Meta-cognitive Strategy Training and the Development of Learners＇ Autonomy in Language Learning

As the ultimate goal of education, autonomy in language learning has aroused a lot of attention from scholars at home and abroad. While in universities of China, students do not have strong autonomy in English language learning. The author tries to adopt specific meta-cognitive strategies to facilitate students＇ autonomy in learning by improving learners＇ capacities in study planning or management, monitoring and evaluating in learning to raise their consciousness and ability in autonomy, and lay a foundation for life-long learning.

Promoting language Learners＇ Autonomy in Cooperative Learning

Learner Autonomy （LA） is the desirable goal of the education. To date, many Learner Autonomy training programs have been carried out in foreign language teaching. Cooperative Learning （CL） is a language teaching and learning strategy which gets learners actively and cooperatively involved in learning a foreign language in groups. Both of them have been respectively advocated from pedagogical point of view and from the perspective of philosophy. However, being autonomous does not necessarily mean learning alone. Language learners should learn cooperatively and autonomously. It is the author＇s contention that CL is a good method to promote LA. CL has positive effects on both students＇ readiness and their ability to be more autonomous. CL enhances self-esteem and self-confidence, increases high motivation, encourages learners＇ responsibility for learning, enhances self-management skills, increases support for language learners to move from interdependence to independence. The paper stresses in the end that promoting LA is the teacher＇s long-term pedagogic goal.

Learners＇ Autonomy in Self-access Centers——An Exploration of the SAC in Chongqing University

This paper mainly focuses on university-level learners＇ autonomy in computer-assisted self-access English learning centers through exploring the self-access center in Chongqing University from three aspects： the general survey, the function and the problems of the self-access center.

Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context

While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.

The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

Analyzing the Essay Writing Patterns of Iranian Intermediate-Level Korean Language Learners: A Study Based on the TOPIK Exam

This study examines the writing abilities of Iranian intermediate Korean learners,specifically their performance in the compositional writing section of the Test of Proficiency in Korean(TOPIK).By utilizing the many FACETS-Rasch Model,we meticulously analyzed nine writing samples from the 52nd TOPIK.These samples were evaluated using a modified rubric ranging from 0 to 3 based on predefined criteria for written composition.The results underscored that the sections on“appropriateness of spacing and spelling,”“relevance of vocabulary,”and“content diversity”presented the most significant challenges for the learners.On the other hand,“the quantity of writing”emerged as the least challenging aspect.These findings reveal substantial disparities in various aspects of writing proficiency among learners.The study not only pinpoints issue areas in writing skills,but also underscores the necessity of customized teaching strategies within the TOPIK framework to address these weaknesses.Consequently,it offers valuable insights that could bolster the effectiveness of teaching writing to Korean language learners.The findings of this study are not only significant for the field of language education,but also contribute to a deeper understanding of the challenges faced by intermediate learners and provide a roadmap for improving language instruction.

Analysis of Young Learners’Listening Skills

The importance of listening as one of the communication skills cannot be overstated.However,in many areas,listening is neglected.For young learners,learning to listen is even more beneficial for their future studies,therefore,listening skills should be given due importance.

Enhancing Learners’Performance in Grade 7 Mathematics Through 50-30-20 Exercise

Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise.Specifically,this study seeks to determine the learners’pre-test and post-test mean scores,identify significant differences between the pre-test and post-test results,evaluate learners’exercises,and propose enhanced exercises.The research employs a quasi-experimental design,with 40 Grade 7 learners in the school year 2023-2024 as participants,selected through purposive non-random sampling.Statistical data analysis involves the use of mean,standard deviation,paired t-test,and Cohen’s D effect size.Ethical considerations were paramount,as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation,informed parental consent,anonymity,confidentiality,risk mitigation,results-sharing protocols,and the commitment to keeping research data confidential.The data yielded a remarkable outcome:the experimental group exhibited improvement in both the pre-test and post-test.This result substantiates the initial objective of the study,showcasing a noteworthy and favorable performance among the participants.Consequently,it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills,as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics.Therefore,the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.

Entangled relationship:Chinese parents’involvement in young learners’English tests

Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-taking decisions,and their participation has given rise to a series of social impacts.Although parent involvement has received increasing public and academic attention in newspaper and scholarly articles,there exists no thorough analysis of current research on parents’roles in young learners’test-taking.To address this gap,we systemically analyzed Chinese newspaper articles and academic articles between 2011 and 2021 to elicit Chinese parents’roles in YLE test-taking.Our thematic analysis of the literature identifies the ways in which parents influence their children’s test-taking experiences,and how the tests affect this influence.Specifically,our results elicit 1)parents’engagement in YLE testing;2)parents’understanding of the intended uses of YLE tests;3)parents’perception and consequences of their involvement in YLE testing;and 4)parents’backgrounds.This analysis reveals the popularity of YLE tests among young learners and their parents in China and public concern over test-related issues.It also broadens our understanding of YLE testing impact and suggests future potential research directions.

