scholarly journals Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty

2022 ◽  
pp. 136216882110669
Author(s):  
Esther Usó-Juan
Keyword(s):  
Learning Strategies ◽  
Strategy Instruction ◽  
Pragmatic Development ◽  
Academic Context ◽  
Subject Line ◽  
Explicit Strategy Instruction ◽  
Post Test ◽  
Request Strategies

This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners’ ability to write authentic email requests to faculty. Drawing on Taguchi’s (2018) classification of pragmatics learning strategies, the instructional intervention followed a strategy-based approach to help learners understand the form–function–context mapping of email requests in the academic context. A total of 110 naturally occurring email requests for action addressed to three faculty members were collected at two different times: as a pre-test (i.e. before engaging learners in the instructional period), and as a post-test (i.e. after learners’ participation in the treatment sessions). Learners’ email messages were analysed considering both their appropriateness of use as well the frequency of utilization of different structural (i.e. subject line, openings and closings) and content components (i.e. request strategies and internal request modifiers). Results showed that strategy instruction helped learners write more appropriate email requests after the instructional period. The findings suggest that arming learners with a variety of strategic tools may lead to pragmatic development in actual language use.

scholarly journals Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

2015 ◽  
Vol 15 (2) ◽  
pp. 17 ◽  
Author(s):  
Mª Camino Bueno-Alastuey ◽  
Gloria Luque Agulló
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Explicit Instruction ◽  
Strategy Instruction ◽  
Oral Proficiency ◽  
Explicit Strategy Instruction ◽  
L2 Learning ◽  
Higher Secondary Education ◽  
Oral Skills ◽  
Listening And Speaking

<p>Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford’s taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks.</p>

scholarly journals Metacognitive Strategies and Learners' Attitudes: Evidence of Collocations

2016 ◽  
Vol 4 (1) ◽  
pp. 182
Author(s):  
Gholamreza Abbasian ◽  
Ali Mohammadi Darabad ◽  
Mehdi Javid
Keyword(s):  
English Language ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Negative Attitudes ◽  
Mediating Role ◽  
Explicit Strategy Instruction ◽  
Before And After ◽  
Language Attitude ◽  
Experimental Group

<p>The present study investigates the mediating role of attitude towards English language and the effect of metacognitive vocabulary learning strategy instruction on the recall of collocations. To this end, 75 upper-intermediate EFL participants reflecting positive and negative attitudes (+A and -A) based on Attitude/Motivation Test Battery) towards language were randomly assigned into two control and experimental groups. They both received the same type of collocation instruction, but the experimental group, additionally, received the metacognitive explicit strategy instruction. A pretest and a posttest measuring the learners' collocation knowledge before and after treatment were administered. A two-way ANOVA was run to compare the two groups plus the effect of language attitude on such performance. The results indicated that treatment did have an effect on the recall of collocations and also the +A learners outperformed their -A counterparts.</p>

scholarly journals PELATIHAN TAKSONOMI NUMERIK SEBAGAI STRATEGI UNTUK MENINGKATKAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE GURU BIOLOGI

2020 ◽  
Vol 7 (2) ◽  
pp. 64-78
Author(s):  
Amalianneisha Rafadewi Andhanatami Putri ◽  
Topik Hidayat ◽  
Widi Purwianingsih
Keyword(s):  
Learning Strategies ◽  
Numerical Taxonomy ◽  
Biology Teachers ◽  
Average Percentage ◽  
Technology And Learning ◽  
Living Things ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

TPACK is the ability to integrate knowledges of content, pedagogical, and technology that must be possessed by teachers in facing the era of education in the 21st century. To improve TPACK can be done with training strategies, in this study numerical taxonomy training is a training program for biology teachers about TPACK and CoRes, and content which is related to concepts, technology, and learning strategies for classification of living things that discuss about numerical taxonomy, as a strategy to improve TPACK biology teachers in classifying living things learning. The method used was pre-experimental one group pre-post test design. The data about teachers’ TPACK was gained from CoReS and lesson plans prepared by teachers, and teachers’ prespective on TPACK was gained from responses toward questionnaires. The result showed after training,  analysis of CoRes reveals that 80% of Biology teachers’ is on the Growing TPACK, and 20% is on the Pre TPACK category. The average percentage of N-gain TPACK ability of teachers is 60% in the medium category, the result of significant test (t test) indicates t score t table (16.88 2.13), it showed a significant difference in the TPACK ability of biology teachers before and after numerical taxonomy training. Teachers’ prespective on TPACK in classification of living things learning have a positive changes, teachers starts to be able to determine the technology, strategy, and understanding the content of living things learning especially the numerical taxonomy. It can be concluded that numerical taxonomy training can improve TPACK’s ability.

