The Nature and Use of Technology-Based Self-Regulated Learning Strategies Among EFL Students

This study explored the nature and use of technology-based self-regulated learning(SRL)strategies among the Chinese university students.A total of 20 undergraduate students in China's Mainland were invited to participate in a focus group interview.The students reported using four types of technology-based SRL strategies including cognitive,meta-cognitive,social behavioral,and motivational regulation strategies.Among the strategies,technology-based vocabulary learning was reported to be a dominant strategy by the students.This study opens a new window to understanding how English as a foreign language(EFL)students utilize different strategies to learn English in technology-based learning context.

The Effectiveness of Self-regulated Learning Strategies on Chinese College Students' English Learning

The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated learning can help improve Chinese college students' English learning, and help them perform better in the National English test-CET-4 (College English Test Level-4,).

The Relationships between the Short Video Addiction,Self-Regulated Learning,and Learning Well-Being of Chinese Undergraduate Students

Background:With the global popularity of short videos,particularly among young people,short video addiction has become a worrying phenomenon that poses significant risks to individual health and adaptability.Self-regulated learning(SRL)strategies are key factors in predicting learning outcomes.This study,based on the SRL theory,uses short video addiction as the independent variable,SRL strategies as the mediating variable,and learning well-being as the outcome variable,aiming to reveal the relationships among short video addiction,self-regulated learning,and learning well-being among Chinese college students.Methods:Using a cross-sectional study design and applying the snowball sampling technique,an online survey was administered to Chinese undergraduate students.A total of 706 valid questionnaires were collected,with an effective response rate of 85.7%.The average age of the participants was 20.5 years.Results:The results of structural equation modeling indicate that 7 hypotheses were supported.Short video addiction was negatively correlated with self-regulated learning strategies(preparatory,performance,and appraisal strategy),while SRL strategies were positively correlated with learning well-being.Additionally,short video addiction had a mediating effect on learning well-being through the three types of SRL strategies.The three types of SRL strategies explained 39%of the variance in learning well-being.Conclusion:Previous research has typically focused on the impact of self-regulated learning strategies on media addiction or problematic media use.This study,based on the SRL model,highlights the negative issues caused by short video addiction and emphasizes the importance of cultivating self-regulation abilities and media literacy.Short video addiction stems from failures in trait self-regulation,which naturally impairs the ability to effectively engage in self-regulation during the learning process.This study confirms and underscores that the SRL model can serve as an effective theoretical framework for helping students prevent short video addiction,engage in high-quality learning,and consequently enhance their learning well-being.

Chinese Students' Learning Styles & Strategies in the IELTS“Speaking& Writing”Preparation

The IELTS(International English Language Testing System)exam has enjoyed its popularity in China for over 30years;still the number of the Chinese candidates is increasing.Undoubtedly,the stability and the scientificity of this testing system are acknowledged internationally.When it comes to sitting for the IELTS exam,however,the Chinese students often find it very difficult to achieve a band 7 in speaking and writing.The question is,however,why is getting a band 7 such a painful journey for many Chinese IELTS candidates?This report will explore some of the underlying causes and propose possible solutions.Most importantly,the author will share some of his own teaching experience in the preparation of speaking and writing sections for Chinese IELTS candidates in terms of their learning styles and strategies in the IELTS study.

The Influence of Learning Style on English Writing Strategy Training

Learning style is defined as one’s natural,habitual,and preferred ways of absorbing,processing and retaining new information and skills.In language learning process,learners’learning style may help or hinder the mastery of new language.Based on the influential power,learning style should be carefully noticed in the way of strategy training.This paper focuses on the English writing strategy training and aims to put forward some suggestions,putting the influence of learning style at a prominent position.

Challenges for Graduate Writers

The ability to write effectively is becoming increasingly important, and instruction in writing is thus assuming an increasingly role in second language education, particularly the relationship between composition studies and second language studies has come to attract significant attention. The purpose of this paper is to discuss issues on academic writing confronted by student writers at graduate level. The conclusion of this paper will present some possible solutions to these problems.

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

The 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 mukiple 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.

合作学习对高职院校非英语专业学习者英语写作的影响

以两个总体英语水平和英语写作水平均无显著差异的自然班为控制班和实验班,通过英语应用文写作考察合作学习对高职院校非英语专业学习者英语写作的影响。研究结果显示:合作学习能显著提高高职院校学习者的英语写作水平,合作完成英语写作过程中学习者采用了确定写作结构、修正词汇和语法错误、及完善表达的逻辑性等写作策略,同时合作学习能显著降低学习者的英语写作焦虑。

论大学英语写作自主学习能力的培养

写作是大学英语教学中的薄弱环节。随着我国高等教育规模的快速扩张,学生个体差异的增大,在课堂上,学生在英语写作学习中无法得到教师有效的指导和系统训练。为此,尝试培养学生的学习自主性,并拟从以下方面作些探讨:自主学习的基本理论及特质,大学英语写作存在的主要问题及其根源,培养大学英语写作自主学习能力的策略。

