A Survey Study of Chinese College Engineering Students’ Use of Metacognitive Strategies in English Writing

2016 ◽  
Vol 6 (7) ◽  
pp. 1390 ◽  
Author(s):  
Xin Chen ◽  
Gengsheng Xiao
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
Survey Study ◽  
Writing Proficiency ◽  
Self Monitoring ◽  
English Writing ◽  
Self Evaluation ◽  
Classroom Activities

Metacognitive strategy has been recognised as a crucial factor in language learning, and its role in English writing for Chinese learners still remains unknown. The present study investigates 215 Chinese college engineering students’ use of metacognitive strategies through employing research methods of questionnaire survey and writing proficiency test. According to the results, it is found that selective attention and self-monitoring are used in writing quite often, while planning and self-evaluation are seldom used. Besides, the differences in the use of metacognitive strategies between freshmen and sophomores are not statistically significant. It is also found that engineering students of higher writing proficiency tend to employ metacognitive strategies in academic writing more frequently and effectively than those with poor writing skills. It is eventually suggested that metacognitive strategies should be imparted to the students, and that the training of metacognitive strategies should be integrated into classroom activities of English writing teaching.

Automatically Augmenting Academic Text for Language Learning

2018 ◽  
pp. 512-537
Author(s):  
Shaoqun Wu ◽  
Alannah Fitzgerald ◽  
Ian H. Witten ◽  
Alex Yu
Keyword(s):  
Open Access ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Contextual Information ◽  
British Library ◽  
Linguistic Features ◽  
Lexical Bundles ◽  
English Writing ◽  
Design Considerations

This chapter describes the automated FLAX language system (flax.nzdl.org) that extracts salient linguistic features from academic text and presents them in an interface designed for L2 students who are learning academic writing. Typical lexico-grammatical features of any word or phrase, collocations, and lexical bundles are automatically identified and extracted in a corpus; learners can explore them by searching and browsing, and inspect them along with contextual information. This chapter uses a single running example, the PhD abstracts corpus of 9.8 million words derived from the open access Electronic Theses Online Service (EThOS) at the British Library, but the approach is fully automated and can be applied to any collection of English writing. Implications for reusing open access publications for non-commercial educational and research purposes are presented for discussion. Design considerations for developing teaching and learning applications that focus on the rhetorical and lexico-grammatical patterns found in the abstract genre are also discussed.

The use of general and specialized corpora as reference sources for academic English writing: A case study

ReCALL ◽  
2014 ◽  
Vol 26 (2) ◽  
pp. 243-259 ◽  
Author(s):  
Ji-Yeon Chang
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
English For Academic Purposes ◽  
Discourse Community ◽  
Academic Experience ◽  
Academic English ◽  
Training Corpus ◽  
English Writing ◽  
English Speaking

AbstractCorpora have been suggested as valuable sources for teaching English for academic purposes (EAP). Since previous studies have mainly focused on corpus use in classroom settings, more research is needed to reveal how students react to using corpora on their own and what should be provided to help them become autonomous corpus users, considering that their ultimate goal is to be independent scholars and writers. In the present study, conducted in an engineering lab at a Korean university over 22 weeks, data on students’ experiences and evaluations of consulting general and specialized corpora for academic writing were collected and analyzed. The findings show that, while both corpora served the participants well as reference sources, the specialized corpus was particularly valued for its direct help in academic writing because, as non-native English-speaking graduate engineering students, the participants wanted to follow the writing conventions of their discourse community. The participants also showed disparate attitudes toward the time taken for corpus consultation due to differences in factors such as academic experience, search purposes, and writing tasks. The article concludes with several suggestions for better corpus use with EAP students regarding the compilation of a corpus, corpus training, corpus competence, and academic writing.

