scholarly journals A Study on the Non-English Majors’ Use of Metacognitive Strategies in English Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 92
Author(s):  
Yue Yan
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Education For All ◽  
Learning Plan ◽  
English Majors ◽  
English Major ◽  
Research Findings ◽  
Time And Energy

With the deepening of education for all-round development, modern education pays more and more attention to how to make students learn with lesser time and energy but being efficient, which, undoubtedly, involves study of a series of problems concerning learning strategies, and theories related to metacognitive strategies are the most suitable and supporting theories to learning strategies. The research aims to discuss what metacognitive strategies are usually used by non-English major students as well as how these metacognitive strategies function. The research has been carried out in the form of a questionnaire, about 100 non-English majors from Yuncheng University attended the questionnaire. The results show that metacognitive strategies and cognitive strategies always work together. And with the help of these metagnitive strategies, students can find suitable ways to learn the language, they can think and work more independently, making learning plan in a more reasonable way, which help them become the host of learning, and be a successful learner. The author hopes that her research findings may be of some significance in English teaching and learning although there are still some deficiencies and the need of further research.

scholarly journals First-year English Majors’ Use of Autonomous Learning Strategies

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Duong My Tham
Keyword(s):  
Resource Management ◽  
Learning Strategies ◽  
Time Management ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Autonomous Learning ◽  
First Year ◽  
Monitoring Strategies ◽  
English Majors

This study aimed at investigating the frequency of autonomous learning strategies used by 173 English majors at a Ho Chi Minh City-based university. The quantitative data collected from the closed-ended questionnaire were statistically analyzed by means of SPSS 20. The results showed that there were insignificant differences in terms of frequency among three groups, namely cognitive, metacognitive, and resourse management strategies. Statistically, the resource management strategies group achieved the highest mean score (M=3.31; SD=0.59), followed by the cognitive strategies (M=3.29; SD=0.71) and the metacognitive strategies (M=3.27; SD=0.60). Turing to the details, however, the use of strategies in each group varied in degree. As for the resource management strategies, in particular, the strategies concerning learning environment management, internet-based indendendent learning, and peer learning were preferred to the strategies of teacher support and time management, whereas the participants tended to use more rehearsal and elaboration strategies than organization ones in the cognitive strategies and more critical thinking and monitoring strategies than goal setting ones in the metacognitive strategies.   

scholarly journals Using Production-Oriented Approach in Business English Courses: Perceptions of China’s English-Major and Non-English-Major Undergraduates

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110165
Author(s):  
Qing Xie
Keyword(s):  
Teaching And Learning ◽  
Implementation Strategies ◽  
Business English ◽  
Student Groups ◽  
Teaching Activities ◽  
Curriculum Adaptation ◽  
Chinese University ◽  
English Majors ◽  
English Major ◽  
Oriented Approach

In light of pedagogical innovation, this study reports a two-stage survey with 172 participants from English-major and non-English-major programs on their needs of production-oriented approach and perceptions of effective implementation strategies in business English courses at a Chinese university. The results of the study suggest that while the two student groups used different learning methods, both valued communication with native speakers. While the two groups had different needs in business English reading, writing, and speaking activities, they also preferred listening to business news broadcasts. The two groups liked learning in case studies and case-based methodology. Based on the needs, a production-oriented teaching procedure is designed. For teaching activities, the students preferred simulation and role-play. As to their favorite teaching and learning materials, English-majors mentioned English news reading and videos, whereas non-English-majors liked theme-based reading materials. For curriculum adaptation and post-course practice, they suggested using communicative activities and more recent cases. The majority of the groups considered the teaching activities, materials, and activities as effective. Based on the different needs and perceptions, effective and tailored implementation strategies for a production-oriented approach in business English courses for the two student groups at this Chinese university context are suggested. Informed by production-oriented pedagogical theories, the results of the study may have significant implications for business English teaching reform and theoretical development in Chinese universities as well as other cultural and education settings in further innovating and refining the teaching and learning process.

A Study Focusing on Applying Task-Based Language Teaching (TBLT) Methods into English Vocabulary Teaching for EFL Learners

2021 ◽  
Vol 08 (01) ◽  
Author(s):  
Yilin Huang ◽  
◽  
Sohani Gandhioke ◽  
Keyword(s):  
Second Language Acquisition ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Task ◽  
Online Questionnaire ◽  
Efl Learners ◽  
English Classes ◽  
English Class ◽  
English Major ◽  
Research Findings

