Study on Factors Affecting Learning Strategies in Reading Comprehension

2016 ◽  
Vol 7 (3) ◽  
pp. 586 ◽  
Author(s):  
Xiaoling Yang
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Situational Factors ◽  
Individual Factors ◽  
Factors Affecting ◽  
Reading Competence

This paper presents the literature on reading competence and analyzes the influence of factors on students’ strategy use. The necessity of integrating social and individual factors in the studies of learning strategy, especially individual factors affecting the improvement of reading competence is made explicit, and this is followed by the description of situational factors and individual factors such as motivation, age, sex, personality and so on.

scholarly journals Penerapan Strategi Pembelajaran Preview Question Read Reflect Recite Review Untuk Meningkatkan Keterampilan Membaca Pemahaman Teks Eksplanasi

2019 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Susi Alawiyah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Research Design ◽  
Learning Strategy ◽  
Control Group ◽  
Average Increase ◽  
Comprehension Skills ◽  
Explanatory Text ◽  
Reading Comprehension Skills ◽  
Experimental Group

Abstract:  This study aims to determine the effect of implementing the PQ4R learning strategy on reading comprehension skills of explanatory text. This research was conducted at SMK N 5 Tangerang Regency. The population in this study were all students of SMK N 5 Tangerang Regency. The sample of this study were students of grade 12 TBSM 1 and grade 12 TBSM 2. The approach used in this study was a quantitative approach. This research design uses a control group pretest-posttest design so it requires a control group and an experimental group. The results of this study indicate that the average increase in the application of the PQ4R learning strategy is 25.71 while the average increase in the conventional learning strategy is 15.87. This means that the application of the PQ4R strategy can improve students' reading comprehension skills of explanatory text more effectively when compared to conventional learning strategies at SMK N 5 Tangerang Regency.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran PQ4R terhadap keterampilan membaca pemahaman teks ekplanasi. Penelitian ini dilakukan di SMKN 5 Kabupaten Tangerang. Populasi dalam penelitian ini adalah seluruh Siswa SMKN 5 Kabupaten Tangerang. Sampel penelitian ini adalah siswa kelas 12 TBSM 1 dan kelas 12 TBSM 2. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Desain penelitian ini menggunakan desain control group pretest-postest design sehingga memerlukan kelompok kontrol dan kelompok eksperimen. Hasil dari penelitian ini menunjukkan bahwa kenaikan rata-rata penerapan strategi pembelajaran PQ4R adalah 25.71 sedangkan kenaikan rata-rata strategi pembelajaran konvensional sebesar 15.87. Artinya penerapan strategi PQ4R dapat meningkatkan keterampilan membaca pemahaman teks eksplanasi peserta didik lebih efektif jika dibandingkan dengan strategi pembelajaran konvensional di SMK N 5 Kabupaten Tangerang.

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

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 Contributions of the cognitive, affective and linguistic domains to strategy use and degree of strategy use to effective reading performance

2015 ◽  
Vol 18 (4) ◽  
pp. 17-34
Author(s):  
Seyed Hassan Talebi ◽  
Behnaz Seifallahpur
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Reading Strategy ◽  
Reading Performance ◽  
Strategy Use ◽  
Cognitive Domain ◽  
Test Analysis

According to Oxford (1990), different learner variables affect the choice of learning strategy. It was also found that effective L2 readers know how to use strategies to foster reading comprehension and ineffective readers have little awareness of strategies to read effectively (Yang, 2002). This study investigates the contribution of three relatively important variables and their components (namely, the cognitive domain or awareness and use of strategies, the linguistic domain or general English proficiency level, and the affective domain or attitude toward reading in L2), to reading strategy use in English. The second purpose of the study is to find out the effect of reading strategy use on reading comprehension. For these purposes, 100 undergraduate Iranian EFL students participated in this study. They were given Language Proficiency Test, Test of reading comprehension in English, Reading Strategy Awareness and Use Questionnaire, and finallvy a questionnaire on attitude toward Reading. The obtained data were analysed using descriptive statistic (means, standard deviations), Pearson correlation procedure, regression analysis, ANOVA, and Scheffe post-hoc multiple range test. Analysis of data showed the three aforementioned variables, namely awareness and use of reading strategies, linguistic proficiency, and attitude toward reading had significant contributions to strategy use. However, strategy awareness showed to have the most contribution to strategy use. In addition, among the subgroups of strategy awareness, the metacognitive component showed to contribute more to strategy use. In this study it was also found students with higher strategy use gain better scores on the reading test. It is concluded that as degree of strategy use affects reading performance, in order to improve effective use of reading strategies teachers and learners should pay more attention to the development of awareness of reading strategies, especially the metacognitive component in order to have a good use of reading strategies for efficient reading.

