The Current Situation and Learning Strategies of Foreign Students in Chinese Learning Following Entrepreneurial Psychology

Based on entrepreneurial psychology, the current situation of foreign students’ use of learning strategies in Chinese learning is explored, the overall situation of learning strategies in this process is analyzed, and the relationship between foreign students’ use of learning strategies and various factors are obtained through the designed questionnaire survey. First, a questionnaire suitable for the research respondents is designed to investigate the current situation of foreign students’ use of learning strategies in Chinese learning; second, 200 questionnaires are distributed, and 195 questionnaires are recovered, with a recovery rate of 97.5%. After the invalid questionnaire is excluded, the effective rate is 95%; furthermore, the reliability of the questionnaire data is analyzed by SPSS25 software, and Cronbach’s α coefficient is 0.869, which proves that the questionnaire has high reliability; finally, the overall situation of foreign students’ use of learning strategies in Chinese learning is analyzed from the aspects of their majors, their levels of Chinese proficiency, Chinese learning time, age and personality. The results show that the frequency of using cognitive strategies in learning Chinese is the highest, with a score of 3.689; There is a positive correlation between the use of learning strategies and the degree of proficiency of Chinese; Among them, the foreign students who have studied for 2–3 years use learning strategies the most frequently, and the students aged 28–32 use learning strategies the most frequently in the Chinese level test 4. This study provides new ideas for foreign students’ Chinese teaching and has a certain reference for foreign students’ Chinese teaching strategies.

Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras ◽

The Relationship between Language Learning Strategies and Lexical Complexity Measures

10.30827/portalin.v0i32.13679 ◽

2021 ◽

pp. 37-52

Author(s):

Ervin Kovacevic

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

English Language ◽

Cognitive Strategies ◽

English For Academic Purposes ◽

Complexity Measures ◽

Lexical Complexity ◽

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

The Relationship between Emotional Intelligence and Learning Strategies among Iranian EFL Learners

Theory and Practice in Language Studies ◽

10.17507/tpls.0605.06 ◽

2016 ◽

Vol 6 (5) ◽

pp. 952

Author(s):

Laleh Taheri ◽

Esmaeil Jadidi

Keyword(s):

Emotional Intelligence ◽

Stress Management ◽

Learning Strategies ◽

Cognitive Strategies ◽

Social Strategies ◽

Efl Learners ◽

Positive Correlation ◽

Memory Strategies ◽

The Relationship ◽

Personal Skill

The primary objective of this study was to investigate the relationship between Iranian EFL learners' emotional intelligence and their use of learning strategies. In so doing, one hundred English advanced learners of Iran Language Institute (ILI) at Shiraz branch (30 males and 70 females) were selected to participate in this study. The Bar-On (1980) Emotional Quotient Inventory questionnaire (EQ-I), and the Strategy Inventory for language Learning (SILL) (Oxford, 1990) were administered to determine the significance of the relationship between emotional intelligence and learning strategies. The results of correlation showed that there were positive significant relationships between some components of the two variables. The intra personal skill had positive correlations with memory strategies (r=.000, p<.05), cognitive strategies(r=.000, p<.05), metacognitive strategies(r=.006, p<.05), and social strategies(r=.02, p<.05).which showed that learners with intra personal skill use different learning strategies. There were also a positive correlation between social strategies with adaptability (r=.009, p<.05), and stress management (r=.004, p<.05). A positive correlation was also seen between memory strategies and stress management (r=.04, p<.05). The results of this study clearly depicts that among the emotional intelligence variables, intra personal skill got the highest relationship with components of learning strategies. This study has some pedagogical implications for researchers, teachers, policy makers, and educators.

Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.3p.156 ◽

2018 ◽

Vol 7 (3) ◽

pp. 156 ◽

Cited By ~ 1

Author(s):

Parviz Ajideh ◽

Mohammad Zohrabi ◽

Kazem Pouralvar

Keyword(s):

Learning Styles ◽

Learning Strategies ◽

Learning Style ◽

Reading Strategies ◽

Cognitive Strategies ◽

Self Report ◽

Islamic Art ◽

Science Students ◽

Art And Science ◽

The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS) to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s) and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

The Research on the Current Situation and Strategies of Chinese Teaching for Overseas Students Majoring in Clinical Medicine in Higher Vocational Colleges

Advances in Higher Education ◽

10.18686/ahe.v3i4.1531 ◽

2019 ◽

Vol 3 (4) ◽

pp. 51

Author(s):

Cuiping Yang ◽

Hongliang Wang

Keyword(s):

