcards, and working individually, beginner level participants preferred learning grammar and group work. The empirical evidence from this study could have implications regarding theoretical models of effective Arabic language instruction, Arabic teacher education programs, and curriculum development.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 2; 351-377
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Présentation de la modélisation en PNL. Relation maître–apprenti
Presentation of NLP Modeling: Master–Apprentice Relationship
Autorzy:
Wiacek Le Verger, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1798539.pdf
Data publikacji:
2019-11-04
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
modelowanie; relacja mistrz–uczeń; uczenie się; strategia; komunikacja; transmisja
modeling; master–apprentice relationship; learning; strategy; communication; transmission
Opis:
PREZENTACJA MODELOWANIA NLP. RELACJA MISTRZ–UCZEŃ Niniejszy artykuł przedstawia, w podejściu dydaktycznym, jedno z podstawowych narzędzi programowania neurolingwistycznego: modelowanie. Celem jest rozważenie podejścia do modelowania jako narzędzia, które mogłoby zoptymalizować proces uczenia się i jego wydajność. W relacji mistrz–uczeń uczenie się odbywa się poprzez obserwację, naśladownictwo, transmisję. Nauczyciel przekazuje wiedzę i umiejętności, ale także « savoir-être », który ma zasadnicze znaczenie w realizacji pracy rzemieślniczej. Nauczyciel ma odpowiedzialność pedagogiczną wobec swojego ucznia. Uczeń słucha swojego nauczyciela, działa pod jego wpływem i wykonuje pracę zgodnie z jego instrukcjami, aby z kolei zostać „mistrzem”. Ta nauka opiera się na pewnej dynamice zaufania między tymi dwiema osobami. Programowanie neurolingwistyczne (NLP) oferuje szereg narzędzi komunikacji, które pozwalają wskazać strategie w zachowaniu. Modelowanie to potężne narzędzie, które wyjaśnia, w jaki sposób osoba wykonuje działanie, które prowadzi do zadowalającego, a nawet doskonałego wyniku. Daje, dzięki analizie w formie pytań, pewną liczbę kryteriów, które pozwalają uczącemu się wykonać akcję, pracę, w optymalny sposób, na wzór swojego modelu. Wykonywanie modelowania wydaje nam się bardzo istotne w związku takim jak „mistrz–uczeń”. Présentation de la modélisation en PNL. Relation maître–apprenti Cet article présente, dans une approche didactique, un des outils fondamentaux de la Programmation Neuro-Linguistique : la modélisation. Le parti pris est de considérer la démarche de la modélisation comme un outil qui pourrait optimiser l’apprentissage et l’efficacité dans son résultat. Dans la relation maître–apprenti l’acte d’apprentissage s’effectue par observation, imitation, transmission. Le maître transmet un savoir et un savoir-faire mais également un savoir-être qui est fondamental dans la réalisation d’une œuvre artisanale. Le maître a une responsabilité pédagogique face à son apprenti. L’apprenti écoute son maître, agit sous son influence et réalise un travail selon ses indications pour devenir un jour « maître » à son tour. Cet apprentissage est basé sur une certaine dynamique de la confiance entre ces deux personnes. La Programmation neuro-linguistique (PNL) propose un certain nombre d’outils en communication, en relation, qui permettent d’identifier des stratégies dans les comportements. La modélisation est un outil performant qui permet de clarifier de quelle manière une personne réalise une action qui aboutit à un résultat satisfaisant et même excellent. Elle donne, grâce à une analyse sous forme de questions, un certain nombre de critères qui permettent à l’apprenant de réaliser une action, un travail, une œuvre de manière optimale, en suivant l’exemple de son modèle. L’exercice de la modélisation nous paraît très pertinent dans une relation telle que « maître–apprenti ».
This article presents, in a didactic approach, one of the fundamental tools of Neuro Linguistic Programming: modeling. The bias is to consider the modeling approach as a tool that optimizes learning and efficiency in getting results. In the master-apprentice relationship the act of learning is done by observation, imitation, transmission. The teacher transmits knowledge and know-how but also a « savoir-être » which is fundamental in the realization of a craft work. The teacher has an educational responsibility towards his/her apprentice. The apprentice listens to his/her teacher, acts under his/her influence and performs a job according to his/her instructions to become a “master” in turn. This learning is based on a certain dynamic of trust between these two people. Neuro Linguistic Programming (NLP) offers a number of tools in communication, in relationship building, that identify strategies in behavior. Modeling is a powerful tool which clarifies how a person performs an action that leads to a satisfactory and even excellent result. It gives, thanks to an analysis in the form of questions, a certain number of criteria which allow the learner to carry out an action, a task, a work in an optimal way, following the example of his model. The exercise of modeling seems very relevant to us in a “Master–apprentice” relationship.
