Action research and reflection on student approaches to learning in large first year university classes

2008 ◽  
Vol 35 (3) ◽  
pp. 111-134 ◽  
Author(s):  
Carmel Herington ◽  
Scott Weaven
Keyword(s):  
Action Research ◽  
Approaches To Learning ◽  
First Year ◽  
Student Approaches To Learning ◽  
First Year University

First Year Engineering Students' Approaches to Study

2002 ◽  
Vol 39 (3) ◽  
pp. 201-209 ◽  
Author(s):  
John W. K. Rowe
Keyword(s):  
Higher Education ◽  
Engineering Students ◽  
Approaches To Learning ◽  
First Year ◽  
Student Approaches To Learning ◽  
Approaches To Study

Student approaches to learning (SAL) and the levels of understanding they achieve are critically linked and closely related to motivation. This paper reports the results of a study involving first year higher education engineering students using the ASI-32 questionnaire to investigate approaches to study and end of year achievement.

Learning styles and approaches to learning in excellent and average first-year university students

2013 ◽  
Vol 28 (4) ◽  
pp. 1361-1379 ◽  
Author(s):  
Bernardo Gargallo López ◽  
Gonzalo Almerich Cerveró ◽  
Jesús M. Suárez Rodríguez ◽  
Eloïna García Félix ◽  
Pedro R. Garfella Esteban
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Approaches To Learning ◽  
First Year ◽  
First Year University

scholarly journals Apprentissage semi-autonome: Résultats d’une expérience de tutorat

2018 ◽  
Vol 27 ◽  
pp. 95-106
Author(s):  
Weronika Wilczyńska
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
University Students ◽  
Research Methodology ◽  
Intermediate Level ◽  
Autonomous Learning ◽  
First Year ◽  
First Year University ◽  
Clear Change

The contribution reports some results from a study on the semi-autonomous learning of French as a foreign language by a dozen of first-year university students (intermediate level). It focuses on the evolution those students, identified as « poor learners », underwent as far as their views, attitudes and strategies in FL learning were concerned - as an effect of them being helped and advised by their much more advanced colleagues (4th year). By the end of this period the 1st year students showed a clear change in all these respects, even though adapting more adequate strategies proved slower to appear than changes in views and attitudes. At the same time, the experience proved to be most fruitful to their tutors in acquainting them with action research methodology.

scholarly journals The Use of Journals to Develop Grammatical Accuracy in Writing

MANUSYA ◽  
2009 ◽  
Vol 12 (2) ◽  
pp. 90-108
Author(s):  
Walaipun Puengpipattrakul
Keyword(s):  
Action Research ◽  
Journal Writing ◽  
Process Writing ◽  
Learning Activity ◽  
Future Research ◽  
First Year ◽  
Grammatical Accuracy ◽  
First Year University ◽  
Journal Entries ◽  
Dialogue Journaling

The researcher proposes, in this paper, her action research with a quasi quantitative and qualitative design, to provide some important insights into the use of journal writing as a means to improve grammatical accuracy of first-year university Thai undergraduates with no prior exposure to journal writing in English. The data on the undergraduates’ grammatical accuracy were analyzed through their journal entries covering both dialogue-journaling and process-writing entries, while their opinions of journal entries and grammatical accuracy were obtained through their dialogue journaling entries and interview responses. Findings are discussed, and recommendations for future research are made. It is also hoped that journal writing can be another useful learning activity and a teaching alternative to enhance EFL undergraduates’ grammatical accuracy in English.

scholarly journals Fostering Learner Autonomy in an ESL Classroom

2000 ◽  
Vol 18 (1) ◽  
pp. 75 ◽  
Author(s):  
Guofang Li
Keyword(s):  
Hong Kong ◽  
Action Research ◽  
Group Learning ◽  
Learner Autonomy ◽  
First Year ◽  
Action Research Project ◽  
Learning Tasks ◽  
First Year University ◽  
English Program ◽  
Esl Classroom

This article reports on an action research project on ways and means of promoting learner autonomy in an ESL classroom. It focuses on the implementation of an autonomy-based English program with a group of first-year university students at the Hong Kong Polytechnic University. The context and objective of this autonomy-based program are presented, classroom procedures and group learning tasks are described, and suggestions are provided for teachers to adapt these procedures and tasks to suit the needs of their particular students.

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