scholarly journals A Comparative Study of Metacognitive Strategy Use between Language High Achievers and Low Achievers of English in College

2015 ◽  
Vol 5 (5) ◽  
Author(s):  
Lihua Tang
Keyword(s):  
Comparative Study ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Metacognitive Strategy

On Metacognitive Strategy Use for College Students in English Listening Teaching

2016 ◽  
Vol 6 (7) ◽  
pp. 1437 ◽  
Author(s):  
Lihua Tang
Keyword(s):  
College Students ◽  
Training Model ◽  
Strategy Use ◽  
Low Achievers ◽  
Strategy Training ◽  
High Achievers ◽  
Metacognitive Strategy ◽  
Listening Proficiency ◽  
Normal University ◽  
Metacognitive Strategy Training

The frequencies of low achievers’ metacognitive strategy use are examined in this study and in addition, it is proposed that a metacognitive strategy training model would be effective for low achievers. For these purposes, 146 students from China West Normal University were involved in a comprehensive research. The results indicate that language high achievers and language low achievers vary considerably in metacognitive strategy use and it is necessary to carry out the metacognitive strategy training to enhance the language listening proficiency.

Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

2019 ◽  
pp. 136216881985992 ◽  
Author(s):  
Barry Bai ◽  
Wenjuan Guo
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Growth Mindset ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Primary School Students ◽  
School Students ◽  
English Writing ◽  
Self Regulated Learning

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4thgrade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.

Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Wenjuan Guo ◽  
Barry Bai
Keyword(s):  
Hong Kong ◽  
Self Efficacy ◽  
Primary Schools ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Equation Modeling ◽  
Self Monitoring ◽  
Efl Writing ◽  
High Level

AbstractThis study aimed to explore the effects of SRL strategy use on primary school students’ motivation (i.e. self-efficacy and interest) in EFL writing and to compare the differences in such effects between high and low achievers. Participants were 374 4th graders in Hong Kong. Results of t-tests indicated that the high achievers reported significantly a higher level of SRL strategy use (i.e. planning, self-monitoring, and revising) and motivation (i.e. self-efficacy and interest) in EFL writing than their low-achieving peers. Results of two-group structural equation modeling (SEM) indicated that the high achievers’ motivation increased through the use of planning and self-monitoring strategies in writing, while the low achievers’ motivation increased through the use of self-monitoring and revising strategies. The high achievers showed a high level of self-efficacy and the low achievers a low level. However, both groups of students did not show a high level of interest in EFL writing. Implications for future research and English teachers to improve students’ motivation in writing through use of SRL strategies are discussed.

Metacognitive Knowledge and Metacognitive Control of Writing Strategy between High- and Low-performing Chinese EFL Writers

2017 ◽  
Vol 7 (7) ◽  
pp. 523 ◽  
Author(s):  
Zehua Wang ◽  
Feifei Han
Keyword(s):  
Strategy Use ◽  
Metacognitive Knowledge ◽  
Low Achievers ◽  
High Achievers ◽  
Writing Strategies ◽  
Metacognitive Control ◽  
Efl Learners ◽  
Writing Strategy ◽  
And Control ◽  
Writing Task

This study investigated metacognitive knowledge and control of writing strategy in English among 65 Chinese EFL learners in two argumentative writing tasks. Metacognitive knowledge was measured using a questionnaire written in simple present tense. Metacognitive control required writers to respond to a questionnaire written in simple past tense immediately following completion of each writing task according to the actual strategy use in the writing tasks. Students were grouped into high- and low-performing EFL writers using one standard error above or below the Mean scores of the writing tasks. One-way ANOVA was conducted on the four kinds of writing strategies (i.e., planning, cognitive, monitor-control, and evaluating). We found that while there were no differences on any type of the writing strategies for metacognitive knowledge, the two groups differed in the actual writing strategy use on each occasion. For the more familiar and easier writing topic, high- and low-performing students differed only in cognitive writing strategies. For the less familiar and more challenging writing task, high-achievers adopted significantly more planning, cognitive, and evaluating strategies than low-achievers. This research supported for distinction between metacognitive knowledge and control in EFL writing.

Transfer of Training on Location of a Fault: Effects of Trainer's Observation, Prompting, and Achievement Level

1974 ◽  
Vol 38 (3) ◽  
pp. 987-999
Author(s):  
Vernon R. Putz
Keyword(s):  
Transfer Of Training ◽  
Social Factor ◽  
Transfer Task ◽  
Time Trial ◽  
Low Achievers ◽  
High Achievers ◽  
Trial And Error ◽  
Achievement Level ◽  
Training Conditions ◽  
The Social

Four training conditions were investigated with human Ss differentiated according to high achievement and low achievement academic histories. Trainer's presence or absence was paired with conditions of trial and error and prompting in a complete factorial. It was hypothesized based on a Hull-Spence interpretation of social facilitation that trainer's presence with prompting during training would lead to superior transfer over conditions of trainer's absence and prompting, while the lowest transfer was expected with the combined condition of trainer's presence and trial and error. It was further assumed that high achievers would learn the task readily and be relatively unaffected by the four training conditions. On the transfer task for both fault-misses and response time trial and error for the low achievers was superior to prompting. Trainer's presence was insignificant, while achievement level was influential. The results suggested that active learning involving the task-activity of trial and error was more arousing than the social factor of the trainer's presence, particularly in view of the fact that the trainer lacked significant evaluative ability for the trainee- Ss in the laboratory setting.

scholarly journals STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION

2019 ◽  
Vol 10 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Rooselyna Ekawati ◽  
Ahmad Wachidul Kohar ◽  
Elly Matul Imah ◽  
Siti Maghfirotun Amin ◽  
Shofan Fiangga
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Cognitive Process ◽  
Low Achievers ◽  
High Achievers ◽  
Seventh Graders ◽  
Test Results ◽  
Area Formula ◽  
High Achiever ◽  
Cyclic Processes

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.

scholarly journals The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran

2015 ◽  
Vol 1 (2) ◽  
pp. 108
Author(s):  
Olyvia Revalita Candraloka
Keyword(s):  
High School ◽  
Teaching Strategy ◽  
Low Achievers ◽  
High Achievers ◽  
Vocational High School ◽  
Tenth Graders ◽  
Significant Difference ◽  
Tenth Grade ◽  
The Difference ◽  
Clarification Request

The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast

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