scholarly journals Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Rui-Ting Huang ◽  
Chung-Long Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Performance ◽  
Self Management ◽  
English Learning ◽  
Continuance Intention ◽  
Personal Learning ◽  
And Performance ◽  
The Impact ◽  
Moderating Role

Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.

scholarly journals Does proactive personality matter in mobile learning?

2016 ◽  
Author(s):  
Rui-Ting Huang ◽  
Tzy-Wen Tang ◽  
Yi Ping Lee ◽  
Fang-Ying Yang
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Positive Influence ◽  
Proactive Personality ◽  
Perceived Usefulness ◽  
Learning Performance ◽  
Continuance Intention ◽  
Perceived Playfulness ◽  
Moderating Role

Increasing attention has been paid to mobile learning studies. However, there is still a dearth of studies investigating the moderating effect of proactive personality on mobile learning achievements. Accordingly, the primary purpose of this study is not only to investigate the key elements that could improve the effectiveness and efficiency of mobile learning, but also to examine the moderating role of proactive personality in mobile learning outcomes. The findings indicate that continuance intention will have a positive influence on mobile learning performance, whereas perceived playfulness will have a limited influence on mobile learning outcomes. Moreover, perceived flexibility advantages will positively affect mobile learning continuance intention and perceived playfulness. With respect to the role of perceived usefulness in perceived playfulness, the results indicate that although perceived usefulness has a positive influence on continuance intention, it has a limited impact on perceived playfulness. Finally, the results indicate that proactive personality plays a moderating role in the relationship between perceived playfulness and mobile learning performance, the connection between perceived flexibility advantages and mobile learning continuance intention, the nexus between perceived usefulness and mobile learning continuance intention, as well as the connection between perceived usefulness and playfulness.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals Curriculum Assessment of Higher Educational Institution Using Trace-segmented Clustering

2018 ◽  
Vol 20 (1) ◽  
pp. 33-48
Author(s):  
Satrio Adi Priyambada ◽  
Mahendrawathi ER ◽  
Bernardo Nugroho Yahya
Keyword(s):  
Educational Institution ◽  
Research Area ◽  
Learning Performance ◽  
Learning Behavior ◽  
Sequence Matching ◽  
Curriculum Assessment ◽  
Learning Path ◽  
And Performance ◽  
Curriculum Guideline ◽  
The Impact

Curriculum mining is research area that assess students’ learning behavior and compare it with the curriculum guideline. Previous work developed sequence matching alignment approach to check the conformance between students’ learning behavior and curriculum guideline. Considering only the sequence matching alignment is insufficient to understand the patterns of group of students. Another work proposed an approach by aggregating the students’ profile to represent students’ learning behavior and investigate the impact of the learning behavior to their learning performance. However, the aggregate profile approach considers the entire period of study rather than segmented period. This study proposes a methodology to assess students’ learning path with segmented period i.e. the semester of the related curriculum. The segmented-period profile generated would be the input for sequence matching alignment approach to assess the conformity of students’ behavior with the prior curriculum guideline. Real curriculum data has been used to test the effectivity of the methodology. The results show that the students can be grouped into various cluster per semesters that have different characteristic with respect to their learning behavior and performance. The results can be analyzed further to improve the curriculum guideline.

Discovering Students’ Strategies in Learning English Online

2021 ◽  
Vol 17 (1) ◽  
pp. 261
Author(s):  
Norhajawati Abdul Halim ◽  
Kamisah Ariffin ◽  
Norizul Azida Darus
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Learning Performance ◽  
Metacognitive Skills ◽  
Face To Face Learning ◽  
And Performance ◽  
Learning English

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online.   Keywords: E-learners, Learning strategies, Online learning, Performance

scholarly journals Leveraging Logistics Competence in New Product Sourcing: The Role of Strategic Intent and Impact on Performance

Logistics ◽  
2020 ◽  
Vol 4 (4) ◽  
pp. 24
Author(s):  
Myung Kyo Kim ◽  
Ram Narasimhan ◽  
Tobias Schoenherr
Keyword(s):  
Superior Performance ◽  
Strategic Intent ◽  
South Korean ◽  
Selection Decisions ◽  
Path Modelling ◽  
Construct Measurement ◽  
And Performance ◽  
The Impact ◽  
Moderating Role

