scholarly journals Fostering students’ autonomy in learning English in nonlinguistic university

2020 ◽  
Vol 75 ◽  
pp. 03007
Author(s):  
Oksana Pershukova ◽  
Nina Nikolska ◽  
Oksana Vasiukovych
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Autonomy Development ◽  
Special Approach ◽  
And Control

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

scholarly journals Social Competence and Emotional Intelligence of Future Pe Teachers and Their Participation in Psychological Workshops

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Anna Kuk ◽  
Marcin Czechowski ◽  
Joanna Femiak
Keyword(s):  
Emotional Intelligence ◽  
Social Competence ◽  
Control Group ◽  
First Year ◽  
Training Methods ◽  
First Year Students ◽  
Master's Degrees ◽  
Psychological Training ◽  
And Control ◽  
Experimental Group

AbstractPurpose. The aim of the study was to investigate the social competence (SC) and emotional intelligence (EI) of future physical education (PE) teachers after targeted psychological training. Methods. PE university students completing their bachelor’s (28 third-year students) and master’s degrees (31 first-year students) were recruited and divided into an experimental and control group. The participants completed a questionnaire assessing SC and EI. The experimental group then participated in a series of psychological workshops (four 8-hour sessions) that included Video Interaction Training and interpersonal training. The questionnaire was again administered immediately and 6 months after the workshops were completed. Results. The indicators of SC and EI were significantly higher in experimental group in both post-workshop time points. No increases were observed in the control group. Conclusions. The results justify the inclusion of interactive psychological courses in the curricula of future PE teachers.

scholarly journals Establishing Learner Autonomy in China’s Universities through Achievement Presentation

2017 ◽  
Vol 8 (3) ◽  
pp. 588
Author(s):  
Haiyan Liu ◽  
Wenqian Qi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Specific Class ◽  
Autonomy Development ◽  
Class Context ◽  
Made In

Learner’s role in learning a foreign language has been paid more and more attention in the recent years and learner autonomy is widely recognized as an educational goal. How to integrate teaching with developing learner autonomy has become a hot topic in the educational reform. However, few researches have been made in China’s specific class context. The extension learning achievement presentation (ELAP) activity conducted in two of China’s universities is such an exploratory practice. Based on the theory of learner autonomy and the characteristics of university students, the ELAP is designed to make an integration of students’ learning both in and out class so as to promote the simultaneous development of autonomous learning and language use abilities. The combination of classroom teaching with students’ out class learning enables the foreign language learning to become a process of learner autonomy development. In the process of sharing each other’s achievements, the students deepen their understanding of the knowledge learned and widen their horizon. The result of quantitative and qualitative data analysis reveals that the ELAP has greatly stimulated the students’ enthusiasm in learning. They have undertaken reflective learning, made a better understanding of their learning methods and process, and raised their autonomous learning awareness and ability. And the teachers’ orientation in helping shift the students’ learning concept and methods has been proved to be the major affecting factor to success or failure of the ELAP and the cultivation of students’ autonomous learning ability.

scholarly journals AN EMPIRICAL STUDY ON GAMIFICATION FOR LEARNING PROGRAMMING LANGUAGE WEBSITE

2019 ◽  
Vol 81 (2) ◽  
Author(s):  
Firas Layth Khaleel ◽  
Noraidah Sahari Ashaari ◽  
Tengku Siti Meriam Tengku Wook
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Programming Language ◽  
Quantitative Research ◽  
First Year ◽  
Research Approach ◽  
First Year Students ◽  
Performance Effectiveness ◽  
Game Context ◽  
And Control

Computer science novice students find it hard to learn and master programming language subjects. In previous work, an investigation was done to confirm this assumption. The finding showed that students experienced ineffective learning, lacked interest towards this course, and lacked motivation. Previous studies have shown that applying Gamification elements in websites engages users. Gamification refers to the use of game elements in a non-game context in order to increase engagement between human and computer. In priory, a gamification-based learning website for programming language course was developed. This study aimed to measure the effectiveness and motivation level of using a Gamification website for programming language learning for first year students. Quantitative research approach was used. The effectiveness of the gamification website was tested using Quasi experiment. Student motivation was measured using ARCS motivation model. The findings showed that there were significant differences in the overall results of student performance (effectiveness and motivation) between the experimental and control groups.

scholarly journals The effects of verbal and visual feedback on performance and learning freestyle swimming in novice swimmers

Kinesiology ◽  
2017 ◽  
Vol 49 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Maria Giannousi ◽  
Efthimis Kioumourtzoglou
Keyword(s):  
Intervention Program ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Modeling Group ◽  
Post Test ◽  
Speed Performance ◽  
And Performance ◽  
Effects Of Feedback ◽  
And Control