Źródło:
Roczniki Humanistyczne; 2019, 67, 8; 185-200
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan
Autorzy:
Meiramova, Saltanat
Zhanysbayeva, Akniet
Powiązania:
https://bibliotekanauki.pl/articles/628459.pdf
Data publikacji:
2015
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Individual and group work, Kazakhstan, teaching strategy, learning technique
Opis:
It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.
Źródło:
Journal of Education Culture and Society; 2015, 6, 2; 382-393
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning board evaluation function for Othello by hybridizing coevolution with temporal difference learning
Autorzy:
Szubert, M.
Jaśkowski, W.
Krawiec, K.
Powiązania:
https://bibliotekanauki.pl/articles/206175.pdf
Data publikacji:
2011
Wydawca:
Polska Akademia Nauk. Instytut Badań Systemowych PAN
Tematy:
evolutionary computation
coevolutionary algorithms
reinforcement learning
memetic computing
game strategy learning
Opis:
Hybridization of global and local search techniques has already produced promising results in the fields of optimization and machine learning. It is commonly presumed that approaches employing this idea, like memetic algorithms combining evolutionary algorithms and local search, benefit from complementarity of constituent methods and maintain the right balance between exploration and exploitation of the search space. While such extensions of evolutionary algorithms have been intensively studied, hybrids of local search with coevolutionary algorithms have not received much attention. In this paper we attempt to fill this gap by presenting Coevolutionary Temporal Difference Learning (CTDL) that works by interlacing global search provided by competitive coevolution and local search by means of temporal difference learning. We verify CTDL by applying it to the board game of Othello, where it learns board evaluation functions represented by a linear architecture of weighted piece counter. The results of a computational experiment show CTDL superiority compared to coevolutionary algorithm and temporal difference learning alone, both in terms of performance of elaborated strategies and computational cost. To further exploit CTDL potential, we extend it by an archive that keeps track of selected well-performing solutions found so far and uses them to improve search convergence. The overall conclusion is that the fusion of various forms of coevolution with a gradient-based local search can be highly beneficial and deserves further study.
Źródło:
Control and Cybernetics; 2011, 40, 3; 805-831
0324-8569
Pojawia się w:
Control and Cybernetics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A strategy learning model for autonomous agents based on classification
Autorzy:
Śnieżyński, B.
Powiązania:
https://bibliotekanauki.pl/articles/330672.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Zielonogórski. Oficyna Wydawnicza
Tematy:
autonomous agents
strategy learning
supervised learning
classification
reinforcement learning
czynnik niezależny
uczenie nadzorowane
uczenie ze wzmocnieniem
Opis:
In this paper we propose a strategy learning model for autonomous agents based on classification. In the literature, the most commonly used learning method in agent-based systems is reinforcement learning. In our opinion, classification can be considered a good alternative. This type of supervised learning can be used to generate a classifier that allows the agent to choose an appropriate action for execution. Experimental results show that this model can be successfully applied for strategy generation even if rewards are delayed. We compare the efficiency of the proposed model and reinforcement learning using the farmer–pest domain and configurations of various complexity. In complex environments, supervised learning can improve the performance of agents much faster that reinforcement learning. If an appropriate knowledge representation is used, the learned knowledge may be analyzed by humans, which allows tracking the learning process.
Źródło:
International Journal of Applied Mathematics and Computer Science; 2015, 25, 3; 471-482
1641-876X
2083-8492
Pojawia się w:
International Journal of Applied Mathematics and Computer Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Application of Mind Map-based abstracting technique in pedagogical strategy for ESP teaching/learning
Autorzy:
Choporova, Ekaterina
Powiązania:
https://bibliotekanauki.pl/articles/628461.pdf
Data publikacji:
2014
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
ESP teaching/learning, pedagogical strategy, abstracting, Mind Maps- -based technique, engineering specialities, sci-tech sources
Opis:
The work presents some theoretical and practical results of the abstracting practice carried out by the teachers and cadets of Voronezh Institute of the Ministry of Interior of Russia. The sources used in the experiment were of British and American origin, equally authentic, and were mainly of engineering content because of the cadets’ speciality. The main purpose of the experiment was focused on the primary source adequate abstract making as a product of a keen understanding of social and professional aspects, views, and anticipations of English-speaking nations. The authors analyzed a number of current approaches towards abstract making procedures and offered an original system of the education strategy by means of Mind Map building technique.
Źródło:
Journal of Education Culture and Society; 2014, 5, 1; 110-123
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Past its expiry date? The SILL in modern mixed-methods strategy research
Autorzy:
Amerstorfer, Carmen M.
