scholarly journals Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador

2019 ◽  
Vol 21 (2) ◽  
pp. 145-153
Author(s):  
Joan Rubin
Keyword(s):  
Language Learning ◽  
Goal Setting ◽  
Task Analysis ◽  
Self Regulation ◽  
Language Teachers ◽  
Self Management ◽  
Learning Skills ◽  
Experience Teaching ◽  
Fulbright Scholar ◽  
History Of

Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.

scholarly journals Empowering Language Learning Strategies Online

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Melissa Aberle-Grasse
Keyword(s):  
Critical Pedagogy ◽  
Language Learning ◽  
Peer Review ◽  
Learning Strategies ◽  
Goal Setting ◽  
English Language ◽  
Learning Strategy ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Language Learning Strategies

English language educators faced challenges unique to their discipline as well as difficulties shared with all teachers as they suddenly adjusted to 100% online learning environments in 2020. Language learning strategies (LLS), which are proven strategies for improving language learning as well as building self-efficacy and peer support (MacArthur et al., 2015; Rose et al., 2018), are presented here as tools to navigate this new challenge. The article opens with a brief review of several acute current needs of online learners that critical pedagogy and learning strategies may address. Next, the author provides concise definitions for language learning strategies and summarizes the historical and theoretical basis for LLS. A classroom-based case study of language learning strategy instruction (LLSI) then follows. Finally, online tools and methods for two key strategies, goal-setting and peer review, are provided with recommendations for applying these strategies in a variety of settings. Keywords: language learning strategies, critical pedagogy, self-regulation, peer review, goal-setting

scholarly journals Effects of Intervention on Self-Regulated Learning for Second Language Learners

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
Yu Lu ◽  
Wen-Juo Lo ◽  
Felicia Lincoln
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Goal Setting ◽  
Self Efficacy ◽  
Second Language Learners ◽  
Self Regulation ◽  
Environment Management ◽  
Self Regulated Learning

AbstractThe study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included multiple outcome variables, which were grouped into three categories: students’ motivational beliefs, students’ strategy use, and students’ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.

A Nationally Oriented Russian Language Textbook for Foreigners (RFL) in Croatian Audience. What Should It Be Like?

2020 ◽  
Vol 9 (2) ◽  
pp. 29-34
Author(s):  
Natal'ya Koneva ◽  
Ana Zalović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Process ◽  
Russian Language ◽  
Language Teachers ◽  
Elementary Level ◽  
School Students ◽  
Teachers And Students ◽  
History Of ◽  
The Russian Language

The topicality of the stated topic is due to the lack of nationally oriented Russian language textbooks in Croatia. Russian-Croatian relations from the XVIII century to the present day are briefly reviewed in the article and attention is paid to the history of Russian language learning in Croatia. The paper touches upon the topic of intercultural communication, which is particularly important for the organization of educational process, in which the teacher of Russian as a foreign language must take into account the national and cultural students’ characteristics. A survey among teachers of Russian as a foreign language and language school students in Croatia was conducted by the authors of this article in order to substantiate prerequisites for creating a nationally oriented Russian language textbook. Russian language teachers’ methodical preferences, aims of studying Russian language and possible factors which can increase students’ motivation are shown; most often difficulties linked to mastering the Russian language are revealed, the same as teachers’ and students’ recommendations regarding a creation of nationally oriented Russian language textbook for elementary level.

scholarly journals Characteristics of Female Solo and Female Co-Offenders and Male Solo Sexual Offenders Against Children

Sexual Abuse ◽  
2017 ◽  
Vol 31 (2) ◽  
pp. 151-172 ◽  
Author(s):  
Rebecca Williams ◽  
Steven M. Gillespie ◽  
Ian A. Elliott ◽  
Hilary J. Eldridge
Keyword(s):  
Sexual Offenders ◽  
Self Regulation ◽  
Female Offenders ◽  
Self Management ◽  
Treatment Needs ◽  
Personal Problems ◽  
Male Offenders ◽  
Sexual Dissatisfaction ◽  
History Of ◽  
Gender Specific

Studies have highlighted differences in the victim choice, offender, and offense characteristics of female and male sexual offenders. However, little is known about how solo and co-offending females differ from solo male sexual offenders. We compared the characteristics of 20 solo and 20 co-offending females (co-offended with a male and/or female accomplice), and 40 male sexual offenders against children. We found that solo female offenders showed the most evidence of personal problems, including depression and sexual dissatisfaction. Compared with male offenders, female co-offenders showed poorer self-management, but better sexual self-regulation. Male offenders had a greater history of offending and showed more evidence of sexual abuse supportive cognitions relative to both solo and co-offending females. These results are consistent with the need for a gender-specific approach to working with sexual offenders and may have implications for understanding the often complex treatment needs of these clients.

Flipping the Script on the Language Teacher/Researcher

2022 ◽  
pp. 179-202
Author(s):  
Analee Scott
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Colonial History ◽  
Power Structures ◽  
Learner Identity ◽  
Racial Inequalities ◽  
Teacher Researcher ◽  
Speakers Of Other Languages ◽  
History Of

Standard language ideologies, hierarchical language structures and resulting ethnic and racial inequalities have long been reinforced within and by means of the TESOL (teaching English to speakers of other languages) field. These standards and structures echo the colonial history of forced language assimilation and indigenous erasure, a history that in many ways continues today. This chapter proposes language learning and ongoing reflection on the language learning process as a critical framework that English language teachers and researchers should adopt and apply to their work. When teachers and researchers take on the language learner identity inside and outside of classroom/research spaces, they equip themselves to dismantle rigid power structures in TESOL, transforming the colonizer narrative into one of decolonization, collaboration, and equity.

