scholarly journals PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING

2019 ◽  
Vol 8 (2) ◽  
pp. 193
Author(s):  
Salim Nabhan
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
English Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Writing Revision ◽  
Personal Process ◽  
The Relationship

<p>The present study explored pre-service teachers’ self-regulated learning strategy<br />and motivation in EFL academic writing. A further aim of the study is to<br />investigate the relationship between their self-regulated learning strategy and<br />motivation as well as to explore the revision behaviors in English academic<br />writing. A questionnaire was administered to 56 pre-service teachers (PST)<br />majoring English language education. The questionnaire covered 16 items of<br />questions regarding self-regulated learning strategy comprising environmental<br />process, behavioral process, and personal process, as well as motivation. PSTs’<br />revisions of academic writing were also assessed using writing revision categories<br />to identify their revision behaviors. Descriptive analyses indicated that<br />participants were moderate to high in their self-regulated learning strategy and<br />motivation toward their writing activities. Furthermore, the result showed that<br />despite the fact that self-regulated learning strategy in the aspect of environmental<br />strategy and personal strategy did not significantly correlate with motivation,<br />behavioral strategy significantly correlated with motivation. In addition to this,<br />among the revision categories, the aspects of organization, citation, mechanics,<br />language use, and references were the most common categories of revisions,<br />while content and format were the least ones. The study might have implication<br />on the PST’s EFL academic writing instruction.<br />Keywords: self-regulated learning strategy, motivation, revision, EFL academic<br />writing</p>

scholarly journals The relationship between self-regulated learning strategies and students' academic performance in English course

2021 ◽  
Vol 15 (7) ◽  
pp. 2261-2263
Author(s):  
Helia Nodeh
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Statistical Population ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Education Academic ◽  
Keywords Education ◽  
The Relationship

This study examines the relationship between self-regulated learning strategies and students' academic performance in English courses. The research method is descriptive-correlational. The statistical population includes all students of Azad University, Gorgan branch in the period 2020-2021. convenience sampling based on the Morgan table is used to select 384 people. The data collection tool is Zimmerman and Martinez-Pons Self-Regulated Learning Interview Schedule (1998), and for academic performance, the average grade in English course in two semesters was taken into account. Pearson correlation analyzes the data. The results show a significant relationship between self-regulated learning strategies and the academic performance of English course students. Keywords: education, academic performance, learning strategy

scholarly journals An Ecological Perspective on University Students’ Sustainable Language Learning during the Transition from High School to University in China

2020 ◽  
Vol 12 (18) ◽  
pp. 7359
Author(s):  
Chen Li ◽  
Shahid Abrar-ul-Hassan ◽  
Fei Gao
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Ecological Perspective ◽  
English Learning ◽  
Self Regulated Learning ◽  
Teaching Content ◽  
Regulated Learning ◽  
Transition From High School

Transitioning from high school to university presents a significant challenge for many students on multiple fronts, including language learning. This mixed-method study draws on an ecological perspective to investigate students’ English learning experiences during the transition from high school to university in China, focusing on teaching content, teaching approach, assessment and feedback, and self-regulated learning. Data is collected from six universities at three different academic levels in China, and analyzed using both statistical and thematic analysis. The research finds that there are differences between high school and university English language education in the above-mentioned four areas, and students’ ecopotentials are of critical importance for their adaptation to university English learning. These findings suggest the necessity of the continuity of teaching content, the promotion of individualized curricula, and the cultivation of self-regulated learning capacities to support students’ sustainable English learning during the transition from high school to university.

scholarly journals STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Listyani - Listyani
Keyword(s):  
21St Century ◽  
Academic Writing ◽  
21St Century Skills ◽  
English Language ◽  
Classroom Interaction ◽  
Language Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
English Language Education ◽  
Writing Classes

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions. The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions.

scholarly journals NILAI STRATEGIS KURIKULUM PENDIDIKAN BAHASA INGGRIS-BERBASIS KKNI FKIP UNIVERSITAS ISLAM BALITAR

2016 ◽  
Vol 8 (1) ◽  
pp. 1-19
Author(s):  
Teguh Budiharso
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Action Plan ◽  
Personality Development ◽  
Group Discussion ◽  
Language Education ◽  
English Language Education ◽  
Managerial Skills ◽  
Work Skill ◽  
Qualification Framework

This study describes English Language Education Curriculum (ELEC) of Balitar Islamic University delineating needs analysis, tracer study and action plan that is devised considerably upon National Qualification Framework. The study used content analysis implementing qualitative approach. Data were collected from curriculum document, strategic plan of UNISBA, workshop, and Focus Group Discussion conducted at UNISBA for two-month visit. The study revealed that (1) ELEC has been organized in adherence to KKNI containing 144 credits, (2) semesterly course distribution is outlined into: 20 credits each in the first and second semester, 22 credits each in the third up to sixth semester, and 16 credits in seventh semester, (3) diploma supplement as subsequent competency is programmed in terms of workshop in academic literacy, TEFL, enterpreheneurship, IT and computer, and academic writing, (4) competency elements are categorized into: personality development (KPK), work skill (KKK), expertise and knowledge (KKP), methods and knowledge degree (KMK), and managerial skills (KKM) imposed by KKNI.