<div>The purpose of the present study was to investigate the effects of feedback on freestyle learning and performance of novice swimmers. Sixty male (Mage=18.7, SD=1.82) first year students were randomly assigned into four groups: self-modeling, expert-modeling, verbal, and control group. The intervention program lasted for seven weeks. Participants were evaluated in 25m freestyle swimming, with a pool buoy between the legs and breathing every three hands through a pre-test, a post-test and a retention test. The result revealed that self-modeling group was the most effective, in comparison with the other types of feedback, in terms of improvement of the technique in novice swimmers. There were no differences between groups in the speed performance of 25m free style swimming. Overall, the present study provides valuable evidence for the effects of self-modeling on performance in freestyle swimming, and encourages research to further</div><div>explore such effects between different types of feedback in real training conditions.</div>

PROMOTING LEARNERS’AUTONOMY: TO WHAT EXTENT DO STUDENTS PRACTICE AUTONOMOUS ACTIVITIES FOR THEIR LEARNING?

2020 ◽  
Vol 43 (01) ◽  
Author(s):  
TRẦN KIỀU MỸ AN
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Vital Role ◽  
Foreign Languages ◽  
Ho Chi Minh City ◽  
First Year ◽  
First Year Students ◽  
English Major ◽  
Learning English

Learner autonomy plays a vital role in the success of language education. The specific purpose of this study is to investigate the views English majored first year students regarding the students‟ awareness of the importance of learner autonomy as well as the practice of autonomous activities inside and outside the classroom at Faculty of Foreign Languages ( FFL) of Industrial University of Ho Chi Minh City ( IUH). This study was conducted with two instruments: questionnaire and interview. The questionnaires were completed to elicit responses from 100 participants who were English majored freshmen at FFL. At the same time, the writer also made two interviews with teachers who were teaching freshmen. There are four conclusions that are obtained from the findings and discussion. First of all, the majority of the participants in the research have intrinsic motivation when practicing autonomous activities for their learning. Secondly, most of them are aware of the importance of learner autonomy in learning English. And the third finding is about students‟ strategies in their own learning English. The result indicates that most of the students usually practice listening when they practice language outside the classroom. Finally, it is found that both of the two teachers in the research suppose that 90% of English major freshman at IUH have good perception of learner autonomy, which is a very positive signal for the language learning process.

CALL and the development of learner autonomy: Towards an activity-theoretical perspective

ReCALL ◽  
2004 ◽  
Vol 16 (2) ◽  
pp. 377-395 ◽  
Author(s):  
FRANÇOISE BLIN
Keyword(s):  
Language Learning ◽  
Activity Theory ◽  
Theoretical Perspective ◽  
Learner Autonomy ◽  
Cultural Historical Activity Theory ◽  
First Year ◽  
First Year Students ◽  
Historical Activity ◽  
Cultural Historical Activity ◽  
The Relationship

While the concepts and principles associated with learner autonomy underpin a broad range of CALL applications and research projects, current debates and research paradigms in CALL do not provide adequate tools and models to investigate in depth the relationship between CALL and the development of learner autonomy. This paper explores the potential of cultural-historical activity theory to study this relationship. Starting from the complex and multidimensional nature of learner autonomy, it highlights some of the weaknesses in the CALL literature addressing some aspects of this relationship. Following a presentation of the main tenets of cultural-historical activity theory (CHAT), including the notion of contradiction which is at the core of CHAT, it then seeks to demonstrate how activity theory can assist us in rethinking our understanding of learner autonomy in the context of technology-rich language learning environments and in formulating suitable criteria and questions, which can guide judgemental and empirical analyses. The paper concludes by illustrating some of the principles explored through examples drawn from an activity-theoretical judgemental analysis of a French module delivered to first year students in Dublin City University.

scholarly journals IMPROVING THE LISTENING COMPREHENSION OF THE FIRST YEAR STUDENTS OF A STATE SENIOR HIGH SCHOOL IN ENREKANG, INDONESIA

2018 ◽  
Vol 2 (2) ◽  
pp. 22-26
Author(s):  
Ita Sarmita Samad
Keyword(s):  
High School ◽  
Listening Comprehension ◽  
Senior High School ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Post Test ◽  
The Difference ◽  
And Control ◽  
Experimental Group

This study aims at finding out whether or not the implementation of jigsaw listening improves the Listening comprehension of the first year students of a state senior high school in Enrekang. This study employs a quasi experimental method. The population of this study is the first year students of a state senior high school in Enrekang in the academic year 2012/2013. It uses random sampling, taking two classes totalling 52 students. It involves two groups, namely experimental class and control class. The students’ pre-test and post-test shows that there is significance different between experimental and control group. The result of the gained of mean score shows the difference between those groups. The difference of the mean score of pre-test and post-test of experimental group is 16.62 while control group is 0.73. It means that . The students of experimental group get better improvement than the students’ of control group. Thus, it can be concluded that the hypothesis is tenable. Besides, the t-test value of gained score (2.65) is higher than t-table (2.021). Thus, it can be concluded that the jigsaw listening improves the students’ listening comprehension.

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