scholarly journals The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Debra L Dawson ◽  
Ken N. Meadows ◽  
Tom Haffie
Keyword(s):  
Nous Avons ◽  
Learning Strategies ◽  
Performance Feedback ◽  
Help Seeking ◽  
Learning Strategy ◽  
Strategy Use ◽  
Course Performance ◽  
Learning Strategy Use ◽  
Seeking Behavior ◽  
The Relationship

Two studies were performed to investigate the impact of students’ clicker performance feedback on their help-seeking behaviour and use of other learning strategies. In study 1, we investigated the relationship between students’ clicker performance, self-efficacy, help-seeking behavior, and academic achievement. We found that there was a significant positive correlation between their clicker performance and their course grades, and help-seeking behavior was negatively and significantly related to clicker and course performance but only for participants with high self-efficacy. In study 2, we expanded our focus to determine if participants modified a number of learning strategies as a result of receiving clicker performance feedback as well as attempting to replicate the clicker-course performance relationship found in study 1. Although participants reported an increase in their use of various learning strategies as a result of using the clickers, changes in learning strategy use was not significantly related to clicker or term test performance. The relationship between clicker and course performance was replicated. The results suggest that clicker-based feedback alone may not be sufficient to lead to a successful change in learning strategy use and that students may need more specific instruction on self-regulation and effective learning strategy use in order to improve their learning. Deux études ont évalué l’impact de la rétroaction sur la performance des étudiants indiquée par télévoteur sur leur comportement de recherche d’aide et sur les autres stratégies d’apprentissage utilisées. Dans la première étude, les chercheurs se sont penchés sur la relation entre la performance indiquée par télévoteur, le sentiment d’auto-efficacité, la recherche d’aide et la réussite scolaire. Nous avons trouvé une corrélation positive significative entre la performance indiquée par télévoteur et les notes de cours. De plus, nous avons également découvert un lien négatif significatif entre le comportement en matière de recherche d’aide, le télévoteur et la performance dans le cours, mais uniquement chez les participants ayant un sentiment d’auto-efficacité élevé. Dans la deuxième étude, nous avons élargi notre approche pour déterminer si les participants avaient modifié plusieurs stratégies d’apprentissage après avoir obtenu une rétroaction sur leur performance par télévoteur. Nous avons de plus tenté de répliquer la relation entre le télévoteur et la performance dans cours découverte lors de la première étude. Bien que les participants aient déclaré avoir utilisé davantage de stratégies d’apprentissage après avoir utilisé le télévoteur, nous n’avons pas trouvé de lien significatif entre les changements relatifs à ces stratégies et le télévoteur ou le test de performance de mi-semestre. Nous avons répliqué le lien entre le télévoteur et la performance dans le cours. Les résultats suggèrent que la rétroaction offerte par le télévoteur n’est pas suffisante en soi pour entraîner un changement fructueux en matière de stratégies d’apprentissage et que les étudiants ont besoin d’instructions plus spécifiques sur l’autorégulation et sur les stratégies d’apprentissage efficaces pour mieux apprendre.

scholarly journals Age, Language Difference and Proficiency as Determinant Factors in Learning Strategy Use

Lenguaje ◽  
2021 ◽  
Vol 49 (1) ◽  
pp. 165-197
Author(s):  
Feryal Cubukcu ◽  
Murat Bayalas
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Influential Factors ◽  
School Students ◽  
Language Difference ◽  
Comprehension Task ◽  
Foreign Language Proficiency ◽  
Learning Strategy Use

This study examines how language difference, age, and proficiency are related to the choice and use of learning strategies by students completing a reading comprehension task. The aim of this study is to determine the learning strategies employed by two groups of students of different ages and with different foreign language proficiency levels. Participants of the study were 94 university students and 105 secondary school students. Participants were given a reading comprehension task in their native language, Turkish, and another in English, with the learning strategies they employed in the two languages categorized according to the Learning Strategies Determining Scale. It was observed that language difference, age and proficiency were influential factors in determining which learning strategies individuals used.

scholarly journals Augmented Reality Model Framework for Maritime Education to Alleviate the Factors Affecting Learning Experience

2020 ◽  
Vol 10 (8) ◽  
pp. 603-607
Author(s):  
Rommel E. Balcita ◽  
◽  
Thelma D. Palaoag
Keyword(s):  
Augmented Reality ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Experience ◽  
Learning Experiences ◽  
The Philippines ◽  
Maritime Industry ◽  
Model Framework ◽  
Factors Affecting ◽  
Maritime Education