Preparing conscious self-regulated readers through metacognition

2021 ◽  
Vol 2 (5/S) ◽  
pp. 330-337
Author(s):  
Zaure Kertaeva
Keyword(s):  
Selective Attention ◽  
Metacognitive Strategies ◽  
Successful Implementation ◽  
Task Planning ◽  
Self Monitoring ◽  
Self Evaluation

The purpose of the article is to share the results of the experiment carried out in order to compare the readers who use and do not use metacognitive strategies and procedures intended to make readers more conscious and self-regulated through metacognition. The research was carried out following Dhieb-Henia`s theory which states that metacognition includes four phases – selective attention to the task, planning, self-monitoring, and self-evaluation. The hypothesis of the research “Successful implementation of metacognition makes learners conscious effective self-regulated readers” has been confirmed by the end of the experiment

scholarly journals Classroom Sources of English Language Anxiety: A Study of Fresh Engineering Students at Mehran UET, Pakistan

2019 ◽  
Vol 9 (2) ◽  
pp. 30
Author(s):  
Illahi Bux ◽  
Rafique A. Memon ◽  
Shabana Sartaj ◽  
Jahangir Bhatti ◽  
Abdul Sattar Gopang ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Engineering Students ◽  
Negative Evaluation ◽  
Structured Interviews ◽  
Self Evaluation ◽  
Foreign Language Learners ◽  
Language Difficulties ◽  
English Classroom

The current study investigated anxiety-provoking classroom sources among undergraduate engineering students at Mehran UET, Pakistan. In this study, the participants (female 105 male 116) participated. The data were collected via questionnaire FLCAS and semi-structured interviews. The objective of this study was to identify classroom sources of anxiety quantitatively and qualitatively. The findings of study suggested some main sources of anxiety among fresh engineering students: (1) test anxiety; (2) apprehension in communication; (3) fear of negative evaluation; (4) presentation in English; (5) English language instructor; (6) competitiveness in English language; (7) negative self-evaluation; (8) individual tasks in classroom; (9) fear of making errors in English classroom; (10) English language difficulties. The participants have self-reported the main sources of anxiety in English language learning. These sources also confirm previous research on anxiety-causing sources among foreign language learners.

scholarly journals A model for the enhancement of autonomy

2008 ◽  
Vol 24 (spe) ◽  
pp. 469-492 ◽  
Author(s):  
Walkyria Magno e Silva
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Local Context ◽  
Self Monitoring ◽  
Self Evaluation

This article presents an innovative model for the enhancement of learner autonomy and shows some of its results and challenges. The model entails investigation of problematic areas of individual students' foreign language learning processes, identification of their privileged learning styles, use of technological tools to improve learning autonomy, development of a wider range of language learning strategies, and implementation of self-monitoring and self-evaluation routines. This model has been applied for the last three years with undergraduate students, earning a B.A. in Modern Languages (English, French or German), who will become foreign language teachers in elementary and high schools in Brazil. Results are threefold: first, the model has proven its efficiency in providing scaffolding for students autonomous language learning; second, autonomy developing experiences lived by subjects who are studying to be teachers can be mirrowed in their future professional lives with their own students; and thirdly, data derived from the participants in the study can shed some light into the variety of ways people learn in the local context.

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

PENERAPAN TEKNIK SELF MANAGEMENT TERHADAP KEPATUHAN BEROBAT PENDERITA HIV DI YOGYAKARTA

2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Yuliati Hasanah
Keyword(s):  
Medication Adherence ◽  
Behavioral Approach ◽  
Self Management ◽  
Single Subject ◽  
Single Subject Design ◽  
Self Monitoring ◽  
Self Evaluation ◽  
Subject Design ◽  
Management Techniques ◽  
The Subject

