The Influence Between Attitude, Learning Independence, And The Application Of Learning On Students 'Learning Style

The purpose of this research is to reveal the effect of multicultural attitude, learning style, and parents' job on the learning achievement of the students of senior high school in Magelang City, either partial or simultaneous. The research population was 771 grade XI students of social science of senior high schools in Magelang City, Indonesia, with a sample of 277 students. A multicultural attitude, learning style, and parents' job data were collected using questionnaires. In contrast, the economics learning achievement data were collected through an achievement test. The data were analyzed using multiple regression techniques. The study concludes that a multicultural attitude and parents' job positively affect economics learning achievement. But the learning style does not affect economic learning achievement. The multicultural attitude, learning style, and parents' job simultaneously affect the students of senior high school's economics learning achievement in Magelang City with a contributed of 5.1%.

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Willingness to Communicate

Study Abroad Contexts for Enhanced Foreign Language Learning - Advances in Linguistics and Communication Studies ◽

10.4018/978-1-5225-3814-1.ch005 ◽

2018 ◽

pp. 96-119

Author(s):

Feifei Han ◽

Zizhen Wang

Keyword(s):

Learning Style ◽

English Proficiency ◽

Positive Association ◽

Willingness To Communicate ◽

Learning Motivation ◽

English Learning ◽

Structured Interviews ◽

Attitude Learning ◽

English Learning Motivation ◽

Quantitative And Qualitative Methods

This chapter examines factors impacting L2 WTC among Chinese ELLs studying in an EAP program in Australia. Adopting both quantitative and qualitative methods, three questionnaires were used to measure L2 WTC, English learning motivation, and self-rated English proficiency; and semi-structured interviews were used to triangulate and complement questionnaire data. The main results were (1) L2 WTC with friends was higher than L2 WTC with acquaintance and with strangers and (2) L2 WTC with strangers and acquaintances were positively related to integrativeness and attitude toward the learning situation, but not with motivation intensity. L2 WTC with friends did not correlate with any of the scales in the English learning motivation; thus, (3) L2 WTC with strangers and acquaintances but not with friends had positive association with self-rated English proficiency, and (4) factors such as teaching methods, teachers' attitude, learning style, and personality all impacted on L2 WTC. The results are discussed and practical implications are articulated.

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