The maritime industry in the Philippines had several deficiencies that must be addressed seriously in order to maintain strong reputation in producing competitive seafarers worldwide. This affects student’s educational skills and knowledge before finishing their education and training. This research led in identifying several factors affecting learning experiences to be addressed by incorporating advance technologies to further enhance student’s learning experiences. The learning strategies used in this study are focused on using presentation, multimedia, simulator and hands-on. But these are not enough to satisfy students craving to learn due to some constraints during learning. In this study most of the factors identified are from literatures, monitoring reports, previous surveys and studies conducted in one of the maritime institution north of the Philippines. A descriptive research method was applied with the 32 marine engineering third year students as the respondents. Results extracted from questionnaires revealed important points that must be considered on the different learning strategies. The learning experiences of students on the different learning strategy used in the learning process exposed several learning factors to be regulated. The findings suggest that there is still an opportunity of improvement on student’s learning experiences by introduction emerging advance technology by developing an augmented reality model framework to enhance learning experiences.

Situating Language Learning Strategy Use

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes.

Cross-Country Generalizability of the Role of Metacognitive Knowledge in Students’ Strategy Use and Reading Competence

2015 ◽  
Vol 117 (1) ◽  
pp. 1-32
Author(s):  
Cordula Artelt ◽  
Wolfgang Schneider
Keyword(s):  
Learning Strategies ◽  
Strategic Behavior ◽  
Research Literature ◽  
Strategy Use ◽  
Metacognitive Knowledge ◽  
Cross Sectional ◽  
Moderator Effect ◽  
Reading Competence ◽  
Cross Country ◽  
And Performance

Background/Context Because metacognitive knowledge includes knowledge about adequate learning strategies, and because an effective use of learning strategies is associated with higher levels of performance, substantial relationships can be assumed between metacognitive knowledge, strategic behavior, and performance. However, such a pattern of results is rarely found in the research literature. In part, this may be due to inadequate indicators of strategy use. Purpose of study Prior research showed that high scores on self-reported strategy use were only mirrored in high levels of performance when students had sufficient metacognitive knowledge. To test the cross-country generalizability of the relationship between metacognitive knowledge, strategy use, and reading competence, we analyzed data from the PISA 2009-study, in which similar measures of metacognitive knowledge as well as of students’ strategy use were used. Research Design The study uses a cross-sectional correlational design. It draws on representative samples of fifteen-year-old students from 34 OECD countries taking part in the PISA 2009 study. The relations between students’ reading competence scores, their metacognitive knowledge as well as their self-reported use of learning strategies were analyzed. We used correlations, mediation, as well as moderator regression analyses to predict students’ reading competence. Findings/Results Results showed consistently moderate to high correlations between metacognitive knowledge and reading competence. There were also lower, but still significant, relationships between strategy use and both reading competence and metacognitive knowledge. Testing a “mediator model” with strategy use as a mediator resulted in small but significant effects of strategy use as mediator. Assuming that metacognitive knowledge might be a necessary precondition for effective strategy use, the study tested whether it served as a moderator. Results confirmed this moderator effect for many but not all countries. However, across all countries, there was a consistently high effect of metacognitive knowledge on reading competence, independent of the level of self-reported use of strategies. Conclusions/Recommendations The results are very similar across countries. Taken together, the findings suggest that metacognitive knowledge as measured by a test tapping declarative, conditional and relational strategy knowledge is an important predictor of students’ reading competence, and contributes significantly to our understanding of what helps students to become better readers. Metacognitive knowledge captures the prerequisite of adaptive strategic processing of texts. Increasing students’ knowledge in this domain is a promising approach when it comes to fostering self-regulated reading.

scholarly journals Variations of Language Learning Strategy Use among Three Colleges at a Private Four-year Technology University in Taiwan

2015 ◽  
Vol 8 (11) ◽  
pp. 183
Author(s):  
Huei-Chen Yeh
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Significant Difference ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Second Tier ◽  
The University

<p>This study aims to examine the college students in Taiwan for the attributes of how their English test scores are being affected by language learning strategy use. The university is recognized as a second-tier technology university in Taiwan, as the students are considered to have low levels of English proficiency and learning motivation. A group of 156 students from three colleges (Engineering, Business and Management, and Humanity and Social Science) participated in the study. The result found that the students from Humanity and Social Science have the highest mean scores on their English tests and the highest level language learning strategies among the three colleges at the university. Cognitive strategy is found to be the only statistically significant difference among the study students from three colleges; the other five strategies are not found to be statisically significant. Compensation strategy is found to be most frequently used by all of the students. Cognitive and metacognitive strategies are found to be the least used among the study group.</p>

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