ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

Stratified Constraint Satissfaction Networks in Synergetic Multi-Agent Simulations of Language Evolution

2007 ◽  
pp. 140-175 ◽  
Author(s):  
Alexander Mehler
Keyword(s):  
Language Learning ◽  
Simulation Model ◽  
Language Evolution ◽  
Self Regulation ◽  
Simulation Models ◽  
Communication Processes ◽  
Multi Agent ◽  
Level I ◽  
The One ◽  
System Variables

We describe a simulation model of language evolution which integrates synergetic linguistics with multi-agent modelling. On the one hand, this enables the utilization of knowledge about the distribution of the parameter values of system variables as a touch stone of simulation validity. On the other hand, it accounts for synergetic interdependencies of microscopic system variables and macroscopic order parameters. This approach goes beyond the classical setting of synergetic linguistics by grounding processes of self-regulation and self-organization in mechanisms of (dialogically aligned) language learning. Consequently, the simulation model includes four level, (i) the level of single information processing agents which are (ii) dialogically aligned in communication processes enslaved (iii) by the social system in which the agents participate and whose countless communication events shape (iv) the corresponding language system. In summary, the present paper is basically conceptual. It outlines a simulation model which bridges between different levels of language modelling kept apart in contemporary simulation models. This model relates to artificial cognition systems in the sense that it may be implemented to endow an artificial agent community in order to perform distributed processes of meaning constitution.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

Woordverwerving Door Eentalige en Tweetalige Kinderen bu Engels in Het Basisonderwijs

1989 ◽  
Vol 34 ◽  
pp. 67-75 ◽  
Author(s):  
Guust Meijers
Keyword(s):  
Language Learning ◽  
Primary Schools ◽  
Learning Experience ◽  
Economic Status ◽  
Test Construction ◽  
Positive Influence ◽  
Third Language ◽  
English Classes ◽  
Moroccan Children ◽  
The One

Since 1985 English has been an obligatory subject in the last two classes of Dutch primary schools. This fact provided an inducement to carry out an investigation to examine if balanced bilingual Turkish and Moroccan children would react differently from Dutch monolingual children to these English classes. Surprisingly research into third language learning appears to be very rare and seems to indicate on the one hand that bilingualism is not always an advantage. On the other hand research on cognitive and metalinguistic abilities of bilingual children suggests that bilinguals may benefit from having this specific learning experience. This research therefore aimed at testing the hypothesis that bilinguals would learn a third language in a different and more efficient way than monolinguals with the same IQ-level and socio-economic status. In this article a word production and a word comprehension test are discussed, which were administered to the subjects' groups after two years of learning English. The selection of subjects, a lexical analysis of textbooks and the test construction are described. The results of the two tests do not show any differences between mono- and bilinguals, which means that, with regard to vocabulary acquisition, bilingualism does not have a positive influence on learning a new language. The results of other tests (grammatical judgements, spontaneous production and word recognition) will show if this finding can be generalized to other skills.

scholarly journals The Effect of Learning Styles on Students' Mathematical Communication Ability

2021 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Tahir Tahir
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Communication Skills ◽  
Positive Influence ◽  
Mathematical Communication ◽  
Ex Post ◽  
Ex Post Facto ◽  
Communication Ability ◽  
The One ◽  
The Relationship

This research is motivated by the low mathematical communication skills of students, where there are many factors that influence this, one of which is the student's learning style. This study aims to determine the effect of learning styles on students' mathematical communication skills. This type of research is ex-post-facto research and was conducted at SMA Negeri 1 Mawasangka using a sample of 52 students. From the results of the analysis carried out, it was found that there was a relationship between student learning styles and students' mathematical communication abilities. This was because rhit > rtab (0.38> 0.27), the relationship formed was a positive one-way relationship because of the positive rhit value. In addition, from the one-way ANOVA, it was found that Fcount> Ftable, it was concluded that there were differences in students' mathematical communication skills when viewed from their learning styles and this difference was significant. So it can be concluded that the learning style has an effect on students' mathematical communication skills, and this influence is a positive influence. Keywords: learning styles, mathematical communication skills, influence.

Stratified Constraint Satisfaction Networks in Synergetic Multi-Agent Simulations of Language Evolution

2008 ◽  
pp. 107-136
Author(s):  
Alexander Mehler
Keyword(s):  
Language Learning ◽  
Simulation Model ◽  
Language Evolution ◽  
Simulation Models ◽  
Communication Processes ◽  
Distributed Processes ◽  
Multi Agent ◽  
The One ◽  
System Variables ◽  
Parameter Values

We describe a simulation model of language evolution which integrates synergetic linguistics with multiagent modelling. On the one hand, this enables the utilization of knowledge about the distribution of the parameter values of system variables as a touch stone of simulation validity. On the other hand, it accounts for synergetic interdependencies of microscopic system variables and macroscopic order parameters. This approach goes beyond the classical setting of synergetic linguistics by grounding processes of selfregulation and self-organization in mechanisms of (dialogically aligned) language learning. Consequently, the simulation model includes four layers, (i) the level of single information processing agents which are (ii) dialogically aligned in communication processes enslaved (iii) by the social system in which the agents participate and whose countless communication events shape (iv) the corresponding language system. In summary, the present chapter is basically conceptual. It outlines a simulation model which bridges between different levels of language modelling kept apart in contemporary simulation models. This model relates to artificial cognition systems in the sense that it may be implemented to endow an artificial agent community in order to perform distributed processes of meaning constitution.

