Investigating English Majors’ Affective Strategy Use, Test Anxiety, and Strategy Instruction : Contextual Influences

2018 ◽  
Keyword(s):  
Test Anxiety ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Contextual Influences ◽  
English Majors

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals Strategy Instruction and Transfer in the EFL Classroom

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Robyn L. Najar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Mixed Design ◽  
Language Classroom ◽  
Learning Instruction ◽  
The Relationship ◽  
And Task

This study examines the generalizability of research in the areas of instruction; learning; and transfer of learning to the role these play in the area of the use of strategic competencies in foreign language contexts (FLC). While previous studies have tended towards a focus on learner variables, this study includes the conditions of applicability with a task that can impact learning and transfer as well. The contributions of both variables, learner and task, were investigated through note-taking strategy instruction and transfer, to ascertain the effect on reading comprehension of textual materials in the English as a foreign language (EFL) classroom. Learning was measured as a precursor to transfer. In order to investigate the role of instruction and transfer in the transfer of strategy use, a mixed design using both qualitative and quantitative approaches for design and analysis was used. Findings suggest that the relationship between instruction and transfer as represented by strategy use and task performance is a multidimensional one, and that there are implications for language learning instruction in the foreign language classroom.

Influence of Reading-Comprehension Strategy Information on Children's Achievement Outcomes

1992 ◽  
Vol 15 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Dale H. Schunk ◽  
Jo Mary Rice
Keyword(s):  
Strategy Instruction ◽  
Strategy Use ◽  
Strategy Training ◽  
Comprehension Instruction ◽  
Comprehension Strategy ◽  
Children's Achievement ◽  
Remedial Readers ◽  
Achievement Outcomes ◽  
Improved Performance ◽  
Main Ideas

Two experiments investigated the effects of sources of strategy information on children's acquisition and transfer of reading outcomes and strategy use. Children with reading-skill deficiencies received comprehension instruction on main ideas. In Experiment 1, some students were taught a comprehension strategy, while others received strategy instruction and strategy-value feedback linking strategy use with improved performance; controls received comprehension instruction without the strategy. In Experiment 2, children were taught the comprehension strategy or received instruction without strategy training; they were then given comprehension instruction on details. Some children were taught how to modify the strategy; others did not employ the strategy on details. Children who received strategy-value feedback (Experiment 1) and strategy-modification instruction (Experiment 2) demonstrated the highest self-efficacy, skill, strategy use, and transfer. These results support the idea that remedial readers benefit from information about strategy usefulness.

Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention

2018 ◽  
Vol 31 (1) ◽  
pp. 345-377 ◽  
Author(s):  
Ying-Chun Shih ◽  
Barry Lee Reynolds
Keyword(s):  
Reading Instruction ◽  
English Language ◽  
Strategy Instruction ◽  
Junior College ◽  
Reading Strategy ◽  
Strategy Use ◽  
Strategy Training ◽  
Extensive Reading ◽  
Verbal Reports ◽  
Language Class

Abstract After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class (n = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.

Transforming the Online Learning Experience

2021 ◽  
pp. 009862832110489
Author(s):  
Nancy J. Hamilton ◽  
Benjamin C. Heddy ◽  
Jacqueline A. Goldman ◽  
John B. Chancey
Keyword(s):  
Online Learning ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Virtual Learning ◽  
Strategy Use ◽  
Virtual Learning Environment ◽  
Personal Relevance

Background College instruction has experienced a significant movement toward increased online learning course options. Without appropriate supports, students in virtual learning environments often face greater challenges with self-regulation, motivation, and recognizing the personal relevance of course content. Objective The current study focuses on the prevalence of personal relevance and its associated impact on cognitive and motivational variables including achievement emotion, intrinsic value, self-efficacy, test anxiety, cognitive strategy use, self-regulation, and metacognition in a virtual learning environment. Method Students in two online graduate level human development courses completed a series of questionnaires ( N = 73) for course credit. Results Results show the high transformative experience (TE) group reported significantly higher positive emotions, interest, intrinsic value, self-efficacy, cognitive strategy use, test anxiety, and self-regulation, giving them more cognitive and motivational benefits than those who experienced low levels. They also show no relationship between TE and course grade. Conclusion Future research in this area may benefit from focus on ways to intentionally increase TEs from online contexts to real-life contexts. Teaching Implications Such research would allow instructors intentionality in pedagogical endeavors while allowing students to integrate course information into their daily lives.

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