Research on Application of Information Technology in Promoting Learners’ Translation Competence and Self-Directed Learning

2014 ◽  
Vol 1046 ◽  
pp. 526-529
Author(s):  
Chun Mei Wu
Keyword(s):  
Learning Strategies ◽  
Rapid Development ◽  
Teaching Model ◽  
Self Directed Learning ◽  
Web Based ◽  
Directed Learning ◽  
Based Instruction ◽  
Research On Application ◽  
Depth Interviews ◽  
Web Based Education

The rapid development of technology and information ( IT) provides learners with a better learning environment with the help of a more advanced means. Nowadays, in China, web-based education is enjoying great popularity because of its undeniable advantages .With its support, the goal of the well-designed curricular can be better achieved and learners’ learning efficiency can be greatly promoted. This paper aims to explore the effect of a new fixed teaching model ( classroom instruction +web-based instruction ) on English majors’ translation competence. Results from the 16-week experiment and in-depth interviews with the participants show that this new model do exert great influences on learners’ learning strategies, which can boost learners’ translation competence as well as their self-directed learning .

scholarly journals On Efficiency of Strategy-Based Learning in Achieving Autonomy Competence among Algerian Undergraduate Learners

2020 ◽  
Vol 06 (11) ◽  
Author(s):  
MAROUA ROGTI ◽  
Keyword(s):  
Instructional Strategies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Directed Learning ◽  
Language Class ◽  
Guided Learning ◽  
Directed Learning ◽  
English Literacy ◽  
Based Instruction

In the last decade, there has been an eminent shift towards a relative emphasis on achievement, competence, and autonomy in the language teaching and learning arena. Prior to this, educationalists had a growing concern in how to gain academic achievement through considering learning strategies as part of classroom discourse. Further, instructional strategies can also gain a strategic position in the curriculum, so that learners can be self-directed and strategic learners. This can help them choose the appropriate learning strategy to successively accomplish tasks and meet the desired goals. This study would like to be a part of increasing the effectiveness of implementing Strategy-based Instruction for achieving self-guided learning and autonomy in the language class. It adapts a survey administered to three teachers of English literacy in order to elicit their views about dealing with tasks in teaching literature through instructional strategies to graduate students and their impact on achieving self-directed learning. Hence, it reported affirmative and practical outcomes from the previous studies and assumed the need for integrating instructional strategies prosperously into an ordinary literature task in class.

Applying Open Course Ware to Improve Non-Information Majors’ Computer Skills and Self-Directed Learning

2012 ◽  
Vol 4 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Huei-Jhe Huang
Keyword(s):  
Computer Skills ◽  
Self Directed Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Techniques ◽  
E Learning ◽  
Directed Learning ◽  
Based Instruction ◽  
Further Development ◽  
Do So

In recent years, more and more institutions are using e-learning techniques to help students learn better. Many online resources such as Open Course Ware enhance students’ finding their own solutions to solve problems. Teachers are also better able to create and locate digital materials for their students. This study aimed to demonstrate the effects of using Open Course Ware in a Cloud Classroom to improve the computer skills and the ability for self-directed learning (SDL) of students who are not information or technology majors. This study focused on university students taking a course titled ‘Information Technology: Office Applications’. Data from students’ computer skills exams and results from a self-directed learning scale were compiled and analyzed. The findings showed that students who used Open Course Ware improved their overall computer skills and the ability to self-direct their learning than those did not use it. The findings and results of this study could contribute to the further development of web-based learning and offer a creative teaching direction to teachers who are presently using web-based instruction or those who may want to do so in the future.

scholarly journals THE POTENTIAL OF REVERSE LEARNING TECHNIQUE IN EFL TEACHING

2020 ◽  
pp. 187-191
Author(s):  
Tatiana V. Antonova
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Self Directed Learning ◽  
Web Based ◽  
Student Work ◽  
Teacher Student ◽  
Diffi Cult ◽  
Efl Teaching ◽  
Directed Learning ◽  
Educational Paradigm

The present paper is an attempt to take a closer look at the processes and trends that are well under way in the presentday system of higher education. With the rapid changes in the society, which is becoming increasingly information-based, learning strategies are evolving faster than ever and it is getting diffi cult to ignore the challenges facing higher education institutions. One of them is the urge to change the existing educational paradigm towards greater focus on individualization, personalization and self-directed learning. In view of this, there is a demand for special technologies, one of them being the method of reversed learning or fl ipped classroom. The article seeks to analyze the potential of the reverse learning method and provides a description of applying it in EFL teaching with reference to building learners’ grammar competence. The author particularly dwells on the prerequisites of using the method; the requirements for the learning resources – both, ready-made web-based stuff, and teacher-created materials; types of in-class and out-of-class tasks and exercises; maintenance of teacher-student interaction; student work capability and skills assessment; some issues that prevent the model from taking root and succeeding.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2018 ◽  
pp. 160-178
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

Innovation in Education through Web-Based Instruction

2016 ◽  
pp. 131-144 ◽  
Author(s):  
Roberta Levitt ◽  
Joseph M. Piro
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Student Interest ◽  
Multiple Literacies ◽  
Web Based ◽  
Instructional Activity ◽  
Innovation In Education ◽  
Directed Learning ◽  
Cross Platform ◽  
Based Instruction

Technology continues to revolutionize the teaching and learning landscape opening up new possibilities to use new media to digitally enhance multiple literacies. The authors argue for the reconceptualization of the instructional activity of a WebQuest as a single or multi-player high end multimodal experience with potential to stimulate student interest, motivate goal-directed learning behaviors, and positively sustain academic achievement and accomplishment. Suggestions for creating a WebQuest using emerging cross-platform methodology will be probed in order to examine their innovative potential both in teacher preparation and class instruction. Recommendations for utilizing a WebQuest to digitally enable both students and pre-service teachers are also offered.

Online Virtual Learning Environments

2014 ◽  
Vol 4 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

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