scholarly journals THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND THEIR LISTENING ACHIEVEMENT AT ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF KHAIRUN UNIVERSITY

EDUKASI ◽  
2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Asrul Asrul
Keyword(s):  
Significant Relationship ◽  
English Language ◽  
Alternative Hypothesis ◽  
Language Education ◽  
Sampling Technique ◽  
English Language Education ◽  
Study Program ◽  
Relationship Motivation ◽  
Education Study ◽  
The Relationship

The aims of this research is to find out whether or not there is a significant relationship between students’ motivation and their listening achievement. Quantitative method was applied in this research with correlation design. The population of the study was the second semester students of English Language Education Study Program of Khairun University academic year 2016/2017. The sample of this research consisted of 30 students and they were selected by using convenience sampling technique. The data were collected through questionnaire and listening scores. The result of this research shows that r is -0.28. This relationship is small (low) because r value is between 0.10 and 0.29. The result could be classified that the relationship between the two variables is not significant because the r is small (low). It means that the alternative hypothesis (Ha) stating that there is a significant relationship between students’ motivation and their listening achievement is rejected and null hypothesis (Ho) stating that there is no significant relationship between students’ motivation and their listening achievement is accepted. This suggests that students with high motivation do not guarantee high achievement in learning listening comprehension.Keyword : Relationship, motivation, listening achievement

scholarly journals NILAI STRATEGIS KURIKULUM PENDIDIKAN BAHASA INGGRIS-BERBASIS KKNI FKIP UNIVERSITAS ISLAM BALITAR

2016 ◽  
Vol 8 (1) ◽  
pp. 1-19
Author(s):  
Teguh Budiharso
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Action Plan ◽  
Personality Development ◽  
Group Discussion ◽  
Language Education ◽  
English Language Education ◽  
Managerial Skills ◽  
Work Skill ◽  
Qualification Framework

This study describes English Language Education Curriculum (ELEC) of Balitar Islamic University delineating needs analysis, tracer study and action plan that is devised considerably upon National Qualification Framework. The study used content analysis implementing qualitative approach.  Data were collected from curriculum document, strategic plan of UNISBA, workshop, and Focus Group Discussion conducted at UNISBA for two-month visit.  The study revealed that (1)  ELEC has been organized in adherence to KKNI containing 144 credits, (2) semesterly course distribution is outlined into: 20 credits each in the first and second semester, 22 credits each in the third up to sixth semester, and 16 credits in seventh semester, (3) diploma supplement as subsequent competency is programmed in terms of workshop in academic literacy, TEFL, enterpreheneurship, IT and computer, and academic writing, (4) competency elements are categorized into:  personality development (KPK), work skill (KKK), expertise and knowledge (KKP), methods and knowledge degree (KMK), and managerial skills (KKM) imposed by KKNI. 

scholarly journals Directive forms Expressed by Male and Female Respondents in Different Situational Contexts

Humaniora ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 35
Author(s):  
Euodia Inge Gavenila ◽  
Yohanes Arsa ◽  
Truly Almendo Pasaribu
Keyword(s):  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Male And Female ◽  
Language And Gender ◽  
Situational Contexts ◽  
The Social ◽  
And Gender ◽  
The Relationship

This research intended to explore the relationship between language and gender by answering two research questions. First, it was how male and female respondents expressed directive forms. Second, it was what the social factors that influenced the choice of directive forms were. The two issues were considered urgent because gender was a variable that determined how people used language, including directive forms. Data were collected by distributing offline open-ended questionnaires to 18 students from the 2015-2017 batch of the English Language Education Study Program (ELESP) of Sanata Dharma University. The results show that to some extent females and males express directive forms differently. Men tend to be direct in expressing directive messages, while women use interrogative and declarative forms in delivering the messages since these forms are considered as more polite and less direct. Women tend to save their faces by using more indirect or polite forms because they avoid being considered impolite. Then, social class, the relationship between participants, and formality alsoinfluence the use of directive forms. 

scholarly journals The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement

2020 ◽  
Author(s):  
Tham Duong
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Management Strategies ◽  
Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Majors

It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies (RMS) are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate RMS employed by tertiary non-English majors and to explore the relationship between the students’ use of RMS and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed RMS in their English language learning. More importantly, it was found that the more frequently the students used RMS, the higher academic achievement they gained. Such employment of RMS in a Vietnamese EFL context serves as a reference in other similar EFL contexts.

scholarly journals PREFERENCE IN LANGUAGE LEARNING STRATEGIES (LLS) OF THE STUDENTS IN THE ENGLISH LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH JEMBER

2020 ◽  
Vol 5 (1) ◽  
pp. 61-72
Author(s):  
Taufik Hidayah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Language Education ◽  
High Rate ◽  
Language Learning Strategies ◽  
English Language Education ◽  
The University

          The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their own strengths  and weaknesses in skills and content courses  and self-regulate learning so as to make progress with teachers’ assistance. Keywords:  language learning strategies  (LLS);  Strategy Inventory of Language Learning (SILL);  memory strategies; cognitive strategies; metacognitive strategies; socio-affective strategies; compensation strategies.  

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