Abstract Self management is a strategy in which the cognitive behavioral approach in the application, subject to the expected full attendance during the intervention process. NAP is an HIV patient and had undergone antiretroviral therapy. Saturation, fatigue experienced by NAP during the ARV therapy, so found some times subject medical leave provisions. Healthy behavior in a sick person (in this case a person suffering from HIV) one of which is adherent to treatment that must be endured. This research aims to gain result the applying of self management techniques against medication adherence of NAP patient with HIV in the Balai Rehabilitasi Sosial Pamardi PutraYogyakarta. This study focuses on the application of self-management techniques that include self-monitoring, self reinforcement and self evaluation of medication adherence that includes aspects of belief, accept and act on the subject. Researchers used quantitative approach by using the method of single subject design N = 1 model A-B-A now where the measurements and observations made in each phase. The subject in this study as many as one person with initials NAP. The purpose of this study is to look at the effect of applying the self management technique against NAP’s medication adherence. The results of this study indicate that the application of self-management techniques have a positive effect in improving NAP’s medication adherence with skor of 2SD smaller than skor of the mean phase difference A2 and A1. Stages through the application of this technique is extracting and determining value, set goals, formulate an action plan, the implementation of self-monitoring, self reinforcement and self evaluation. Based on the analysis of the results of the study concluded that the motivation, participation and discipline will determine the effectiveness of the intervention. Support of family members is also important to support the commitment of the subjects in this therapy.Keywords: behavior modification, HIV, medication adherence, self-management AbstrakManusia dapat memutuskan dan menentukan dirinya sendiri. Berdasarkan asumsi tersebut teknik self management merupakan salah satu teknik modifikasi perilaku yang memfokuskan pada regulasi diri. Self management merupakan salah satu strategi dalam pendekatan perilaku kognitif dimana dalam penerapannya, subjek diharapkan kehadiran penuh selama proses intervensi. NAP adalah seorang penderita HIV dan telah menjalani terapi ARV. Kejenuhan, kelelahan dialami NAP selama mengikuti terapi ARV, sehingga ditemukan beberapa kali subjek meninggalkan ketentuan-ketentuan medis. Perilaku sehat pada orang sakit (dalam kasus ini seseorang yang menderita HIV) salah satunya adalah patuh terhadap pengobatan yang harus dijalani. Penelitian ini bertujuan untuk memperoleh hasil dari penerapan teknik self management terhadap kepatuhan berobat subjek NAP sebagai penderita HIV di Balai Rehabilitasi Sosial Pamardi Putra Yogyakarta. Penelitian ini menitikberatkan pada penerapan teknik self management yang mencakup self monitoring, self reinforcement dan self evaluation terhadap kepatuhan berobat yang mencakup aspek mempercayai (belief), menerima (accept) dan tindakan (act) pada subjek. Peneliti menggunakan pendekatan kuantitatif dengan menggunakan metode single subject design N=1 dengan model A-B-A dinama pengukuran dan pengamatan dilakukan di setiap fase. Subjek dalam penelitian ini sebanyak satu orang dengan inisial NAP. Tujuan penelitian ini adalah untuk melihat pengaruh penerapan teknik self management terhadap kepatuhan berobat subjek NAP. Hasil penelitian ini menunjukkan bahwa penerapan teknik self management mempunyai pengaruh positif dalam meningkatkan kepatuhan berobat subjek NAP dengan nilai 2SD lebih kecil dari selisih mean fase A2 dan A1. Tahapan yang dilalui dalam penerapan teknik ini adalah penggalian dan penentuan value, menetapkan goals, merumuskan rencana tindakan, pelaksanaan self monitoring, self reinforcement dan self evaluation. Berdasarkan analisa hasil penelitian disimpulkan bahwa motivasi, peran serta dan kedisiplinan akan menentukan efektifitas intervensi. Dukungan anggota keluarga juga penting untuk mendukung komitmen subjek dalam terapi ini.Kata kunci:  HIV, kepatuhan berobat, modifikasi perilaku, self management

scholarly journals Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors’ Perspectives

2017 ◽  
Vol 11 (1) ◽  
pp. 33
Author(s):  
Grace Hui Chin Lin ◽  
Patricia J. Larke ◽  
Douglas S. Jarvie ◽  
Paul Shih Chieh Chien
Keyword(s):  
Language Learning ◽  
Negative Impact ◽  
Advanced Level ◽  
English Writing ◽  
Emotional Factors ◽  
Writing Course ◽  
English Majors ◽  
Key Issues ◽  
Southern Taiwan ◽  
Time Restriction

Anxiety (e.g., Dallos, 1976, 2006; Krashen, 2003, 2016) sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors’ advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced “anxiety” (Tomlinson, 1981, 2016). Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning.

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