The purpose of the present research is to examine and compare product and logistics competencies in supplier selection decisions, which can serve as a crucial building block for competitive differentiation, in the context of the unique private label (PL) supply chain. This study also hypothesizes about the impact of product and logistics competence on the retailer’s financial performance. Lastly, the moderating role of the product type in the proposed research model is explored. Partial least squares path modelling is used to analyze the dataset drawn from major South Korean retailers, due to the exploratory nature of the research and the use of both reflective and formative construct measurement items. Overall, the results of this study demonstrate that relationships between the desire for a particular strategic intent and performance are more complex than previous studies have implied. The findings of this research offer possible explanations on an important but understudied aspect of PL success: why not all PLs (even of the same retailer) are thriving even in a rapidly growing PL industry. We further elicit strategic recommendations for retailers in selecting PL suppliers and for PL manufacturers to differentiate themselves and achieve a superior performance.

scholarly journals Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Rui-Ting Huang ◽  
Chia-Hua Hsiao ◽  
Tzy-Wen Tang ◽  
Tsung-Cheng Lien
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Subjective Norm ◽  
The Body ◽  
Perceived Usefulness ◽  
Self Management ◽  
Continuance Intention ◽  
The Relationship ◽  
Moderating Role

<p>The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously adopted mobile devices to learn English took part in this study. Partial least squares (PLS) analysis was utilized to test the hypotheses in this study. It has been found that the perceived usefulness of mobile technology, subjective norm, and self-management of learning could be closely linked to mobile learning continuance intention. With particular respect to the moderating role of perceived flexibility advantages, it has been demonstrated that PFA could moderate the relationship between perceived usefulness of mobile technology and mobile learning continuance intention, as well as the association between subjective norm and mobile learning continuance intention, whereas PFA did not moderate the link between self-management of learning and mobile learning continuance intention.This report has further added to the body of knowledge in the field of mobile learning through empirical examination.</p>

A Systematic Review on Mobile Technology-Assisted English Learning

2019 ◽  
Vol 15 (4) ◽  
pp. 71-88
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
General Trend ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the recent eleven years. It visualized the general trend of the number of related publications in a decade; discussed the attitudes of teachers and learners toward mobile device assisted English learning; explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device assisted English learning on output and input English language skills; presented the influence of mobile device assisted English learning on vocabulary knowledge acquisition; demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device assisted English learning; together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals Impact of Dynamic Capabilities on Firm Performance: Moderating Role of Organizational Competencies

2015 ◽  
Vol 2 (2) ◽  
pp. 20 ◽  
Author(s):  
Khaliq Ur Rehman ◽  
Zafar Saeed
Keyword(s):  
Organizational Performance ◽  
Dynamic Capabilities ◽  
Paper Industry ◽  
Competitive Response ◽  
Organizational Competencies ◽  
And Performance ◽  
Relationship Of ◽  
The Impact ◽  
Moderating Role

This study observes the phenomenon of organizational performance with the lens of dynamic capabilities. This study investigates the impact of dynamic capabilities on organizational performance, taking organizational competencies as moderating variable, focusing on a paper industry at Lahore, Pakistan. The measurement of dynamic capabilities is based on the multi-dimensional construct underlying the four main factors which include i.e. Sensing, Learning, strong coordination, and competitive response to the rivals. This will lead to explore relationship of dynamic capabilities with organizational performance. Empirical research posits that dynamic capabilities have a direct impact on the organizational performance of the firm. It also proves that organizational competencies have positive moderating role in relationship of organizational performance and dynamic capabilities. This suggests that the direct relationship between dynamic capabilities and performance is insignificant.

scholarly journals Effect of Oral Corrective Feedback on Language Skills

2019 ◽  
Vol 9 (6) ◽  
pp. 672
Author(s):  
Radiah Alsolami
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Language Skills ◽  
Corrective Feedback ◽  
Teachers And Students ◽  
Oral Corrective Feedback ◽  
Language Classrooms ◽  
The Common ◽  
The Impact

Corrective feedback is an important element in the language learning process. The issue of corrective feedback in language classrooms has been investigated by numerous scholars who believe that the strategy can effectively be used to improve the language skills of students. Though many forms of feedback approaches are used in learning, oral corrective feedback is the commonly used strategy in teaching languages. This is mainly because it captures the diverse elements of language lessons such as pronunciations and spelling. Oral corrective feedback presents a broad field which assists both teachers and students in error identification and eradication. It mainly focuses on highlighting the common errors and mistakes and addressing them enabling the students to avoid them in the future. This paper mainly explores the impact of oral corrective feedback on the language skills of learners. It generally analyses articles that address the issue of oral corrective feedback and derives information regarding the impact of the strategy in language learning outcomes.

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