scholarly journals The effect of a learner autonomy training on the study habits of the first-year ELT students

2015 ◽  
Vol 10 (4) ◽  
pp. 378-387 ◽  
Author(s):  
MERC Ali
Keyword(s):  
Learner Autonomy ◽  
Study Habits ◽  
First Year

scholarly journals Fostering students’ autonomy in learning English in nonlinguistic university

2020 ◽  
Vol 75 ◽  
pp. 03007
Author(s):  
Oksana Pershukova ◽  
Nina Nikolska ◽  
Oksana Vasiukovych
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Autonomy Development ◽  
Special Approach ◽  
And Control

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

Study habits and academic performance of first year MBBS students

2016 ◽  
Vol 5 (9) ◽  
pp. 1831
Author(s):  
Sreelekha V ◽  
Yogananda Indla ◽  
Rameswari R ◽  
Rameswarudu M ◽  
Swathi A ◽  
...  
Keyword(s):  
Academic Performance ◽  
Study Habits ◽  
First Year

Learner Autonomy Through Computer Mediated Communication (CMC)

2012 ◽  
Author(s):  
Ranjit Kaur Gurdial Singh ◽  
Mohamed Amin Embi
Keyword(s):  
Distance Learning ◽  
Computer Mediated Communication ◽  
Learner Autonomy ◽  
Structured Interview ◽  
First Year ◽  
Sample Population ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Online Distance Learning ◽  
Online Distance

Pendidikan di Malaysia kian menjadi satu perusahaan berwayar. Pengintegrasian Teknologi Maklumat dan Komunikasi (TMK) dalam kursus yang ditawarkan oleh institusi pengajian tinggi dilihat sebagai pemangkin dalam melahirkan pelajar terarah kendiri sepanjang hayat. Dalam hal ini, Komunikasi Berasaskan Komputer (CMC) dilihat sebagai alat yang dapat membantu pelajar memperoleh maklumat di hujung jari pada bila–bila masa dan di mana sahaja. Kajian ini menyiasat autonomi pelajar melalui program atas talian jarak jauh. Instrumen kajian yang digunakan merangkumi tinjauan soal selidik, protokol temuduga separa berstruktur dan interaksi mel elektronik. Sampel populasi kajian pula melibatkan persampelan bertujuan apabila satu kelas pelajar yang mengikuti B.Ed (TESL) di sebuah universiti tempatan yang menawarkan kursus secara atas talian dipilih sebagai sampel kajian. Dapatan awal memperlihatkan bahawa pada dasarnya, pelajar tahun satu tidak menganggap diri mereka sebagai pelajar terarah kendiri yang berupaya mengurus pembelajaran mereka. Malah, maklum balas mereka terhadap semua aspek autonomi yakni merancang, mengurus, memantau, menilai dan kebolehan mengguna komputer hanya mencatatkan respon sederhana positif sahaja. Justeru jika pelajar tertiari dikehendaki melibatkan diri dalam pembelajaran melalui CMC, maka para pendidik dan institusi pengajian tinggi bertanggungjawab memastikan pelajar dibimbing secara sistematik dan dibekalkan dengan kemahiran, alat, sikap dan pengetahuan melalui program latihan pelajar tentang bagaimana mereka boleh mengurus pembelajaran mereka. Kata kunci: Pelajar terarah kendiri, Komunikasi Berasaskan Komputer (KBK), pembelajaran tidak segerak, interaksi secara talian Education in Malaysia is fast becoming a “wired enterprise.” The integration of Information and Communication Technology (ICT) in course offerings in institutions of higher learning (IHL) is seen as the catalyst towards producing lifelong autonomous learners. Hence, Computer–Mediated Communication (CMC) is seen as the tool to assist learners in acquiring information at their fingertips anywhere and anytime. This paper employed a descriptive research methodology to investigate learner autonomy via an online distance–learning program. The research instruments used included survey questionnaires, semi–structured interview protocols and email interactions. The sample population for this study entailed purposive sampling where one intact class of first year students pursuing the B. Ed. (TESL) course in a local university offering online distance learning was selected. Initial findings indicated that first year university students generally, did not consider themselves to be truly independent learners capable of managing their own learning. In fact, their responses in all aspects of learner autonomy abilities viz. planning, organizing, monitoring, evaluating and computer usage recorded moderately positive responses. In lieu of this, if today’s tertiary students are required to participate through CMC, it is the responsibility of educators and IHL to systematically guide and provide learners the skills, tools, attitude and knowledge through learner training programs on how they can learn to take responsibility for their own learning. Key words: Learner autonomy, Computer–Mediated Communication (CMC), asynchronous learning, online interactions

Creating Positive E-Learning Experiences for Online Students

2011 ◽  
pp. 517-524
Author(s):  
Ryan Watkins
Keyword(s):  
Academic Success ◽  
Online Courses ◽  
Study Habits ◽  
First Year Experience ◽  
First Year ◽  
Online Students ◽  
Online Learners ◽  
Learning Skills ◽  
Learning Programs ◽  
E Learning

