1,720,978 research outputs found
Maximing Learning Strategies To Pomote Learner Autonomy
Full text linkLearning a new language is ultimately to be able to commu nicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social strategies at a high frequency, while memory, cognitive, compensation, and affective strategies were exercised at a medium frequency. This finding implies that the learners have acquired some degrees of autonomy because metacognitive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken to increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively
Conference Proceedings of The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN): indigenous norms to the coming age of one Asia
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A STUDY OF THE VALIDITY AND RELIABILITY OF SELF-ASSESSMENT
Full text linkhis study is to investigate whether self-assessment contains construct- irrelevant variances of gender and age, and whether self-assessment correlates with test scores. The data were collected from seventy-eight newly arrived international students at the English Language Center, Michigan State University, USA. Prior to class commencement, they were asked to self-assess their listening, speaking, and interactive skill. Then, a test of listening was administered; finally, they were assigned to perform task-based conversational activities.The statistical findings imply that, firstly, gender and age do not provide construct irrelevant variances to the validity of self-assessment and, secondly, self-assessment produces reliable scores
Strategies of Indonesian learners of English across individual differences
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Grammar Learning Strategies across Individual Differences and Their Relationship with Grammar Mastery
No full text[ARCHIVES] Copyright Article From : Asian EFL Journal Research Articles. April 2020As studies investigating the role of individual differences in influencing the use of
grammar learning strategies were hardly found, the present study was carried out. The purposes
of the study were three-fold: (1) to identify a postteriori classification of grammar learning
strategies, (2) to investigate how individual differences correlate with grammar learning
strategy use, and (3) to figure out the interrelationship among the identified grammar learning
strategy categories as well as their correlation with grammar mastery. As such, a correlation
research design was employed with 280 English education department students from five
universities in East Java, Indonesia as the subjects of the study. They were asked to complete
a set of questionnaires to measure their grammar learning strategies, language aptitude, personality traits, and attitude and motivation in learning English. In addition, a test of grammar
was employed to measure their grammar mastery. A factor analysis applied to discern the types
of grammar learning strategies resulted in the presence of six factors including directive
cognitive strategies, social cognitive strategies, social affective strategies, directive
metacognitive strategies, reflective metacognitive strategies, and social metacognitive
strategies. Though it was found that the use of these six categories of grammar learning
strategies was correlated to one another and that their use was correlated significantly with
grammar mastery, only attitudinal and motivational attributes were found to associate with
grammar learning strategy use, while language aptitude and personality were not. Implications
of these findings were then discussed
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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