Learning Strategies Applied by University Students in Distance Learning

This study aims to describe the ability to write biographical texts without, with, and how the effect of using Contextual Teaching and Learning (CTL) learning strategies on the ability to write biographical texts in class X SMA N 2 Lintau Buo. This type of research is quantitative research with experimental methods. The results of the study are described as follows. First, the students' biographical text writing skills before using the Contextual Teaching and Learning (CTL) strategy of class X students of SMA N 2 Lintau Buo with an average of 57.47. Second, students' biographical text writing skills after using the Contextual Teaching and Learning (CTL) strategy of class X students of SMA N 2 Lintau Buo with an average of 70.97. Third, the skill of writing biographical texts using Contextual Teaching and Learning (CTL) learning strategies in learning is better than before using Contextual Teaching and Learning (CTL) learning strategies. Fourth, there is a significant effect of the use of learning strategies on the skills of writing biographical texts for X grade students of SMA N 2 Lintau Buo because tcount > t table (4.32 > 1.67), so H0 is rejected and H1 is accepted. This means that there is an effect of using Contextual Teaching and Learning (CTL) learning strategies on the ability to write biographical texts for X grade students of SMA N 2 Lintau Buo. So, it can be seen that there is a significant effect between the use of Contextual Teaching and Learning (CTL) strategies on learning the skills of writing biographical texts for the tenth graders of SMAN 2 Lintau Buo.

El objetivo de este estudio fue analizar la relación entre tipos sociométricos, categorías conductuales y el uso de estrategias de aprendizaje y habilidades de estudio (Actitud, Motivación, Gestión del Tiempo, Ansiedad, Concentración, Procesamiento de la Información, Selección de Ideas Principales, Escala de Ayuda al Estudio, Escala de Autoevaluación y Escala de Estrategias de Evaluación) en una muestra de 1349 (51.7% varones) adolescentes españoles de 12 a 16 años. Metodología: la identificación sociométrica de los estudiantes se realizó mediante el Programa Socio y para el análisis de las estrategias de aprendizaje y estudio se administró el Learning and Studies Skills Inventory High School Version (LASSI-HS; Weinstein y Palmer, 1990). Los resultados muestran que los estudiantes nominados positivamente por sus iguales obtuvieron puntuaciones significativamente más altas en el uso de estrategias de aprendizaje y habilidades de estudio adaptativas para el aprendizaje que los nominados negativamente. Los tipos sociométricos resultaron ser un predictor significativo del uso de las diversas estrategias de aprendizaje y habilidades de estudio, ya que los estudiantes nominados positivamente por sus compañeros presentaron mayor probabilidad de alcanzar altas puntuaciones en el empleo de estrategias de aprendizaje adecuadas al estudio. Estos hallazgos son discutidos teniendo en cuenta el tamaño del efecto de las diferencias y su implicación teórico-práctica.

Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do.

The purpose of present study was to investigate the impact of achievement emotions during Statistics Class on the use of learning strategies. This study involved 339 of undergraduate students of Faculty of Education, Universitas Negeri Semarang, who take the statistics class. The hierarchical regression analysis showed that students’ enjoyment positively predicted the use of rehearsal, elaboration, and organization learning strategies. In contrast, not all negative emotions have correlation with the use of learning strategies. Boredom positively predicted the use of rehearsal, but negatively predicted the use of elaboration. Then, angry negatively predicted the use of rehearsal. Findings of present study asserted the importance of enjoyment during class to encourage students use the appropriate and adaptive learning strategies.

English language has become a universal language to communicate with people worldwide in the era of globalisation as more global citizens take up English as a Second Language (ESL). Yet, ESL learners still face problems in becoming competent speakers of the English language which can impact their communication skills adversely in personal and professional settings. The use of Language learning strategies (LLS) among ESL learners can bring about proficient speaking skills and vice versa. This study aims to find out the extent of ESL learners' use of LLS in relation to their speaking skills. A survey research design was used and data was collected through an online survey questionnaire among Form 2 pupils from a rural Negeri Sembilan secondary school. The 15 close-ended questions adapted from Oxford, Cohen and Chi’s Language Strategy Use Survey were formulated to inquire about pupils’ use of English speaking learning strategies. The quantitative analysis of the questionnaire results revealed that most pupils never and seldom utilize speaking learning strategies when engaging in English discourse with exception of showing a significant use in the strategy of switching to their native language momentarily. This study of the aforementioned sample demonstrated that most adolescent ESL learners in Malaysian secondary schools use little to none English speaking skill learning strategies and use more of their native language to cope in English conversations. ESL policy makers, educators and researchers are needed to further encourage the ESL learners’ active use of LLS for speaking and eventually enhance their speaking skills. Recommendations were provided for future studies in consideration of English language educators and researchers.