Online students can not always depend on the study habits and learning skills that made them successful in the traditional classroom to translate into success in online courses. E-learning programs can, however, offer students opportunities to build useful skills for achieving success in the interactive and challenging classrooms of today’s online courses by building on the achievements of first-year experience (i.e., student success or college survival) initiatives. Having demonstrated remarkable success in traditional on-campus programs, these courses, tutorials, lectures, and activities that focus on developing student study habits and learning skills can also be used by online learners to improve the odds of their academic success and retention. This chapter explores many of the opportunities and challenges of integrating e-learning study skills lessons into the curriculum of online courses and degree programs.

scholarly journals Evaluation of study methodology patterns among first year MBBS students: a pilot study

2021 ◽  
Vol 9 (4) ◽  
pp. 974
Author(s):  
Anup S. Bharati ◽  
Yogesh Pawar ◽  
Abhishek Samarth
Keyword(s):  
Pilot Study ◽  
Self Regulation ◽  
Main Idea ◽  
High Sensitivity ◽  
Educational Background ◽  
Study Habits ◽  
Sleep Pattern ◽  
First Year ◽  
Cross Sectional ◽  
Validated Questionnaire

Background: Academic achievement and achieving educational goals require the existence of several factors, most importantly the study habits of individuals. Because of the high sensitivity of future professions, and the need for comprehensive learning of the curriculum, paying attention to the study habits and its promotion is critically important. The differences in study habits can be attributed to the individual differences and their previous educational background. Studies indicate that incorrect study habits of students need to be identified and fixed because many of these incorrect habits get transferred to higher education levels. Hence, it becomes necessary to provide suitable guidance to improve these habits.Methods: This was cross sectional, observational pre-validated questionnaire-based pilot study conducted by enrolling 107 students of first year MBBS.Results: The study included 46 males and 57 females and 4 did not mention the gender. Age of participants ranged from 17 years to 21. Around half students were from urban background, half of the students were from English medium. 57.9% participants reported they did not have a regular sleep pattern and 12.15 % reported they strongly never had regular sleep pattern. All students denied regular exercise. 41 out of 107 said they use or used cigarettes to boost their concentration and memory. On the other hand, 42.9% said they used alcohol and other substances in the past. When compared by gender difference, males were more likely to engage in day dreaming, and skip chapter that does not interest them as compared to female participants. Females were more likely to make an outline of chapters before reading, refer dictionary when needed, discuss studied topic with others by asking questions. Surprisingly female were more embarrassed of asking questions.Conclusions: To conclude, the results of our study on medical students showed that attending study skill workshops and learning related abilities can empower the students in the areas of selecting the main idea, study aids, information processing, self-testing, and use of test strategies. However, teaching self-regulation strategies and practicing them in class can create opportunities that help the students manage and monitor their learning.

scholarly journals The Good, the Bad and the Unthinkable of Learner Autonomy in EFL

LETRAS ◽  
2020 ◽  
pp. 115-144
Author(s):  
Henry Sevilla Morales
Keyword(s):  
Foreign Language ◽  
Time Management ◽  
Oral Communication ◽  
Learner Autonomy ◽  
First Year ◽  
Self Awareness ◽  
First Year Students ◽  
Self Evaluation ◽  
Student Portfolios ◽  
Validity Measures

This study assesses the relation between self-evaluation and the development of learner autonomy (LA) in English as a foreign language (EFL). Using action-research, the investigation included 22 first-year students taking an oral communication and listening comprehension course in English at the Universidad Nacional, Costa Rica. Data collection instruments included weekly plan sheets, student diaries, and student portfolios and were subject to several validity measures. Broadly, findings suggest a connection between self-evaluation and the promotion of LA in EFL in four areas: time management, self-awareness and goal-setting, sense of achievement, and skills integration.

scholarly journals Combining Learner Autonomy and Authentic Written Texts for the Acquisition of Business English Terminology

2014 ◽  
Vol 18 (1-2) ◽  
pp. 65-76
Author(s):  
Nataša Gajšt
Keyword(s):  
Learner Autonomy ◽  
Linguistic Competence ◽  
Autonomous Learning ◽  
First Year ◽  
Tertiary Level ◽  
Business English ◽  
Authentic Texts ◽  
Business News ◽  
University Level ◽  
First Year University