scholarly journals A Critical Analysis of Teaching Language Learning Strategies to University in Indonesia

2017 ◽  
Vol 2 (1) ◽  
pp. 31
Author(s):  
M. Ainur Rizqi ◽  
Haries Pribady
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Strategy Instruction ◽  
Language Learning Strategies ◽  
Teaching Language ◽  
University Degree ◽  
Analysis Of Teaching ◽  
Oriented Research

Over the last 40 years, plenty research has extensively examined the role of learning strategies on the language acquisition/learning. In Indonesia, unfortunately, this issue seemingly receives less attention at least until 2000’s.  Perhaps, Setiyadi’s (2001; 2004) and Mistar’s (2001) work which both studied students’ learning strategies in a university degree could be declared as the first batch of strategies-oriented research, and followed by  Subekti&amp; Lawson (2007) and Mistar&amp;Umamah (2014). Generally, the studies were descriptive or correlational in which depicting the types of strategies that the learners employed, or sought a relationship between learning strategies and the learners’ academic achievements. Strikingly, none elucidated strategy-instruction as the key priority. In fact, this is vital to ensure whether these strategies really could help poor language learners in practice.

Raiders Activity on the Market for Corporate Control as a Product of Coercive Entrepreneurship Evolution

2007 ◽  
pp. 80-92
Author(s):  
A. Kireev
Keyword(s):  
Corporate Control ◽  
Role Of Government ◽  
Market For Corporate Control ◽  
Basic Characteristics

The paper studies the problem of raiders activity on the market for corporate control. This activity is considered as a product of coercive entrepreneurship evolution. Their similarities and sharp distinctions are shown. The article presents the classification of raiders activity, discribes its basic characteristics and tendencies, defines the role of government in the process of its transformation.

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

ASPECTS IN BUILDING A COMPANY WEB-SITE AND ITS ROLE FOR THE DEVELOPMENT OF BUSINESS

2018 ◽  
pp. 117-124
Author(s):  
Petar Halachev ◽  
Victoria Radeva ◽  
Albena Nikiforova ◽  
Miglena Veneva
Keyword(s):  
Life Cycle ◽  
Web Site ◽  
The Internet ◽  
A Company ◽  
The Web ◽  
Design Construction ◽  
Made In ◽  
Site Types

This report is dedicated to the role of the web site as an important tool for presenting business on the Internet. Classification of site types has been made in terms of their application in the business and the types of structures in their construction. The Models of the Life Cycle for designing business websites are analyzed and are outlined their strengths and weaknesses. The stages in the design, construction, commissioning, and maintenance of a business website are distinguished and the activities and requirements of each stage are specified.

Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Siti Hannah Padliyyah
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Active Role ◽  
Stem Learning ◽  
International Student Assessment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

The Academic Study of Sufism at American Universities

2007 ◽  
Vol 24 (3) ◽  
pp. 24-45 ◽  
Author(s):  
Marcia Hermansen
Keyword(s):  
Twentieth Century ◽  
Current Situation ◽  
Muslim World ◽  
Western Thought ◽  
Academic Institutions ◽  
Academic Context ◽  
American Universities ◽  
Islamic Studies ◽  
Academic Study

This article provides an overview of the history and current situation of the academic study of Sufism (Islamic mysticism) at American universities. It examines Sufism’s place within the broader curriculum of Islamic studies as well as some of the main themes and approaches employed by American scholars. In addition, it explains both the academic context in which Sufi studies are located and the role of contemporary positions in Islamic and western thought in shaping its academic study.1 Topics and issues of particular interest to a Muslim audience, as well as strictly academic observations, will be raised. In comparison to its role at academic institutions in the traditional Muslim world,2 Sufi studies has played a larger role within the western academic study of Islam during the twentieth century, especially the later decades. I will discuss the numerous reasons for this in the sections on the institutional, intellectual, and pedagogical contexts.

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