Influence of Game-Based Methods in Developing Engineering Competences

2022 ◽  
pp. 69-88
Author(s):  
Helder Gomes Costa ◽  
Frederico Henrichs Sheremetieff ◽  
Elaine Aparecida Araújo
Keyword(s):  
Second Language ◽  
Problem Solving ◽  
Language Learning ◽  
Second Language Learning ◽  
Negative Impact ◽  
Positive Influence ◽  
Game Based Learning ◽  
Learning Methods ◽  
Impact Responses ◽  
The One

This research aims to understand the influence of game-based learning methods on engeineer competences. Competencies expected from an engineer, which competencies are commonly explored by game-based learning methods, and perceptions from a sample composed of 92 respondents about the question that drives the research are explored. All competencies analyzed had more positive influence responses than negative ones, or non-impact responses. The competence analyzed most positively is “problem solving”; the one with the most negative impact responses is “second language learning,” and the one with the most non-impact responses is “continuous search for career improvement.” This study fills the following gaps: compiles and analyzes articles on game-based learning methods and carries out unprecedented research regarding the influence of game-based learning methods on the professional competences of graduates of engineering courses.

Does flipped learning affect language skills and learning styles differently?

2020 ◽  
Vol 17 (4) ◽  
pp. 324-340 ◽  
Author(s):  
Mojtaba Tadayonifar ◽  
Mahnaz Entezari
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Language Skills ◽  
Flipped Learning ◽  
Paired Samples ◽  
Significant Difference ◽  
Interactive Nature ◽  
Post Test ◽  
The One

In recent years, educators have started to use innovative pedagogies in response to the changing trends of language learning towards developing great proficiency, as the conventional approaches could no longer improve proficiency due to the interactive nature of language skills. Therefore, it is believed that the Flipped Learning (FL) approach, as one of these new pedagogies, can be appropriately used to enhance language skills due to its hybrid nature. On the other hand, the existing literature on the efficacy of the FL approach has mostly ignored psychological factors like motivation, personality traits, and learning styles. Thus, the current study aimed to see which learning styles fitted better in the FL approach. Further, it intended to explore which language skill and in which learning style the amount of improvement could be significant. Forty Iranian EFL learners took the PET pre-test and were divided into their preferred learning styles. Then, they underwent the FL approach for a semester. The results of the paired samples T-Test indicated a significant positive improvement in the students’ performance in the post-test (t (39) = −7.698, p = .000). The results of the One-way ANOVA showed that there were significant differences among learning style groups in favor of the visual style, (F (4, 35) = 2.299, p = .034), and Mixed ANOVA results indicated that the most significant difference among skills was found between speaking and writing skills, (F (3, 105) = 8.018, p = .000).

You’ve got to crack a few eggs to make an omelette. Linguistic complexity and instruction in SLA

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Rick De Graaff
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Use ◽  
Teaching Practice ◽  
Task Complexity ◽  
Language Performance ◽  
Linguistic Complexity ◽  
Language Pedagogy ◽  
Instructed Second Language Acquisition ◽  
The One

In this epilogue, I take a teaching practice and teacher education perspective on complexity in Instructed Second Language Acquisition. I take the stance that it is essential to understand if and how linguistic complexity relates to learning challenges, what the implications are for language pedagogy, and how this challenges the role of the teacher. Research shows that differences in task complexity may lead to differences in linguistic complexity in language learners’ speech or writing. Different tasks (e.g. descriptive vs narrative) and different modes (oral vs written) may lead to different types and levels of complexity in language use. On the one hand, this is a challenge for language assessment, as complexity in language performance may be affected by task characteristics. On the other hand, it is an opportunity for language teaching: using a diversity of tasks, modes and text types may evoke and stretch lexically and syntactically complex language use. I maintain that it is essential for teachers to understand that it is at least as important to aim for development in complexity as it is to aim for development in accuracy. Namely, that ‘errors’ in language learning are part of the deal: complex tasks lead to complex language use, including lexical and syntactical errors, but they are a necessary prerequisite for language development.

scholarly journals Children, Media and Food. A New Paradigm in Food Advertising, Social Marketing and Happiness Management

2021 ◽  
Vol 18 (7) ◽  
pp. 3588
Author(s):  
Rodrigo Elías Zambrano ◽  
Gloria Jiménez-Marín ◽  
Araceli Galiano-Coronil ◽  
Rafael Ravina-Ripoll
Keyword(s):  
Eating Habits ◽  
Self Regulation ◽  
World Health Organisation ◽  
World Health ◽  
New Paradigm ◽  
Number Of Children ◽  
Food And Beverage ◽  
Qualitative Technique ◽  
Food And Drink ◽  
The One

The growing number of children who are obese or overweight in certain countries or geographical areas is a fact, as evidenced by the continuous studies and reports on the subject, endorsed or carried out by the World Health Organisation and independent research. In this context, food and beverage advertising can contribute to this. The main objective of this research is to evaluate compliance with the Food and Drink Advertising Code for Children (PAOS Code) in Spain and its relationship with nutritional habits on television, specifically on channels aimed at children. The methodology is therefore mixed: on the one hand, a qualitative technique based on discourse analysis and, on the other, a quantitative technique based on the content analysis of the advertising broadcast for seven consecutive days on three specialised channels and two generalist channels on Spanish television. The results reveal a systematic noncompliance with this code, which translates into inadequate eating habits among children. The immediate conclusion is that 9 out of 10 parts of food and drink advertising do not comply with any of the rules of the PAOS Code and that self-regulation by the advertising companies is negligible and insufficient.

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