Learner Autonomy via Self-Assessment in Consecutive Interpreting for Novice Learners in a Non-Interpreting Environment

This paper discusses the implementation of self-assessment in consecutive interpreting among novice learners in a non-interpreting environment specifically referring to the interpreting courses offered at USM （Universiti Sains Malaysia）, being the only bachelor＇s degree programme in Translation and Interpreting in Malaysia, and the learners＇ perception on this mode of assessment with the goal of fostering learner autonomy among them. Such implementation was made possible with the shift from analogue technology to digital technology, the deployment of e-learning in the course instruction, and the shift from teacher-centred learning approach to student-centred learning approach in line with the university＇s APEX （Accelerated Programme for Excellence） transformation plan. Findings show a high acceptance level of self-assessment among novice learners of interpreting

Fostering Learner Autonomy by Developing Learners'Strategies in The Classroom

This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal.

Language Transfer Manifested in English Idiom Acquisition by Chinese EFL Learners

Idiom acquisition plays an important role in the process of second language learning and acquisition.Proper understanding of linguistic transfer in terms of English idiom acquisition is helpful for EFL learners to improve the efficiency of learning English and also facilitates the process of English teaching.This study examines the Chinese learner’s language transfer features manifested in their understanding of English idioms which are classified into five different types according to their linguistic forms and conceptual bases.The results suggest that equivalent linguistic forms and equivalent conceptual bases of idioms are helpful to cause positive transfer while different conceptual bases of idioms may result in negative cross-linguistic transfer.This article may contribute to the development of language transfer theory and provide pedagogical implications of how English idioms should be learned by students and taught by English teachers.

Relationships Between Chinese EFL Learners’IELTS Band Score and Motivated Strategies for Learning

EFL learners,who study English as a foreign language,often use different learning strategies in the learning process,with positive and negative results in their academic performance.Whether these learning strategies are effective or not are questions to be explored.So,the author examined the relationship between Chinese EFL learners’test results and the use of motivated strategies for learning in English learning.Participants are students who have taken a high-stake standardized English proficiency test:IELTS(International English Language Testing System)with band score obtained.The results show that students’performance on high-stakes assessment is significantly associated with the use of motivated learning strategies like internal value in sharp contrast to test anxiety,which bears no relevance.Interviews are then implemented to candidates with different levels of English proficiency to figure out other related factors contributing to the test results.

The Effectiveness of Explicit Vocabulary Instruction on Productive Vocabulary Learning in Writing Among Intermediate School Learners in Saudi Arabia

This study aimed to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing among intermediate school learners in Saudi Arabia,verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test,and verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test.The study community consisted of all intermediate school students in the Kingdom of Saudi Arabia,while the study sample included 30 students.The experimental method was adopted to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing and the achievement test was used as the study tool.The study reached many results including there were no statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test and there were no statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test.According to these results,some recommendations and proposals were made including training English teachers at the intermediate school level in the Kingdom of Saudi Arabia,on explicit vocabulary instruction and conducting future researches on the trends of English teachers at the intermediate school level,in the Kingdom of Saudi Arabia,regarding the adoption of explicit vocabulary instruction while teaching the English language.

A Study on the Different Levels of“Attention”in the Processing of English Subjunctive Mood by Chinese Learners

“Attention”is a very vital cognitive mechanism.Cognitive psychology considers“attention”as the focus of mental activity and consciousness on an object.People engage their senses and memory to actively process the object in front of them.Theories of second language acquisition suggest that a large amount of input is the basis for language acquisition.At the same time,what is actively noticed by the learner can be effectively internalized.Thus,“attention”is also a non-linguistic factor that plays a significant role in language acquisition.The subjunctive mood is a major challenge in the teaching of English grammar.Generally speaking,the verbs in a sentence are used to distinguish between subjunctive and declarative sentences.In this paper,experimental utterances were written based on previous research by using verbs that are easy to cause ambiguity and confusion,and then set up the reinforced and non-reinforced attention conditions with different levels of“attention”to investigate whether there are different results and effects on subjects’comprehension of sentences under different levels of“attention”conditions.Under the different levels of“attention”,the subjects were examined to see whether there were different results in comprehension of the sentences and the impact of the different levels of“attention”.It was found that subjects in the reinforced“attention”condition comprehended sentences better,answered questions faster,and answered questions more correctly than subjects in the non-reinforced condition.This study also shed some light on English second language grammar teaching.

