scholarly journals From Pandemic to New Normal: Portraying EFL Graduates’ Metacognitive Strategy in Thesis Writing

2021 ◽  
Vol 13 (2) ◽  
pp. 1103-1113
Author(s):  
Rizqiyyah Rizqiyyah ◽  
Joko Nurkamto ◽  
Dewi Rochsantiningsih
Keyword(s):  
Foreign Language ◽  
Time Management ◽  
Structured Interview ◽  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
Affective States ◽  
Interview Methods ◽  
Metacognitive Experience ◽  
Thesis Writing

The recent paper aims to figure out how students apply their metacognitive strategies of thesis writing in the COVID-19 pandemic. This study employs an explanatory case study design with 13 English As a Foreign language (EFL) graduates of an Indonesian university involving in this study. Questionnaires and semi-structured interview methods were used for collecting information. The data were then qualitatively analyzed using Miles, Huberman, and Saldana interactive model. The findings indicate that individual differences and thesis supervisors' involvement stimulated varied metacognitive strategy use in thesis writing. The challenges, inefficient time management, supervision system, technological issues, and negative disruptive emotions were attributed to delayed thesis completion in the pandemic. It indicates that the metacognitive experience represented by negative psychological factors profoundly affects students’ metacognitive strategies. Hence, promoting students' positive affective states are essential to achieve the expected writing outcomes.

scholarly journals Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare

2018 ◽  
Vol 5 (2) ◽  
pp. 114
Author(s):  
Buyung Renaldy Adisaputra ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Foreign Language ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Cognitive Strategy ◽  
Metacognitive Strategy ◽  
Social Strategy ◽  
Audio Recorder

This research aimed to find out the good EFL adult learners learning strategies in acquiring the foreign language and how the learning strategies affect the leaners achievement at Universitas Muhammadiyah Parepare. The method used in this research was qualitative method. The instrument were an interview and audio recorder. The participant of the research were the graduate students of Universitas Muhammadiyah Parepare within the age of 25-65 as one of the criteria of adult learners. The result of the research showed that the learning strategies applied by the learner were direct and indirect strategy. Direct strategy covered memory related strategy, cognitive strategy and compensatory strategy while metacognitive strategy, affective strategy and social strategy were included in indirect strategy.

scholarly journals Language Learning Strategies (LLSs) and L2 motivation associated with L2 pronunciation development in pre-service teachers of English

2018 ◽  
pp. 193
Author(s):  
Mauricio Véliz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Structured Interview ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Mental Images ◽  
Case Study Methodology ◽  
L2 Motivation ◽  
Study Methodology

This study seeks to uncover the psychosocial mechanisms used by pre-serviceteachers of English with the purpose of developing an L2 phonological system,within a framework of language learning strategies (LLSs)The study makes use of a case study methodology and collects informationthrough a semi-structured interview, whose results are interpreted in light ofOxford’s (1990) taxonomy. The results corroborate to some extent findingsmade in previous studies, amongst which are: (i) ample use of indirectstrategies, amongst which metacognitive, planning and monitoring stand out;(ii) greater potential of metacognitive strategies when accompanied by use ofdirect strategies such as mental images, applying images and sounds, practising,analysing/reasoning, and paying attention; and (iii) the mobilisation power ofmotivation in connection with a strategy repertoire.

scholarly journals Communication Problems and Expectations Between Nurses and Patients: A Qualitative Study

2021 ◽  
Author(s):  
Esma Gökçe ◽  
Meral Atıcı ◽  
Sevban Arslan
Keyword(s):  
Structured Interview ◽  
University Hospital ◽  
Research Model ◽  
Analysis Method ◽  
Structured Interviews ◽  
Therapeutic Communication ◽  
Communication Problems ◽  
Content Analysis Method ◽  
Interview Methods

Aim: The aim of this research is to determine the ways of communication between nurses and patients, the relevant problems, and expectations. Method: The research was carried out within the scope of qualitative research model and using the case study design. Observation and semi-structured interview methods were used in the study. In this context, interviews and observations were made with five nurses working in a university hospital clinic and five inpatients in December 2019. In the analysis of qualitative data obtained from observations and interviews, themes were created using the content analysis method. Results: The research was presented as findings on semi-structured interviews and observations together with introductory features. Findings obtained as a result of the interviews were analyzed as two main themes, three subthemes and codes under each subtheme. Conclusion: To establish a better communication as a result of the research; significant findings were obtained related to the issues of establishing mutual empathy, increasing the level of education, taking patient complaints seriously, increasing the number of employees by improving the technological equipment of institutions, ensuring coordination by creating an atmosphere of trust, nurses’ doing their job lovingly, gaining therapeutic communication skills, and especially explaining medical terms in a comprehensible manner.