Foreign Students ◽

Clinical Medicine ◽

Educational Achievement ◽

Teaching Quality ◽

Current Situation ◽

Teaching System ◽

Vocational College ◽

Overseas Students ◽

Chinese Teaching

<p class="p">As the quality of Chinese teaching for foreign students is the key to the educational achievement of foreign students majoring in clinical medicine, it is very important to establish a scientific and reasonable Chinese teaching system for foreign students. This paper analyzes and studies the Chinese teaching of overseas students majoring in clinical medicine in Honghe Health Vocational College and makes corresponding Chinese teaching strategies and measures through reflection to improve the Chinese teaching quality of overseas students majoring in clinical medicine.</p>

The Relationship Between Language Learning Strategies and Vocabulary Size Among High School ELL Students

International Journal of English Linguistics ◽

10.5539/ijel.v9n1p120 ◽

2018 ◽

Vol 9 (1) ◽

pp. 120

Author(s):

Reem Ibrahim Rabadi

Keyword(s):

High School ◽

Language Learning ◽

Learning Strategies ◽

Descriptive Analysis ◽

Cognitive Strategies ◽

Vocabulary Size ◽

Ell Students ◽

Word Level ◽

This study inspects the relationship between language learning strategies (LLS) of 905 Jordanian high school ELL students and their vocabulary size. The data are collected through two instruments: First, a questionnaire of 35 items and 3 types of strategies (metacognitive, cognitive, and social-affective strategies) were adapted from the Strategy Inventory Learning (SILL, Version 7.0) by Oxford (2005) to evaluate language learning strategies. Second, the Vocabulary Levels Test (VLT): Version 2 by Schmitt (2001) to gauge the vocabulary size by measuring the 2,000 word-level, 3,000 word-level, 5,000 word-level, 10,000 word-level, and Academic Word (AWL) level of the students. The results of the descriptive analysis revealed that the students’ overall LLS was at a moderate strategy use. Concerning their use of strategies, the most used strategies were metacognitive, followed by cognitive strategies, and the least used strategies were social-affective strategies. In addition, the effect of their vocabulary size on the use of LLS was identified. Students with high vocabulary size applied more language learning strategies and specific strategies more than students with low vocabulary size. The students’ use of LLS had a positive and significant correlation with their vocabulary size. Students with higher vocabulary size were able to employ strategies to manage and control their learning, in addition, to observe their learning better than students with lower vocabulary size. All together for students to be better in learning English, they are required to enhance their vocabulary because of its substantial relationship with language learning strategies.

The Relationship between Iranian EFL Learners’ Use and Preferences of Language Learning Strategies and Their Meta-Knowledge and Tasks of Pragmatic Competence

International Journal of English Linguistics ◽

10.5539/ijel.v7n1p142 ◽

2017 ◽

Vol 7 (1) ◽

pp. 142

Author(s):

Khadijeh Najafi ◽

Firooz Sadighi ◽

Mohammad Sadegh Bagheri ◽

Lotfollah Yarmohammadi

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Cognitive Strategies ◽

Pragmatic Competence ◽

Fars Province ◽

Social Strategies ◽

Efl Learners ◽

The Mean ◽

The present study investigated the relationship between Iranian EFL learners’ use and preferences of language learning strategies and their meta-knowledge and the tasks of pragmatic competence. Quick Oxford Placement Test, version 2 (2004) was administered and 120 upper-intermediate EFL university students majoring in English translation and TEFL were recruited from the available branches of the Islamic Azad University, Fars province. Likewise, a questionnaire entitled Iranian EFL learners’ meta-knowledge and pragmatic tasks (2016) was used to explore EFL learners’ meta-knowledge and tasks of pragmatic competence and the mean score was calculated. Then, Oxford Strategy Inventory for Language Learning (1990) was used to analyze EFL learners’ use and preferences of language learning strategies and the mean score was calculated. Also, to examine any possible relationship between EFL learners’ use and preferences of language learning strategies and their meta-knowledge and pragmatic tasks, some correlations were run. The results of data analyses showed that Iranian EFL learners were moderate in meta-knowledge and tasks of pragmatic competence and in their use of language learning strategies in general. More detailed analyses of the data ranked the order of the applications of the strategies as: social strategies, meta-cognitive strategies, cognitive strategies, memory strategies, compensation strategies and affective strategies from the most to the least frequent strategies applied by the participants of the study. There was a significant medium positive relationship between meta-knowledge and tasks of pragmatic competence and meta-cognitive strategy. However, there were slight but significant positive relationships between meta-knowledge and tasks of pragmatic competence and compensation and affective strategies and no relationships between meta-knowledge and tasks of pragmatic competence and social, affective and compensation strategies.