Effects of Mobile-Assisted Language Learning on Young Learners’Linguistic Skills

Mobile-assisted language learning(MALL)has been regarded as an excellent tool in the field of language acquisition as modern technology develops.The popularity of using mobile devices in education makes it possible for people to learn languages through platforms like tablets and smartphones from anywhere and at any time.However,the application of MALL in a collaborative student-centered environment has received comparatively little attention.Since spoken fluency and vocabulary size are the two crucial components of language proficiency,this study aims to investigate if young learners can improve their native language level through learning online beyond the classroom.The quantitative data reveal that MALL does make a difference in students’linguistic skills.The results show that the incorporation of mobile applications into language learning could better help learners achieve the learning outcomes and improve their communication skills than simply using conventional methods.In addition,the data of the questionnaire exposed some issues that need to be continuously improved.The viable suggestions are also discussed to share ideas about building a more sustainable learning environment in a data-driven age.

A Comparative Study on Verb-Noun Collocation Errors of Chinese EFL Learners with Different Language Proficiency

This study presents a comparative analysis of verb-noun collocation errors made by Chinese EFL learners with different language proficiency.Linguistic data from two sub-corpora of CLEC(Chinese Learner English Corpus,Gui&Yang,1999)consist of the compositions written freely by Chinese senior high school students(ST2)and the 3rd-and 4th-year English majors of Chinese universities(ST6).The study results show that four types of verb-noun collocation errors are frequently made due to incorrect L1 translation,misuse of relative synonyms,misuse of delexical verbs,and misuse of part of speech;the number of errors decreases with the development of language proficiency,especially errors by incorrect L1 translation and relative synonyms.And for both ST2 and ST6 EFL learners,errors resulted from incorrect L1 translation account for nearly a half with the same high-frequency words.It is also found that ST6 learners’competence in collocation and synonym identification doesn’t grow with the increase of their vocabulary,as is shown in the case of overusing delexical verbs in collocation,the same error made by ST2 learners,who have a significantly weaker command of delexical verbs.Implications of the findings are also discussed with the purpose of raising the awareness of collocation pedagogy and enhancing EFL learners’collocation competence.

The Influence of the Learning Environment on Learner Autonomy： A Comparative Study of Polish and Yemeni EFL Undergraduate Learners

The goal of autonomous language learning is to create an atmosphere where learners take charge of their own learning. Creating this atmosphere encounters various challenges which are partially context-specific. Influenced by the learning environment, learnners of different educational contexts vary in their degree of autonomy. The present study examines the impact of the learning environment on learner autonomy at higher education. The study focuses on the differences between Polish and Yemeni EFL （English as a Foreign Language） learners with respect to their autonomy in language learning. A questionnaire was distributed to a total of 140 （59 Polish and 81 Yemeni） undergraduate learners. The questionnaire was coded into seven categories： beliefs and attitudes, planning, management, self-regulation, sources and materials, in-class responsibility, and out-of-class responsibility. Data were analysed quantitatively via SPSS （Statistical Product and Service Solutions）. Independent Sample t-Test is used to investigate the differences between Polish and Yemein learners and Pearson Correlation is used to perform correlational analysis among the seven categories. The results show significant differences between Polish and Yemeni learners in some of the categories as well as a significant correlation among other categories

Determination of Liability for Violation of “Sexual Autonomy” and Compensation for Mental Damages

At the legislative level in China,there has been insufficient theoretical preparation to explicitly include“sexual autonomy”within the scope of general personality rights.In handling the increasing number of disputes related to violations of“sexual autonomy,”judicial biases have emerged during the trial process when courts determine the attribute of the right to“sexual autonomy.”This situation necessitates a clear legal analysis of the concept and attributes of“sexual autonomy”to establish its essential attribute as a personality right,and,from the perspective of legal doctrine,enable the justification of the right to“sexual autonomy”as either a general personality right or other personality interests,thereby providing theoretical support for courts to“adjudicate according to law.”By delineating and categorizing instances of violations of“sexual autonomy,”the constitutive elements and fundamental characteristics of such violations can be clarified.By examining the legal norms governing civil litigation and civil litigation associated with criminal cases concerning violations of“sexual autonomy,”the responsibility determination,remedies,and existing regulatory loopholes regarding violations of“sexual autonomy,”especially in cases involving both criminal and civil matters,can be defined.Based on this foundation,the legal basis,determination mechanism,and compensation standards for claiming compensation for mental damages resulting from violations of“sexual autonomy”can be elucidated.

Promoting Autonomy through Flashcards for University EFL Learners

This study explored whether flashcards could be used as a tool to improve EFL students' autonomous learning behaviors.Oneclassroom of students used the vocabulary worksheets provided in the textbook for their out-of-class learning while another classroom ofstudents were required to create flashcards to use outside of their classroom.The two classrooms of students received the same instruc-tion on using techniques for their learning.The required components were words,part of speech,and Chinese definition.Any additionalinformation that the students had added without teachers' requirement was defined as autonomous behavior.At the end of the semester,vocabulary worksheets and flashcards were collected for exploring traits of autonomous behavior.Results indicated that the open-endednature of the flashcards facilitates students in testing out a variety of autonomous behaviors,although some techniques were rarely usedand some observed behaviors were not maintained consistently throughout the experiment.