Learning of Business English at tertiary level comprises the acquisition of specific linguistic and general competences together with the ability to learn the language autonomously. This paper presents the results of a study conducted with 123 first-year university-level students of Business English engaged in autonomous learning of business-related terminology by reading authentic business news over a period of five months. The data were collected over three academic years. The students were asked to rate the improvement of their linguistic competence, their attitudes towards autonomous learning and the use of authentic resources, and their improvement of the knowledge of business topics. The results showed that the students approved of reading authentic texts of their own choice as a way to develop their competences. The implication of this study is that autonomous learning should be encouraged and that authentic news articles are a good way to motivate students to learn Business English. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10331 Journal of NELTA, Vol 18 No. 1-2, December 2013; 65-76

scholarly journals Student communication and study habits of first-year university students in the digital era | Communication étudiante et habitudes d’étude des étudiants universitaires de première année à l’époque numérique

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Eliana Esther Gallardo-Echenique ◽  
Mark Bullen ◽  
Luis Marqués-Molías
Keyword(s):  
University Students ◽  
Social Communication ◽  
Digital Technologies ◽  
Study Habits ◽  
First Year ◽  
Face To Face ◽  
Digital Era ◽  
Academic School ◽  
Academic Communication ◽  
First Year University

This paper reports on research into how first-university students communicate with peers and professors and their general study habits and to examine the possible relationship between students’ use of digital technologies. The research is positioned in the interpretive paradigm. We conclude that most students feel comfortable with digital technologies and they see Facebook/MySpace as more about connecting and interacting with friends than for academic communication. Results show that students prefer face-to-face communication for both academic/school and social communication. Regarding study habits, students prefer to learn by themselves, work independently and to study at home. Cet article présente la recherche sur les habitudes d’étude des étudiants universitaires, leur usage des technologies numériques et leur façon de communiquer entre eux et avec leurs professeurs. Nous concluons que la plupart des étudiants se sentent à l’aise avec les technologies numériques et qu’ils utilisent les médias sociaux pour leurs liens et interactions avec leurs amis plutôt que pour la communication scolaire. Les étudiants préfèrent les communications en personne en ce qui a trait aux communications scolaires et sociales et préfèrent apprendre par eux-mêmes, travailler de manière autonome et étudier à la maison.

scholarly journals Análisis de los hábitos de estudio en dos grupos universitarios de microbiología alimentaria y su relación en el rendimiento académico por competencias

2019 ◽  
pp. 30-37
Author(s):  
Miriam Susana MEDINA-LERENA ◽  
Marco Antonio COLÍN-MARTINEZ ◽  
Gloria ARADA-BARRERA ◽  
Miguel Ángel PÉREZ-RAMÍREZ
Keyword(s):  
Academic Performance ◽  
Study Habits ◽  
Food Microbiology ◽  
First Year ◽  
Daily Work ◽  
Poor Academic Performance ◽  
Learning Techniques ◽  
New Knowledge ◽  
First Year University ◽  
The Relationship

Study habits are methods and strategies used by student to assimilate and acquire new knowledge and improve their academic performance. The habit requires three important elements knowledge, skills and the desire to improve, without forgetting that they require effort, dedication, discipline and motivation. The objective of the study was to know the relationship between study habits and academic performance in two first year university groups in a Food Microbiology competition. A questionnaire was used to evaluate study habits according to techniques, organization, time, distractor and efficiency in academic performance. The results showed that there is a relationship between study habits and poor academic performance. This information helps to take actions to improve learning techniques and environments that help correct and resolve the deficiencies that arise in the daily work of the teacher.

scholarly journals STUDY HABITS

2018 ◽  
Vol 25 (03) ◽  
pp. 466-472
Author(s):  
Uzma Hassan ◽  
Shazia Sadaf ◽  
Syed Moyn Aly ◽  
Lubna Ansari Baig
Keyword(s):  
Education System ◽  
Educational Background ◽  
Cross Sectional Study ◽  
Study Habits ◽  
Educational Systems ◽  
First Year ◽  
Chi Square ◽  
Cross Sectional ◽  
Personal Traits ◽  
And Performance

Objectives: To determine the efficacy of Local Education System and GCSEsystem by comparing the scores obtained by first yearMBBS students of both streams ofeducation in the first professional exam. The study also determined the effect of educationsystems on the study habits of these students. Study Design: Cross-sectional study. Setting:Rawal Institute of Health Sciences, Islamabad. Period: June 2015 to June 2016. Methods:Students of first year MBBS were interviewed by the researcher by using a close endedquestionnaire to compare the study habits between the two groups. First professional examscores and study habits were noted and compared in both the groups of students comingfrom two different educational systems by applying Independent Sample T test and Chi Square(χ2) test of independence, respectively, using SPSS 21 version. Results: After analysing thedata gathered, it was found that students from both the systems performed equally in the firstprofessional exams irrespective of their educational background, hence there is no relationshipbetween the type of secondary education and performance in professional examinations.Similarly, there was no association between the study habits and the system of education. Ourstudy concludes that study habits are personal traits and vary from one student to anotherstudent. Conclusion: The performance of students cannot be calculated simply through thesystem of education because of the complex and intermingled associations between cognitive,affective and contextual factors in higher education. This study concludes that predictability ofacademic success based on education system attended is questionable.

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