Powiązania:
https://bibliotekanauki.pl/articles/781037.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Strategy Inventory for Language Learning (SILL)
language learning strategies
mixed-methods research
learner preferences
Opis:
Has the Strategy Inventory for Language Learning (SILL) passed its expiry date? The SILL (Oxford, 1990) was designed as a self-evaluation tool to measure the frequency of language learning strategies used by foreign and second language (L2) learners. With simple mathematics, learners can analyze their strategy preferences overall and in six categories (i.e., memory, cognitive, compensation, metacognitive, affective, and social strategies). Diverging from its original purpose, the SILL became the most popular instrument in LLS research, which brought widespread acclaim but also criticism. This article explains what makes the SILL an extraordinary tool for learners, teachers, and researchers and how it can be adapted to suit specific contexts and the demands of a modern world. An example of how the SILL can be integrated into mixed-methods research demonstrates how the instrument can fulfil additional purposes to those originally intended. Despite its naturally quantitative orientation, the SILL contributed to the acquisition of rich qualitative information, which enabled a holistic view of five individual L2 learners. In addition to new insights about strategic L2 learning, the study attests that the SILL has not expired yet, but perhaps needs a modern touch, for instance, in the form of adaptation or combination with other research methods and the inclusion of strategies for learning language with technology.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 497-523
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Strategies in technology-enhanced language learning
Autorzy:
Zhou, Yalun
Wei, Michael
Powiązania:
https://bibliotekanauki.pl/articles/781045.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language learning strategies
self-regulated language learning
strategy instruction
strategy assessment
technology enhanced language learning
Opis:
The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people’s daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 471-495
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Editorial
Autorzy:
Smyrnova-Trybulska, Eugenia
Powiązania:
https://bibliotekanauki.pl/articles/448402.pdf
Data publikacji:
2016-12-01
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
e-learning
blended learning
educational strategy
ICT competences
Opis:
The theme and the priorities of the IJREL reflect the conceptual principles underlying the modernization of education and the reform of the educational systems in European countries, as well as national development strategies for the 21st century. One of the European Union’s key educational o bjectives is the provision of equal opportunities for all with regard to access to learning and knowledge, regardless of gender, financial and physical ability, and place of residence. That is why distance learning has now been granted a status of high priority. If introduced on a wide scale, distance learning and teaching may make significant contribution towards the achievement of educational goals in member states.
Źródło:
International Journal of Research in E-learning IJREL; 2015, 1, 1; 5-8
2451-2583
2543-6155
Pojawia się w:
International Journal of Research in E-learning IJREL
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Team Based Learning as an Instructional Strategy: A Comparative Study
Autorzy:
Pardamean, Bens
Donovan, Jerome
Masli, Eryadi
Suparyanto, Teddy
Muljo, Hery
Prabowo, Harjanto
Powiązania:
https://bibliotekanauki.pl/articles/1997566.pdf
Data publikacji:
2017-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
team based learning
instructional strategy
learning outcome
readiness assurance
Opis:
The use of Team Based Learning (TBL) as an instructional strategy in undergraduate health science curricula has been identified as a way to improve student learning outcomes. However, comparative studies of the use of TBL in business subjects in different countries are rare. This research is a first step to provide comparative quantitative empirical evidence for the usefulness of TBL, leading to continuous improvement in the learning process. It compares the results of Indonesian and Australian students in two different business classes. The finding reveals that TBL has some usefulness in enhancing student learning outcomes in business subjects.
Źródło:
The New Educational Review; 2017, 50; 134-145
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Strategies and interlanguage pragmatics: Explicit and comprehensive
Autorzy:
Sykes, Julie M.
Cohen, Andrew D.
Powiązania:
https://bibliotekanauki.pl/articles/780529.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
interlanguage pragmatics
learning pragmatics
pragmatics learning strategies
strategy instruction
Opis:
Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 381-402
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A STUDY INTO THE IMPACT OF THE CHOICE OF COGNITIVE AND META-COGNITIVE STRATEGIES AND PODCASTS ON VOCABULARY GAIN AND RETENTION LEVELS IN THE TELEGRAM-BASED E-LEARNING CONTEXT
Autorzy:
Elekaei, Atefeh
Tabrizi, Hossein Heidari
Chalak, Azizeh
Powiązania:
https://bibliotekanauki.pl/articles/955415.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
e-learning
cognitive strategy
meta-cognitive strategy
vocabulary gain
podcasts
vocabulary retention
Opis:
Forming synchronous and asynchronous learning networks utilizing internet has been simplified by new technologies. The present study investigated the effects of learners’ choice of cognitive and meta-cognitive strategies on vocabulary gain and retention levels in the e-learning context. 180 participants took part in this study and 120 audio podcasts plus still and animated pictures were presented to the participants in the Telegram channel. 23 strategy items on a 5-point Likert scale were presented to the participants by means of a voting robot system on the main page of the channel after the treatment. Additionally, an immediate as well as a delayed vocabulary posttest in the form of multiple-choice were administered, separately. Four one-way ANOVAs were run in order to answer the questions. The results revealed that the choice of cognitive strategy significantly affected the level of vocabulary gain and retention. In other words, learners who applied more cognitive strategies had higher levels in vocabulary gain and retention. However, the choice of meta-cognitive strategy had no considerable influence on vocabulary gain and retention.
Źródło:
Teaching English with Technology; 2020, 20, 2; 98-117
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
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