scholarly journals A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

2017 ◽  
Vol 5 (6) ◽  
pp. 64 ◽  
Author(s):  
Menderes Unal ◽  
Elif Ilhan
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Training System ◽  
Language Teachers

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

Students’ views on learning French online with Microsoft Teams® during Covid-19 pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 333-338
Author(s):  
Sercan Alabay ◽  
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Structured Interview ◽  
Educational Process ◽  
Learning Tools ◽  
User Friendliness ◽  
Technological Developments ◽  
E Learning ◽  
Learning Software

Technological developments have made online learning tools become a part of educational process. The Covid-19 pandemic has made them a necessity. Learning a foreign language with the help of e-learning software is a debatable subject of 21st century. Microsoft Teams® is one of this software and understanding its effect on learning a foreign language is worth studying. Thus, this study aims to understand students’ views on learning French online with Microsoft Teams. The design of this study is the case study. The participants were 23 students learning French as a foreign language. The data were gathered through semi-structured interview form and the data were analyzed through content analysis. The results of the study reveal three themes on this subject. These themes are the reality of distance learning, the user friendliness of Microsoft Teams, and learning a foreign language online. With these themes, this study tries to compose a deeper understanding about learning a foreign language with a popular software.

A Case Study of Formation of Mandarin-English College Students’ Metacognition

2016 ◽  
Vol 6 (12) ◽  
pp. 22802291
Author(s):  
Wei Zhou
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Process ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
English Major

The present study provides both quantitative and qualitative analysis of the formation of language learners’ metacognition as the Mandarin-English college students in China. I hypothesized that language learning will be promoted by intervention of course teaching if students are trained to become more aware of and skillful at the use of metacognition strategies and other learning strategies that can be used in the language learning process. 3 of 115 freshmen from department of foreign language in Southwest Petroleum University are chosen to be subjects of the study. The result carries out to examine the intervention of strategy course on the formation of metacognition of English major freshmen in their language learning. The conclusions obtained from pre-interviews and post-interview have indicated that the subjects’ metacognition knowledge and metacognitive strategy use in language learning are conflicting. After the course, the metacognition of the subjects increased.

scholarly journals Minat Dan Motivasi Belajar Bahasa Jepang (Studi Kasus Terhadap Mahasiswa Jurusan Sastra Indonesia 2016/2017 FIB Undip)

KIRYOKU ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Yuliani Rahmah
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Japanese Language ◽  
Study Research ◽  
Cultural Arts ◽  
Interview Methods ◽  
Language Courses ◽  
Integrative Motivation ◽  
Japanese Learners

(Title: Interest and Motivations in Japanese Learning) This article is the result of a case study for Japanese learners as the second foreign language. The large number of students taking Japanese language courses is the basis for this qualitative research. The respondent in this research was 70 Indonesian Literature students in 2016/2017. The purpose of this study research was to determine the interests and motivations of their interest in learning Japanese. There are four elements of interest and two types of motivation that are the focus of this research. With the questionnaire and interview methods, as a result it is known that the interest of the respondents is quite high based on the element of pleasure as the most answer. This element of pleasure includes the respondents' interest in  the Japanese things such as anime,manga and festivals. In terms of motivation, it is indicated that the most of the respondent reason refers to type of integrative motivation. The emergence of that integrative motivation is based on their interest in the uniqueness of Japanese language  and the attractiveness of Japanese cultural arts.

scholarly journals RELATIONSHIP BETWEEN METACOGNITIVE LEARNING STRATEGIES AND PROFICIENCY IN EFL CLASSROOM IN CHILE

2019 ◽  
Vol 7 (6) ◽  
pp. 938-945
Author(s):  
Ranjeeva Ranjan ◽  
Andrew Philominraj ◽  
Gaurav Kumar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Metacognitive Strategies ◽  
Language Teachers ◽  
Coefficient Of Determination ◽  
Metacognitive Strategy ◽  
Metacognitive Skills ◽  
Language Performance