scholarly journals Improving self-management of people with type 2 diabetes in the first years after diagnosis: Development and pilot of a theory-based interactive group intervention

2019 ◽  
Vol 7 ◽  
pp. 205031211984791
Author(s):  
Anne L van Puffelen ◽  
Monique JWM Heijmans ◽  
François G Schellevis ◽  
Giel Nijpels ◽  
Mieke Rijken
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Type 2 Diabetes Mellitus ◽  
Goal Setting ◽  
Group Intervention ◽  
Illness Perceptions ◽  
Early Stage ◽  
Self Regulation ◽  
Self Management

Objectives: To describe how principles of self-regulation and social support could be integrated in a group intervention to improve self-management of people with type 2 diabetes mellitus in the early phase of illness and to pilot its suitability in a primary care setting. Methods: Principles of the Common-Sense Model of Self-Regulation, Social Cognitive Theory of Self-Regulation and social support theories were integrated in the intervention. Based on this, a three-session group course was developed to challenge illness perceptions of participants that discourage adequate self-management, to practice goal-setting and behavioural actions and to create a supportive environment. The intervention was piloted with persons with early-stage (1–3 years post diagnosis) type 2 diabetes mellitus selected in general practice in the Netherlands. Data about the suitability of the intervention were retrieved by means of observation and audio-recording of the sessions, an evaluation form filled in by the participants and an evaluation meeting with the group leaders. Results: In total, 16 type 2 diabetes mellitus patients participated in the pilot, who were divided into a group of single participants (N = 8) and a group (N = 8) who participated with their partner. Discrepancies between perceptions of one’s own condition and type 2 diabetes mellitus in general were observed. Goal-setting and developing action plans appeared to be difficult tasks for many participants, whereas others felt these exercises were not useful as they did not feel a need to make changes in living with diabetes. The group-based format was appreciated as was the participation of partners. Conclusion: Challenging the illness perceptions of persons with early-stage type 2 diabetes mellitus by a brief interactive group course is feasible and important, as many of these people tend to underestimate the seriousness of their diabetes. However, motivating persons with early-stage type 2 diabetes mellitus to participate in self-management interventions remains a challenge. Offering the intervention as an integral part of type 2 diabetes mellitus management in primary care is desirable.

scholarly journals LANGUAGE LEARNING STRATEGIES AND SELF-REGULATION SKILLS OF UNIVERSITY PREPARATORY SCHOOL AND PRIVATE LANGUAGE COURSE STUDENTS

2021 ◽  
pp. 83-114
Author(s):  
Muhammed EKEN ◽  
Kerim GÜNDOĞDU
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
School Type ◽  
Private Language ◽  
Language Learning Strategies ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Confirmatory Factor ◽  
Regulated Learning

This research aims to examine the use of language learning strategies and self-regulatory learning skills of university preparatory class and private English language course students according to their school type, gender, proficiency level, graduated high school type, and age. 293 learners from Adnan Menders University, School of Foreign Languages, and 129 learners from private language schools in Aydın (a total of 422 learners) composed of the research sample. Language Learning Strategies Inventory, which was developed by Oxford (1990) and adapted to Turkish by Cesur and Fer (2007), and self-regulated learning scale developed by Turan (2009) were used to identify the use of language strategies and self-regulated learning skills of learners. Confirmatory factor analysis was carried out for Language Learning Strategies Inventory and for Self-regulated Learning Scale both explanatory and confirmatory factor analysis were carried out by researchers. According to the results of the research, it was found that learners had a medium level use of language learning strategies and self-regulation skills. It was determined that the use of language learning strategies and self-regulation skills of private language course students are higher than those of preparatory class learners. It was also found that there was a positive, high-level correlation between the language learning strategies and self-regulation skills of the learners.

scholarly journals Critical Reflection as a Key Component of Personalized Language Learning in Digital Education Environment at University

2021 ◽  
pp. 44-49
Author(s):  
Yuliana Lavrysh ◽  
Oksana Korbut ◽  
Svitlana Buha
Keyword(s):  
Language Learning ◽  
Critical Reflection ◽  
Personalized Learning ◽  
Language Teachers ◽  
Educational Resources ◽  
Foreign Languages ◽  
Learning Skills ◽  
Self Reflection ◽  
Effective Development ◽  
The University

The article presents the problem of foreign languages personalized learning skills formation at the university. From the perspective of the issue, authors disclose an analysis of didactic conditions for the effective formation of foreign languages personalized learning skills formation. The main conditions are the skills of self-assessment and self-reflection, which help students identify their own educational needs, priorities, strengths and weaknesses. In the article, the authors offer their own understanding of critical reflection and the strategy of its formation. In order to obtain data for the analysis, the authors conducted a survey of foreign language teachers at the university, pedagogical observation of classes and analysis of literature on this topic. The research methods made it possible to identify key challenges that prevent the effective development of critical reflection skills. During the pedagogical observations, the authors identified and described in the article effective tools for the formation of critical reflection, in particular digital educational resources. It has been proven that the use of digital educational resources increases students' motivation for self-reflection and adds interactivity and multimodality to the learning process. The unity of didactic and technological approaches is a fundamental didactic principle, on the basis of which the authors propose to form the skills of critical reflection.

Audio Stories as Incidental Language Teachers

2020 ◽  
pp. 1-12 ◽  
Author(s):  
Ute Ritterfeld ◽  
Timo Lüke
Keyword(s):  
Language Learning ◽  
Low Socioeconomic Status ◽  
Language Teachers ◽  
Control Group ◽  
Low Socioeconomic ◽  
Migrant Families ◽  
Populations At Risk ◽  
Grammatical Skills ◽  
Entertainment Value

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

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