Cluster verification for listening learner strategies

<p>This thesis presents a comparison of statistical methodologies for cluster verification on ordinal response variables. Methodologies will be applied to a Listening Strategy dataset collected by the Language Learner Strategies research team at the National Institute of Education in Singapore. From this listening dataset, eight clusters suggested by Linguistics theory require verification. The methodologies undertaken is to find which listening strategies have been formed well. Methods used includes the proportional odds model, confirmatory factor analysis and ordinal agreement model. The proportional odds model is used to establish how well each cluster of questions is built. This is established by checking how similar questions within clusters are. The confirmatory factor analysis is used to verify how well the overall listening clusters have been built. This will be compared to clusters proposed by a statistical method. Lastly, the ordinal agreement model is applied to see how much agreement there is within each of the listening clusters. This will be able to show us which clusters is built better than the other clusters for this listening questionnaire. Results show that the prediction listening strategy has the highest level of agreement as well as no difference between questions within this cluster. The Socio-affective listening strategy has the lowest level of agreement and very strong evidence of a difference between questions within the cluster. This suggests that the prediction cluster has been formed better than the Socio-affective cluster.</p>

Cluster verification for listening learner strategies

<p>This thesis presents a comparison of statistical methodologies for cluster verification on ordinal response variables. Methodologies will be applied to a Listening Strategy dataset collected by the Language Learner Strategies research team at the National Institute of Education in Singapore. From this listening dataset, eight clusters suggested by Linguistics theory require verification. The methodologies undertaken is to find which listening strategies have been formed well. Methods used includes the proportional odds model, confirmatory factor analysis and ordinal agreement model. The proportional odds model is used to establish how well each cluster of questions is built. This is established by checking how similar questions within clusters are. The confirmatory factor analysis is used to verify how well the overall listening clusters have been built. This will be compared to clusters proposed by a statistical method. Lastly, the ordinal agreement model is applied to see how much agreement there is within each of the listening clusters. This will be able to show us which clusters is built better than the other clusters for this listening questionnaire. Results show that the prediction listening strategy has the highest level of agreement as well as no difference between questions within this cluster. The Socio-affective listening strategy has the lowest level of agreement and very strong evidence of a difference between questions within the cluster. This suggests that the prediction cluster has been formed better than the Socio-affective cluster.</p>

LEARNER STRATEGIES AND COMMUNICATIVE ACQUISITION: LEARNER’S AUTONOMY FROM THE INDIAN PERSPECTIVE

Purpose: To investigate the conscious strategies learners use in acquiring language skills, though the main focus of the investigation has been on communicative strategies used in the SLA environment coping with communication difficulties in the target language situation. Methodology: A survey has been conducted of 100 BBA students (to understand the strategies adopted by them) with the help of questionnaires and follow up interviews which are used for observations in this study. Main findings: Learners do indulge different kinds of learning strategies and the choice of these strategies depends on the aim, objective and situation. Also, this selection/choice vary from learner to learner. Applications: This study will be useful for the teachers and students of ELT, EFL, and SLA to understand how learning strategies affect learning. Novelty: The goal of this study is to monitor learner strategies and to develop the learners’ motivational or affective level, or methods of selecting, organizing, acquiring and integrating new knowledge of the students. (Chamot and O’Malley, 1990), then by providing them with the tools to self-regulate their learning autonomy will be functional.

Developing Learners’ Cognitive Strategies and the Motivation to Use Them: Rethinking Education Policy

Strategies—and the motivation to use them—are critical to helping learners solve complex problems and complete complex tasks. These strategies and motivation are specific to certain domains—such as science—and even specific to certain tasks. Policies to improve learners’ strategies and motivations should consider the learners themselves, the teacher, and the learning environment. With regard to learners, teachers should explicitly foster an array of learner strategies and teach them when and how to use them; teachers should expect development across learners to vary depending on other cognitive aspects, such as knowledge, as well as other motivational aspects, such as their interest. Policies should enable and encourage teachers to individualize explicit strategy instruction for each student with teachers developing their own strategy instruction by reflecting on that instruction using action research (i.e., research that is done by teachers in their own areas of practice).