To solve the problem of Chinese EFL students’ passive and ineffective vocabulary learning, task-based language teaching (TBLT) methods were introduced to English classes at a university. With TBLT, students interacted with each other by using English, especially English words learnt, in order to fulfil the tasks designed by teachers. Based on second language acquisition theories, students were able to understand input and produce output during this process. This paper focuses on using TBLT in English vocabulary teaching in three non-English major classes of a Chinese university, involving the use of some word games. The word games’ features, organization, and a skill set built through those games, will be discussed. In terms of methodology, an online questionnaire survey was conducted among 93 university students from the three classes. Also, results of the students’ before-task and after-task word quizzes on Moodle platform and exam paper results were analysed. The research findings showed that students enjoyed playing word games in the English class and benefitted from it, in terms of language development and building skills. This paper recommends teachers to use TBLT in English vocabulary teaching and learning, as it is practical and can assist in EFL learners’ vocabulary acquisition.

scholarly journals A Research on Reading Strategies among Non-English Major Postgraduates

2016 ◽  
Vol 9 (8) ◽  
pp. 204 ◽  
Author(s):  
Yang Yang
Keyword(s):  
Quantitative Study ◽  
Reading Strategies ◽  
Teaching And Learning ◽  
Mechanical Engineering ◽  
Reading Speed ◽  
Reading Strategy ◽  
English Teaching ◽  
English Majors ◽  
English Major ◽  
Long Time

<p>As a very important skill both in English teaching and learning, reading strategy has been emphasized at home and abroad for a long time. Many scholars and teachers make research on undergraduates of English major or non-English major. However, the postgraduates are often neglected. Actually, it is also imperative to make a study among postgraduates of non-English majors, getting the information of their use of reading strategies and giving some useful suggestions to them. Therefore, this paper makes a quantitative study among 40 postgraduates from College of Mechanical Engineering in Chang’an University.This study shows that postgraduates of non-English major in Chang’an university do not frequently use reading strategies to improve their reading speed and proficiency. And there is a big difference between the successful learners and unsuccessful learners in terms of the use of reading strategies.</p>

scholarly journals An Investigation into Students’ Agentic Engagement in Online English Listening Learning

2020 ◽  
Vol 11 (3) ◽  
pp. 409
Author(s):  
Yanxiu Dong ◽  
Suli Liu
Keyword(s):  
Course Design ◽  
Current Situation ◽  
Comprehensive Review ◽  
Learning Platform ◽  
English Majors ◽  
English Major ◽  
E Learning ◽  
Research Findings ◽  
Low Motivation

This paper provides a comprehensive review on the current situation of non-English major students’ agentic engagement in online English listening course. The paper aims to investigate students’ low motivation in doing their online listening homework. Paper questionnaires and SPSS 22.0 were used to analyze the results. 46 freshmen and 43 sophomores of non-English majors participated in this research. It has been found that the agentic engagement of non-English majors is low and freshmen’s average agentic engagement is higher than sophomores’. Besides, it doesn’t have significant correlations with students’ scores in online weekly tasks. The research findings indicate the importance of raising teachers’ awareness of student agentic engagement, and a more effective e-learning platform is required. At last, with the results of this investigation, the current study provides some suggestions for future English listening course design.

scholarly journals An investigation into reading strategies used by Vietnamese non-English major students at Kien Giang University

2020 ◽  
Vol 9 (2) ◽  
pp. 100-107
Author(s):  
Nguyen Thi Ngoc Minh ◽  
Nguyen Thuy Nga
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Cognitive Strategies ◽  
Descriptive Statistics ◽  
Item Number ◽  
Comprehension Test ◽  
English Majors ◽  
English Major ◽  
Rating Item

This paper aimed at investigating the frequencies of reading strategies employed by Vietnamese non-English major students while taking a reading comprehension test at Kien Giang University. Data was collected through a questionnaire delivered to 117 sophomores who majored in Economics, Accounting and Construction at Kien Giang University. The results from the descriptive statistics showed that Vietnamese non-English majors were medium strategy users. Of the three types of reading strategies, cognitive strategies were the most frequently used, followed by metacognitive and support reading strategies. Out of 27 reading strategies, students reportedly used item number 14 “I read the text again for better understanding.” at the highest frequency while rating item number 2 “I determined what the type of the text is.” the least frequency.

scholarly journals Development and Implementation of Curriculum Adaptation During The Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 125
Author(s):  
Muh Syauqi Malik ◽  
Sukiman Sukiman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Field Studies ◽  
Face To Face ◽  
Curriculum Adaptation ◽  
Development Teams ◽  
Research Findings ◽  
The Difference ◽  
Critical Competencies ◽  
The Impact