The study explores the meaning of learning styles and strategies and attempts to find a relationship between the two in the context of English language learning. The research is conducted in Thailand with 22 grade six students and it examines some of the definitions and characteristics of learning strategies and learning styles as described by scholars in the field of SLA. The results gathered using qualitative and quantitative data, show that that the majority of the students are visual style learners and multi-modal learners. Based on the data collected, there is no concrete relationship between learning style and the use of learning strategies. Even so, the topic leaves many areas open for exploration, in particular, the learner’s metacognitive awareness of learning style and conscious learning strategy use and how this may improve his second language acquisition. The research also sheds a light on the learning strategies used by secondary school students in their L2 classroom as described by data collected through interviews.

Recent research shows the importance to teach students the self-regulated use of effective learning strategies at university. However, the effects of such training programs on students’ metacognitive knowledge, use of learning strategies, and academic performance in the longer term are unknown. In the present study, all first-year pharmacology students from one university attended a learning strategy training program, i.e., the ‘Study Smart program’, in their first weeks. The 20% (n = 25) lowest scoring students on the first midterm received further support regarding their learning strategies. Results showed that all students gained accurate metacognitive knowledge about (in)effective learning strategies in the short- and long-term and reported to use less highlighting, less rereading, but more interleaving, elaboration, and distributed practice after the training program. Academic performance was compared to the prior cohort, which had not received the Study Smart program. While in the previous cohort, students in the top, middle, and bottom rank of midterm 1 stayed in these ranks and still differed significantly in the final exam, students in the Study Smart cohort that received the training program improved throughout the year and differences between ranks were significantly reduced. A learning strategy training program including a remediation track for lower performing students can thus support students to study more effectively and enhance equal chances for all students at university.

<p>The purpose of this study is to explore motivations mediated by the integrated learning strategies of Communication Information Technology (ICT) for improving the technology leadership of school principals by moderating the gender variable in the virtual class seesaw during the training of strengthening the competency of the Principal of the Kendal Vocational School in 2019. This research was conducted using quantitative approach using cross-sectional design. Path analysis is used to determine the effect of motivation on the principal's leadership through learning strategies with gender moderator factors. Vocational school principals who participated in this study as many as 30 participants who participated in the training of strengthening the competency of vocational school principals. At the end of the training, the principals answered the motivation questionnaire, learning strategies and principals' leadership. The findings from the path analysis show that the learning strategy variable is a significant mediator in the relationship between the independent motivation variable and the dependent variable in the improvement of the principal's technological leadership where the sex factor as a moderator is equally strong. It can be concluded that motivation by the use of learning strategies in the principal's training curriculum that integrates ICT through seesaw virtual classes can improve the technology leadership of SMK headmasters for all genders indirectly. The findings from the path analysis show that the learning strategy variable is a significant mediator in the relationship between the independent motivation variable and the dependent variable in the improvement of the principal's technological leadership where the sex factor as a moderator is equally strong. It can be concluded that motivation by the use of learning strategies in the principal's training curriculum that integrates ICT through seesaw virtual classes can improve the technology leadership of SMK headmasters for all genders indirectly. The findings from the path analysis show that the learning strategy variable is a significant mediator in the relationship between the independent motivation variable and the dependent variable in the improvement of the principal's technological leadership where the sex factor as a moderator is equally strong. It can be concluded that motivation by the use of learning strategies in the principal's training curriculum that integrates ICT through seesaw virtual classes can improve the technology leadership of SMK headmasters for all genders indirectly.</p><p> </p><p>Keywords: Motivation, learning strategies, technology leadership, mediators,</p><p> moderator</p><p align="center"> </p>

In this study, the empirical quantitative questionnaire method was adopted to study the use of Chinese learning strategies of 76 students from Kunming International School, Yunnan, China. This survey adopts the Strategy Inventory for Language Learning (SILL) designed by Oxford (1990), which is a 5-point Likert Scale from 1 totally disagree to 5 totally agree, and the frequency of use of learning strategies was determined based on the 7 factors’ scores. SPSS descriptive analysis shows that the use frequency of overall strategies is ranked from high to low: compensation strategies, social strategies, metacognitive strategies, cognitive strategies, memory strategies and emotion sense of strategies. Correlation analysis suggests that there is a significant and positive correlation between age and Chinese learning strategies. Suggestions are offered for teachers to cultivate and form students’ learning strategies, i.e., adjusting and controlling of the learning process, giving full play to students’ cognitive ability, imparting effective methods of memory, regulating learning emotions, attaching importance to the stage of learning and development, and paying attention to the impact of individual differences. To sum up, teachers should emphasize the development stage of Chinese learning and the full play of the students’ cognitive ability. On this basis, students can be helped to cultivate and improve their ability to use Chinese learning strategies.