Purpose of the study: The main aim of the present study is to analyze and explain the use of metacognitive strategies in learning English as a foreign language (EFL) in Chile. To comprehend the metacognitive strategy usage of EFL learners, Oxford´s (1990) Strategy Inventory for Language Learning (SILL) was used in this study. Methodology: The present research is a quantitative study within the characteristics of the descriptive correlational framework in which the metacognitive strategies used by participants were examined in a university EFL setting. Further, the mid-semester grades were used for quantifying proficiency to see the correlation between proficiency and the use of metacognitive strategies. Main Findings: Results showed that the participants used metacognitive strategies more frequently with an average use of 4.16. Two groups of strategies showed a positive relationship with language performance; cognitive (r=.26) and metacognitive strategies (r=.585). The measured R² (coefficient of determination) was found to be .342 which means 34% of the variance for the language proficiency of the participants was explained by metacognitive strategy use. Applications of this study: The results of this study can be applied by the language teachers in their classroom teaching practices and by researchers for furthering their research in the field of language learning strategies. It can also be used by the students to facilitate their learning process. Novelty/Originality of this study: The present study is a contribution to our understanding of how the learners use metacognitive skills and strategies in learning a foreign language. Language teachers can use these strategies in their classroom for successful learning.

scholarly journals Foreign Language Acquisition at Elementary Level Education in Samarinda

2020 ◽  
Vol 4 (2) ◽  
pp. 337
Author(s):  
Mohamad Muklis ◽  
Widya Noviana Noor ◽  
Sherly Yuandari
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Direct Interaction ◽  
Structured Interview ◽  
Capital City ◽  
L2 Acquisition ◽  
East Kalimantan ◽  
Foreign Language Acquisition ◽  
The Subject

The main objective of this study is to investigate the process of foreign language acquisition of certain kid in Samarinda, as the capital city of East Kalimantan, Indonesia. Two months case study have already conducted to capture all phenomenon happened especially towards important factors from several experts which are potentially influenced the process of L2 acquisition i.e. general factors e.g. aptitude, age, intelligence, cognitive, attitude, motivation, and personality (Ellis, 2008), linguistics input including formal and informal environments (Krashen, 1981), and three second language believes i.e. behaviorist, innatist, and interactionist (Lightbown & Spada, 2006). Direct observation to the subject condition and environment was done as well as semi-structured interview to obtain deeper information from the caregiver who has direct interaction with the subject every day. As the result, the findings indicate that a proper stimulus can motivate the subject to learn and acquire the L2 even though stable proportion from both formal and informal environments as linguistics input should be noticed in order for the subject to have better achievement on her L2 acquisition. Other factors influenced the L2 acquisition of the subject is also explained following by its implications and suggestions regarding with this research focus.

Reading-Metacognitive Strategy Awareness and Use in Reciprocal Teaching Settings: Implementing a Computerized RMSA System

2020 ◽  
Vol 58 (7) ◽  
pp. 1342-1371
Author(s):  
Elnaz Reshadi-Gajan ◽  
Nader Assadi ◽  
Hanieh Davatgari Asl
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Quantitative Methods ◽  
English Literature ◽  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
Think Aloud ◽  
Qualitative And Quantitative Methods ◽  
Think Aloud Protocol ◽  
Research Findings

The present experiment was composed of both qualitative and quantitative methods and aimed at investigating Reading Metacognitive Strategy Awareness (RMSA) and use by the aid of three inventory techniques including a questionnaire, a think-aloud protocol, and a Computerized RMSA System. The computerized system was specifically designed and validated to satisfy the needs of this study in measuring and practicing Reading Metacognitive Strategies. It also tried to explore any possible effects of Computerized RMSA System on reading comprehension of the participants. To this end, a sample of 25 university students majoring in English Translation and English Literature from a University in Iran were selected based on purposive and clustered sampling. The research data were selected using a number of instruments including the reading section of Test of English as a Foreign Language as pre/posttest, a researcher-made Reading Metacognitive Strategies questionnaire, think-aloud protocol and a Computerized RMSA System. The research findings show that the questionnaire, think-aloud and Computerized RMSA System results vary significantly. Moreover, Computerized RMSA System has a positive effect on reading comprehension of learners of English as a Foreign Language. Pedagogical implications of the findings are discussed.

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