用户信息搜索中的学习行为及过程探究

用户信息搜寻的目的是为了学习新知识或完成某项任务,以往研究中学者主要关注搜索行为,但是对于用户如何使用搜索到的信息进行知识积累以完成学习任务的相关研究仍比较缺乏。对用户学习行为和过程加以探索,深入理解用户信息搜索过程中知识学习的发生、演进特征,有助于我们更好地设计支持用户学习任务下的信息搜索系统。本研究采用实验法,被试者在实验室环境下完成四个与学习相关的搜索任务,在搜索过程中要求被试者在电脑的记事本文件中记录和整理自己认为对完成任务有用的信息或答案。这种设计可使用户的学习过程通过其信息记录行为外显化,进而通过分析用户的信息记录行为特征,揭示用户的学习行为特征。在数据分析中,依据不同阶段用户记录完成度的推进情况,将他们的记录策略分为三种不同的模式:早期记录型、平均记录型、后期记录型。研究还探索了影响用户记录策略的因素,发现用户的自信程度、话题熟悉度、任务类型以及任务难度都会显著影响用户采取何种记录策略。在不同记录策略与搜索交互、任务产出的关系分析中发现,平均记录策略作为记录行为随搜索过程逐步推进的一般模式,学习产出的质量相对更好,因此相对而言更有效率。这些发现有助于深入理解用户的信息使用行为和学习发生过程,启发支持学习相关搜索的信息系统的设计与优化。

英语写作策略分类探讨

英语写作策略分类研究是一个基础研究课题,对英语写作研究及写作教学实践具有实际价值和现实意义。本文分析了目前研究中的英语写作策略分类存在的问题,并回顾了英语写作及策略的相关理论,提出了英语写作及写作策略的学习和产出性质,最后文章提出了一个便于取舍同时也便于实证研究展开与操作的英语写作策略分类框架。

英语专业学生学习动机、学习策略与写作成绩的相关性研究

写作是英语学习中一项重要的技能,但是英语专业学生写作教学的现状却不容乐观。近年来的研究普遍认为学习动机和学习策略是影响学生英语写作能力的关键因素。文章对浙江工业大学之江学院英语专业大三学生进行了问卷调查,研究了英语专业学生学习动机、学习策略与英语写作成绩之间的关系。研究结果表明,英语学习动机与英语写作能力之间有着显著的相关性,英语学习策略与英语写作之间呈正相关,学习动机与学习策略使用之间也存在着密切的关系。

合作学习理论在大学英语写作教学中的应用

合作写作可以活跃学生思维、激发讨论,并且使学生在文章的词汇、结构安排、主题思想、语言运用等层面上相互学习,有助于提高学习效果。在诠释合作学习理论的基础上,以课堂写作议论文为例,探讨了如何运用这一理论提高大学英语写作课教学质量和学生英语写作水平,旨在建立一种新型的、以学生为中心的、快捷有效的大学英语写作课教学模式。

加强学生自主学习 提高英语写作能力

针对我国大学生在英语写作方面存在的问题,阐述了教师在大学英语写作的教学过程中,写前阅读阶段、写作过程、修改完成、学习策略等方面应采取的对策,以期培养学生学习的自主性,激发他们写作的热情,提高学生的英语写作能力。

社会文化理论视角下的二语写作学习策略研究

近年来,二语写作的跨学科研究越来越受到外语教育研究者和实践工作者的广泛关注,社会文化理论为二语写作研究提供了更为广阔的视角。社会文化理论认为,二语写作习得过程是一个中介过程,二语写作学习者利用环境中介、文化制品中介、共同体中介、规则中介等学习策略在社会互动中开展写作学习,加速语言知识和技能的内化过程,进而提高二语写作的产出能力。该理论从社会文化层面探讨了二语写作学习中介策略与写作能力发展的关系,为二语写作研究提供一定借鉴和参考。

非英语专业本科生英语作文选词策略分析

本文试图分析非英语专业本科生英语作文时,为解决词汇方面的问题所采用的种种策略,以及这些策略的运用对他们的英语作文词汇特点的影响,并就目前我国大学英语词汇教学提出建议。

英语写作策略研究

结合对国际、国内学习策略研究所取得的成果,作了相关写作策略教学的实证研究:1.写作策略的清单中应当包含哪些策略?2.学习者能否掌握和使用这些写作策略,并提高写作成绩?3.学生对写作策略教学的认同程度如何?并编制了写作策略清单,挑选受试者进行了教学实验。结果表明:写作策略的教学使实验组的写作成绩明显高于对照组,学生对写作策略教学的认同程度较高;写作策略的教学应该编入教材,广泛推广。

写作学习观念和策略的相关性研究

本研究以263名非英语专业大二学生为研究对象,运用相关分析和多元回归分析,定量研究学生的写作学习观念和策略的关系,以及写作策略对写作成绩的预测能力。结论如下:相关分析发现写作学习观念和策略,策略和写作成绩之间存在显著的相关性。另外,多元回归发现43个策略中有4个策略对写作成绩有预测能力,即注意上下文连贯、用英语写信留言、用固定结构写作、主动学习优秀作文。

特定环境和背景因素下的学习观念和学习策略相关性研究

以目前国内外有关学习观念和学习策略研究的成果为依据,就观念和策略的相关性进行了较为系统地理论性探讨。同时,从学习观念和写作策略的选择和使用层面进行了问卷调查分析。结果表明:学习观念和写作策略具有一定的相关性,认为学习观念影响学习策略的选择,最终作用于学习结果;同时,学习策略的使用也能够引起学习观念的变化。在此基础上提出把观念和策略结合起来进行研究,并应用于外语教学过程,以期有效地提高学生外语学习的效果。

语言学习策略与英语写作水平的关系研究——写长法教学视角

为了解大学生语言学习策略使用的倾向,检测语言学习策略的使用与写作水平的关系,运用Oxford语言学习策略问卷对海南大学的287名学生进行问卷调查,并对他们进行作文测试,最后用SPSS对数据进行分析,结果表明,语言学习策略与英语写作水平有显著的相关性,且高、低写作能力组的学生在策略的使用方面有显著区别。教师应在进行写长法训练的同时,引导学生掌握并使用语言学习策略。