Using cognitive strategies overcomes cognitive load in online learning environments

Interactive Technology and Smart Education ◽

10.1108/itse-09-2019-0053 ◽

2020 ◽

Vol 17 (2) ◽

pp. 215-228

Author(s):

Jamie Costley

Keyword(s):

Online Learning ◽

Cognitive Load ◽

Learning Environments ◽

Learning Strategies ◽

Cognitive Strategies ◽

Negative Relationship ◽

Cognitive Learning ◽

Online Learning Environments ◽

Content Type ◽

Purpose This study aims to look at the relationship between extraneous cognitive load and germane cognitive load and how the use of cognitive learning strategies might moderate the relationship. Design/methodology/approach This present study used survey data (n = 440) from randomly selected students taking large online classes in South Korea. Findings This research found a negative relationship between extraneous and germane loads. Furthermore, this study found that the use of cognitive strategies moderates this relationship. This shows that the use of cognitive strategies can help overcome unclear instruction and help to produce higher levels of student learning. Originality/value Within online learning environments, the degree to which nonessential information contributes to cognitive overload among learners becomes an important area of investigation, along with the ways in which learning strategies can mitigate some of this overload.

The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language

DINAMIKA ILMU ◽

10.21093/di.v18i2.987 ◽

2018 ◽

Vol 18 (2) ◽

pp. 237-258

Author(s):

Nurul Wahdah ◽

Moh. Ainin ◽

M. Abdul Hamid

Keyword(s):

Language Learning ◽

Personality Traits ◽

Learning Strategies ◽

Cognitive Strategies ◽

Arabic Language ◽

Metacognitive Strategies ◽

Openness To Experience ◽

Social Strategies ◽

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia. Eighty one students were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3) Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.

Application and Exploration of BOPPPS Model in Oral Chinese Teaching as a Foreign Language

International Education Studies ◽

10.5539/ies.v12n12p123 ◽

2019 ◽

Vol 12 (12) ◽

pp. 123

Author(s):

Hongmei Cui

Keyword(s):

Foreign Language ◽

Foreign Students ◽

Teaching Method ◽

Learning Goals ◽

Teaching Model ◽

Love Of Learning ◽

Efficiency And Effectiveness ◽

Chinese Learning ◽

Teaching Purpose ◽

Chinese Teaching

In recent years, with the continuous development of the society, the boom of global Chinese learning has flourished. The teaching and research of Chinese as a foreign language has received much attention. In order to explore the effective teaching methods in oral Chinese, to stimulate foreign students’ love of learning Chinese, and to increase their interest and motivation in learning Chinese, a new teaching model-BOPPPS teaching model emerges and is widely welcomed by the students. The author explores how to apply the BOPPPS model in teaching of oral Chinese as a foreign language, providing a new teaching method in oral Chinese teaching. The study finds that the BOPPPS model can improve the efficiency and effectiveness of the oral Chinese teaching, mobilize international students’ enthusiasm for learning Chinese and improve their academic performance, make teachers more clear about the teaching purpose and requirements, and help the students be more clear about the learning goals.

Saudi EFL Students’ Personality Types and Their Language Learning Strategies

Journal for the Study of English Linguistics ◽

10.5296/jsel.v7i1.14871 ◽

2019 ◽

Vol 7 (1) ◽

pp. 55

Author(s):

Hanan K, Al-Dail ◽

Nasser M, Freahat

Keyword(s):

Language Learning ◽

Learning Strategies ◽

English Language ◽

Learning Strategy ◽

Cognitive Strategies ◽

Personality Types ◽

English Language Learning ◽

Social Strategies ◽

The purpose of this study was to examine the relationship between personality types and English language learning strategies, and to examine the pattern of English language learning strategies used by Saudi EFL university students. The sample of the study consisted of 68 EFL female students in the English department at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). Two instruments were used to collect the data; Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the Myers-Briggs Type Indicator (MBTI). The findings indicated that the participants were medium-high range strategy users and that the most frequently used strategy category among the six categories is metacognitive strategies followed by cognitive strategies, compensation strategies, social strategies, memory strategies, and finally, affective strategies. The observations indicated that there were some significant differences among students’ language learning strategy preferences based on their personality type. However, the relationship between the two variables is more complex and by no means direct and the reason was discussed in the research.