This study examined whether distinct profiles of Chinese undergraduates' choice of academic majors could be created and whether such profiles linked to self-reported motivation in learning, learning strategy use, and academic performance. Data were collected from 83 Chinese university students (71% female). They were asked to describe the reasons for their choices of majors and completed surveys on learning during the semester. Their final exam scores were collected as indicators of their academic success. Three distinct groups were first established by coding their reasons for choosing their major using self-determination theory. ANOVA analyses revealed that students who made the choice out of their own will and interest reported higher level of learning motivation, strategy use and better achievement, whereas feeling forced to study in a subject area impairs their motivation and outcomes. The study offers further evidence for the impact of feeling of autonomy on learning processes.

Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference for Languages. Questionnaire surveys, narrative frames, and semi‐structured interviews were used to collect the data remotely during the COVID‐19 pandemic. The results of quantitative data analysis showed that SRL strategy use is a significant predictor of task engagement. The results of the qualitative analysis also pointed to the importance of SRL strategies, including (meta)cognitive, (meta)affective, (meta)motivational, and (meta)social strategies, to maintain task engagement. The results of the study may be used to inform English language teachers, learners, materials developers, and measurement instrument developers.

The learning process includes several specific learning skills. The Learning Strategies, crucial to improve the selection and planning processes of teaching strategies in distance educational actions, is an example. The objective of this study, mainly quantitative in nature, was to compare the use of Learning Strategies by participants enrolled in university extension and teaching degree distance courses. Results found from t-Test point out that Cognitive Strategies, Self-Regulation and Emotion Control are most widely used by participants in the Extension course. It is highlighted the use of Learning Strategies that enable the monitoring and regulation of the organization and the cognitive process by teachers in initial or continuing education must be considered in order to achieve better course planning.

El presente estudio se centró en la motivación, las actitudes y uso de estrategias de aprendizaje por parte de estudiantes de niveles A1 y B1 de alemán, francés, italiano, japonés y portugués como terceras lenguas, con conocimiento de español como primera lengua e inglés como segunda lengua. En el Centro de Enseñanza de Lenguas Extranjeras Unidad Santo Tomás (CENLEX-UST) del Instituto Politécnico Nacional (IPN) 183 estudiantes contestaron un cuestionario basado en los instrumentos MAALE (Minera, 2010) y SILL (Oxford, 1989). Los resultados indican que los estudiantes cuentan con un alto grado de motivación, especialmente intrínseca, y una muy buena actitud hacia sí mismos como aprendientes y hacia las lenguas extranjeras, independientemente de su nivel de competencia. También se encontró un alto uso de estrategias de aprendizaje cognitivas, metacognitivas, afectivas y sociales, y un uso medio de las estrategias de memorización y compensatorias. Los resultados muestran que el uso de estrategias está motivado por las características de la lengua meta, las experiencias previas de aprendizaje de lenguas y el nivel de competencia de los alumnos. Estos resultados tienen implicaciones para considerar las necesidades de enseñanza específicas de los estudiantes de terceras lenguas con miras a desarrollar habilidades plurilingües a largo plazo.

Анотація. У статті подано аналіз проблеми використання навчальних стратегій у контексті організації ефективної самостійної роботи студентів нелінгвістичних спеціальностей. Розглянуто різні підходи до питання формування та використання навчальних стратегій у процесі формування іншомовної компетентності. З огляду на теоретичні напрацювання вчених та результати власного практичного досвіду встановлено, що формування іншомовної комунікативної компетентності в процесі самостійної роботи спрямоване на реалізацію особистісно орієнтованих стратегій навчання, які створюють умови для самостійного управління пізнавальним процесом і реалізації творчих здібностей студента. У статті виокремлено фактори, які впливають на формування ефективних навчальних стратегій у процесі формування іншомовної комунікативної компетентності студентів нелінгвістичних спеціальностей. Основна увага приділяється вирішенню проблеми використання навчальних стратегій у процесі формування іншомовної компетентності, створення системи керування самостійною роботою студентів. Метою цієї статті є виділення особливостей використання навчальних стратегій у процесі самостійної роботи студентів нелінгвістичних спеціальностей. Визначено, що структура самостійної роботи в навчанні іноземної мови складається з мотиваційного і виконавчого компонентів. З’ясовано, що оволодіння студентами іноземною комунікативною компетентністю є важливою передумовою успішності їх майбутньої діяльності як фахівців, здатних у процесі самостійної діяльності підвищувати свій професійний рівень. У статті розглянуті теоретичні основи використання різних навчальних стратегій у процесі самостійної роботи студентів нелінгвістичних спеціальностей. Під час формування компетентності з іноземної мови потрібно використовувати проблемно-пошукові та проєктні технології.