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Metacognitive Awareness and Learning Approaches among Graduate Students
Full text linkThis study explored the relationship between metacognitive awareness and learning approaches in two groups of graduate students: direct-pathway students and adult graduate students. Direct-pathway students transitioned directly from their undergraduate programs to graduate school, while adult graduate students had delayed entry, typically after age 25 and after working for several years. To investigate differences between the two groups, we utilized a self-reported survey incorporating the Metacognitive Awareness Inventory (MAI) and the Study Skills Inventory for Students (ASSIST). Survey data was analyzed to determine if the groups differed in their metacognitive awareness and learning approaches. The findings revealed that adult graduate students exhibited significantly higher levels of overall metacognitive awareness, knowledge about regulation, and regulation of cognition compared to direct-pathway students. Additionally, the analysis of learning approaches indicated that direct-pathway students tended to favor surface learning strategies, while adult graduate students demonstrated a preference for strategic and deep learning approaches. Given these significant differences, it may be crucial for instructors and curriculum designers to consider tailoring graduate coursework to maximize individual learning for both groups. Personalized and holistic learning strategies, such as reflective practices and peer learning communities, could be particularly beneficial in fostering effective learning outcomes in graduate programs to develop lifelong learners
Heritage Language Learners in the Foreign Language Classroom
Full text linkHeritage language learners are a heterogenous group themselves, and prevalent contrasts exist between them and foreign language learners. This presents challenges for the amalgamation of heritage language learners and foreign language learners within a single language classroom. Reviewing relevant literature, this paper discusses the differences between heritage language learners and foreign language learners, and how these can be accounted for by educators. It argues that, without specific, individualised differentiation, the foreign language classroom is inappropriate for the heritage language learner due to its inability to sufficiently account for their heterogeneity, diverse backgrounds and unique motivations for language learning. The difficulty defining heritage language learners is covered first, followed by their heterogeneity and differences they exhibit with foreign language learners. The relevant literature is then tied into implications for the language classroom and a discussion of how heritage language learners may be best included within these contexts
Harding University Spring Sing Program 2025
Full text linkProgram for the 2025 Spring Sing performance at Harding University
Theme: Rise
Host & Hostesses: Weston Eades, Isaac Linnett, Rachael Sims, and Anna Wrighthttps://scholarworks.harding.edu/spring-sing/1050/thumbnail.jp