<p class="06IsiAbstrak">The outbreak of the Covid-19 pandemic has penetrated all people globally, including the Indonesian people who feel that the teaching and learning culture must follow health protocols. Still, the learning process must continue even though it is limited. This study aims to determine curriculum adaptation during the Covid-19 pandemic, teacher strategies, and its impact on MI Salafiyah Tajungsari and SDN Sitiluhur 02. This type of research used qualitative field studies with data sources for school principals, curriculum development teams, and teachers. Methods of data collection using observation, interviews, and documentation. Data analysis includes data reduction, data presentation, concluding, and verification. The technique of testing the validity of the data used triangulation of sources and methods. The research findings showed that MI Salafiyah Tajungsari uses an emergency curriculum with essential materials, while SDN Sitiluhur 02 uses a curriculum that simplifies critical competencies. The learning strategies used by teachers include online and offline. The difference lies offline. Offline at MI Salafiyah Tajungsari held limited face-to-face meetings, while offline at SDN Sitiluhur 02, students carried out the tasks assigned by the teacher and submitted their work to school. The impact of the adaptation curriculum has made the competency target of the school not maximally achieved.</p>

scholarly journals Using Weekly Group Political Presentations to Enhance the Phonological Learning of Second-Year English Major Students at a University in Vietnam

2019 ◽  
Vol 3 (2) ◽  
pp. 115
Author(s):  
Martin Benedict Andrew ◽  
Le Hong Tran
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
International Studies ◽  
Phonological Learning ◽  
Group Presentations ◽  
English Major ◽  
Second Year ◽  
The Government ◽  
Attention To Students ◽  
Teaching Learning

Studies about the learning value of group presentations in ESL and EFL have become increasingly common, particularly in relation to spoken fluency. However, few studies have explored their impact on students’ intelligible pronunciation. In a Vietnamese context, recent changes in teaching and learning strategies set by the government have shifted attention to students’ ability to communicate effectively in today’s increasingly globalized environment. This inevitably turns the spotlight on pronunciation, an aspect of EFL long ignored in Vietnam. Qualitatively describing a case where group presentations were a key mode of teaching, learning and assessment for 17 second-year students majoring in English for Political Discipline at the Institute of International Studies in Hanoi over the course of one semester, this study suggests that monitored and transcribed group presentations may be one rational answer. The study investigates the impacts on participants’ pronunciation of sounds and word stress and considers their attitude towards this method. The results reveal that students acknowledged the benefits of group presentations and experienced improvements in pronunciation, confidence and range of political vocabulary. These changes were diverse depending on each participant’s attitude. The article concludes with reflective evaluations of the lessons and explores the pedagogical implications for future projects on implementing research into presentations among Vietnamese students of foreign languages.

scholarly journals An Investigation on the Multiple Intelligences of English Major Undergraduates in a University in Jiangxi Province

2020 ◽  
Vol 4 (4) ◽  
pp. p131
Author(s):  
Yulan Lin ◽  
Qingsheng Lu
Keyword(s):  
Multiple Intelligences ◽  
Learning Strategies ◽  
Teaching Method ◽  
College Teaching ◽  
Jiangxi Province ◽  
Human Beings ◽  
College English ◽  
Multiple Intelligences Theory ◽  
English Majors ◽  
English Major

The Multiple Intelligences theory is composed of eight various intelligence, which concludes all aspects of human beings. Every individual has a different degree of these eight intelligences, but these eight intelligences are conducive to the overall development of persons and are in line with the current talent training goals of college English majors. So as to make better use of Multiple Intelligences theory in college English majors’ teaching, this paper did a survey of multiple intelligences to English major students in a university of Jiangxi Province. The results reveal that the level of multiple intelligences of English majors in the university is in a general state, and their weaknesses intelligence and superior intelligence are music intelligence and naturalist intelligence respectively. What’s more, the results provide three aspects of enlightenments for a better use of Multiple Intelligences for further college teaching: based on students’ current multiple intelligences; make use of students’ learning styles and learning strategies; enable students to get overall development. It is hoped that the article could offer some inspiration to current teaching of English majors in universities, and also provide some new ideas for better use of the teaching method guided by the theory of Multiple Intelligences.

Problems and Countermeasures of the Development of English Majors in Provincial Higher Institutions in China

2012 ◽  
Vol 488-489 ◽  
pp. 1597-1602
Author(s):  
Yin Ling Guo
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Colleges And Universities ◽  
Language Competence ◽  
Existing Problems ◽  
English Majors ◽  
English Major ◽  
Attention To Students ◽  
Teachers Training ◽  
Higher Institutions

English major students in China’s provincial higher institutions are facing a very fierce employment situation. In order to improve the students’ quality and their competitiveness of getting a job, we investigated the curriculum and cultivation modes for English majors, the teaching and learning conditions of twenty three provincial colleges and universities of Henan Province in China. On the basis of investigation and analysis of the existing problems, this paper puts forward some countermeasures. Colleges and universities of different types and at different levels should have different English majors training modes in order to have their own outstanding features. Inter-disciplinary English talents can be cultivated by paying attention to students' integrated English language competence and humanistic quality by strengthening English teachers’ training and inter-university cooperation and by innovating the English major undergraduates’ cultivation methods.

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