scholarly journals INVESTIGATING LEARNER AUTONOMY OF EFL AND ESP STUDENTS AT THE TERTIARY LEVEL: CROSS-SECTIONAL STUDY

2022 ◽  
pp. 601
Author(s):  
Maja Stanojević Gocić ◽  
Anita Jankovic
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learner Autonomy ◽  
Cross Sectional Study ◽  
Tertiary Level ◽  
Cross Sectional ◽  
Institutional Settings ◽  
Prescribed Curriculum ◽  
Vocational Studies

Learner autonomy is a concept developed to reiterate the need for life-long learning that goes beyond the prescribed curriculum and institutional settings. In addition, learner-centered approach shifts the burden of responsibility from teachers to learners, as learners are now obliged to take charge of their learning. In that respect, students at the tertiary level of education are expected to know how to learn, inclusive of what to learn and where to learn. In other words, they should be trained to organize their own learning, control and monitor their progress, and evaluate the results, whereas the current educational settings should be given the task to contribute to the development of learner autonomy that paves the way for life-long education. The participants in the research are EFL students from the department of English Language and Literature at Faculty of Philosophy, University of Priština in Kosovska Mitrovica, and ESP students from the Academy of Technical and Pre-School Vocational Studies Niš, Department Vranje. A Learner Autonomy Questionnaire developed by Zhang and Li (2004) was administered to measure students’ learner autonomy level. The aim of the paper is not only to outline the significance of taking control of one’s learning, but also to use certain tools in the EFL classroom that contribute to the process of building learner autonomy, as its pedagogical implication, including language learning strategies, project-based tasks, reflective journals, etc.

scholarly journals Facebook as a tool to learn English vocabulary

2019 ◽  
pp. 10-19
Author(s):  
Norma Flores-González ◽  
Vianey Castelán-Flores ◽  
Mónica Zamora-Hernández ◽  
Efigenia Flores-González
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Social Networking Sites ◽  
English Language ◽  
Learning Approaches ◽  
Cross Sectional ◽  
Pedagogical Strategies ◽  
Research Article ◽  
New Learning ◽  
Cross Sectional Design

Nowadays, the integration of social networking sites (SNS) into the education field, like Facebook, has changed the way people communicate with each other and created new learning approaches. Therefore, the importance of implementing pedagogical strategies for English language learning (ELL) to create new learning classrooms either physical or virtual should be privileged this time. The objectives of this research article are to know if the Facebook tool helps students to learn vocabulary in English, and identify what learning strategies they use to learn vocabulary meanwhile interacting with this tool. Thus, the research questions are: 1. Does Facebook allow students to learn vocabulary in English? 2. What learning strategies do students use to learn vocabulary when interacting on facebook? Concerning methodology, the research was accomplished by using a quantitative method with a cross-sectional design and a Likert scale questionnaire. The results showed that Facebook is useful to learn not only vocabulary but also English language since students used the vocabulary in authentic, natural, and meaningful contexts. Besides, it provides important data to identify different strategies used to learn vocabulary because this social network became part of their learning process.

scholarly journals A Study of Language Learning Strategies Used by Freshmen of Gedu College of Business Studies

2021 ◽  
pp. 50-60
Author(s):  
Chencho Wangchuk
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Descriptive Statistics ◽  
Language Learning Strategies ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Business Studies ◽  
Insignificant Difference ◽  
College Of Business

Aim: To study the use of language learning strategies among freshmen of Gedu College of Business Studies. Study Design: A cross-sectional survey. Methodology: Data were collected through SILL, and they were analyzed by means of descriptive statistics. Results: Descriptive statistics revealed meta-cognitive as the most favored strategies while memory strategies were the least preferred ones among the respondents. However, the usage of all six strategies among Bhutanese college students was medium, which means the strategies were sometimes used. The independent t-test revealed statistically insignificant difference between the two groups of genders. Conclusion: This study examined the use of LLS among the freshmen of Gedu College of Business Studies. The findings of this study will have implications for learner autonomy and naturalistic exposure to English language. Such experiences are, therefore, expected to assist acquisition of English as a second language and develop learners’ communicative competence.

ADJECTIVE PHRASE CONSTRUCTION INDICATED IN STUDENTS DESCRIPTIVE TEXT: A CROSS SECTIONAL STUDY ON STUDENTS OF SMA NEGERI 1 MATAULI PANDAN TAPANULI TENGAH

2021 ◽  
Vol 10 (2) ◽  
pp. 284
Author(s):  
Erma Hermawar ◽  
Rahmat Husein ◽  
Audi Yundayani
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Cross Sectional Study ◽  
Primary Data ◽  
Cross Sectional ◽  
Wide Range ◽  
Tenth Grade ◽  
Target Languages

 This study investigates the types of interlanguage of adjective phrase construction that students made when writing English descriptive text. The errors function as a system and can be used to determine interlanguage. The researcher employed a cross-sectional design and used descriptive qualitative methods. The descriptive texts of the students were collected as primary data at the same time but different levels of proficiency. Thirty tenth-grade students from Matauli Senior High School in Central Tapanuli, North Sumatera, participated in the study. Error Analysis (EA) and Interlanguage theories were central to the data analysis (IL). The findings revealed that students' English production is still interlanguage because their writings contain a wide range of errors regarding adjective phrases. There are 113 errors in total. There are up to 70 items of omission errors (62%), 19 items of misformation errors (17%), 15 items of misordering errors (13%), and 9 items of addition errors (8%). Furthermore, four processes were identified as contributing to students' interlanguage in this study, with the student's native language having the greatest influence on their English production (Language transfer (71%), second language learning strategies (14%), false concepts hypothesized (9.7%), and overgeneralization (5.3%)). The findings also revealed that both interlingual and intralingual sources have caused errors in second language learning. It can be concluded that students' competence at each level is insufficient. Due to their system, they are on the interlanguage continuum, which has a structurally intermediate status between the native and target languages.

Services Provided for Lactating Mothers at Lactation Management Clinic in Selected Tertiary Level Hospitals

2020 ◽  
Vol 38 (2) ◽  
pp. 68-73
Author(s):  
Tarannum Tasnim ◽  
ANM Shamsul Islam ◽  
Mehedi Hasan Azad ◽  
Farhana Sharmin
Keyword(s):  
Breast Milk ◽  
Milk Production ◽  
Public Awareness ◽  
Cross Sectional Study ◽  
Dietary Advice ◽  
Tertiary Level ◽  
Cross Sectional ◽  
Breast Milk Production ◽  
Lactating Mothers ◽  
Structured Questionnaire

Background: Children are the precious gift from the Almightily Allah and breast milk is an ideal product given to the human being by nature to fulfill all requirements of the offspring until they are matured enough to take adult food. Objective: To assess the services provided for lactating mothers at lactation management centre in selected tertiary level hospitals. Materials and Methods: This cross sectional study was conducted among 100 Lactating mothers who were selected conveniently and were interviewed by pre-tested semi-structured questionnaire and an observational checklist. Collected data were processed and analyzed using SPSS (Statistical Packages for Social Science) software. Results: Lactation management centre (LMC) is supervised by a consultant and separate room is allotted in both out-patient and in-patient departments. Mothers came with lactation problems were more likely in the first month of the baby (73%) and feeling of not enough milk production was common (49%).Highly significant relationship was found between breast problems of lactating mother and age of child (p<0.001). About 84% respondents received practical demonstration on position and attachment of the baby during lactation. About 91% respondents got dietary advice for enough breast milk production, 75% got dietary advice regarding their child’s weaning food chart and69% got health education. Maximum mothers were informed about LMC by doctor & nurse (82%). Conclusion: Information about LMC services should be disseminated across the country. Lactating mothers should be familiarized with LMC and public awareness should be enhanced for effective management of breastfeeding problem to promote, protect and support the breastfeeding. JOPSOM 2019; 38(2): 68-73

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.

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.

scholarly journals The Role of New Technologies to Prevent Suicide in Adolescence: A Systematic Review of the Literature

Medicina ◽  
2021 ◽  
Vol 57 (2) ◽  
pp. 109
Author(s):  
Alberto Forte ◽  
Giuseppe Sarli ◽  
Lorenzo Polidori ◽  
David Lester ◽  
Maurizio Pompili
Keyword(s):  
Suicide Prevention ◽  
Mobile Applications ◽  
English Language ◽  
New Technologies ◽  
Cross Sectional Study ◽  
Text Messages ◽  
Health Concern ◽  
Preventive Strategies ◽  
Open Label ◽  
Cross Sectional

Background and objectives: Suicide in adolescents represents a major public health concern. To date, a growing number of suicide preventive strategies based on the use of new technologies are emerging. We aimed to provide an overview of the present literature on the use of new technologies in adolescent suicide prevention. Materials and methods: An electronic search was run using the following keywords: Technology OR Technologies OR APP OR Application OR mobile application) AND (Adolescent OR youth OR puberty) AND (Suicid* OR Self-harm OR self-destruction). Inclusion criteria were: English language, published in a peer-reviewed journal, suicide prevention with the use of new technologies among adolescents. Results: Our search strategy yielded a total of 12 studies on the use of telemedicine, 7 on mobile applications, and 3 on language detection. We also found heterogeneity regarding the study design: 3 are randomized controlled trials (RCT), 13 are open-label single group trials, 2 are randomized studies, and 1 is a cross-sectional study. Telemedicine was the most adopted tool, especially web-based approaches. Mobile applications mostly focused on screening of depressive symptoms and suicidal ideation, and for clinical monitoring through the use of text messages. Although telepsychiatry and mobile applications can provide a fast and safe tool, supporting and preceding a face-to-face clinical assessment, only a few studies demonstrated efficacy in preventing suicide among adolescents through the use of these interventions. Some studies suggested algorithms able to recognize people at risk of suicide from the exploration of the language on social media posts. Conclusions: New technologies were found to be well accepted and tolerated supports for suicide prevention in adolescents. However, to date, few data support the use of such interventions in clinical practice and preventive strategies. Further studies are needed to test their efficacy in suicide prevention among adolescents and young adults.

The acquisition of requests by second language learners of Spanish

2005 ◽  
Vol 2 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Derrin Pinto
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Advanced Learners ◽  
English Speaking ◽  
Request Strategies ◽  
Using Data ◽  
L1 And L2

This cross-sectional study in interlanguage pragmatics analyzes the requests employed by English-speaking learners of L2 Spanish, using data collected from university students at four different levels of language learning. The most common request strategies are first identified in a cross-linguistic analysis of Spanish and English and are then compared to the interlanguage data. The requests of lower-level students are found to be more idiosyncratic and pragmatically ambiguous than those of advanced learners, although not necessarily more direct. Advanced learners show signs of improvement, but still rely largely on L1 request behavior. Learners at all levels display more difficulties in areas in which there is cross-linguistic variation between the L1 and L2.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

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