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This study uses Panadero et al.'s (2021) Deep Learning Strategies Questionnaire to discover EFL learners' strategies from a new perspective. The questionnaire is a newly designed self-report instrument with ground-breaking features constructed with validity and reliability to measure students' actual strategies in real situations. The current study is the first in an EFL context to use this innovative tool. It investigates self-regulation strategies for learning English as a foreign language (EFL) among 430 male EFL college students in Saudi Arabia. The questionnaire enabled us to adopt a micro-level inspection of strategy functions based on an innovative model that can help identify possible avenues for strategy interventions. The results mostly showed a high use of deep language learning strategies in all four questionnaire categories: basic learning, visual elaboration and summarizing, deep information processing, and social learning. Consequently, all the categories had a strong, positive, and significant correlation. In addition, the most used strategies were basic learning strategies, whereas the least used were visual elaboration and summarizing. Our findings provide useful pedagogical implications for promoting EFL learning strategies and strategy instruction. Successfully replicating the Deep Learning Strategies Questionnaire scrutinizes this methodological instrument's validity and reliability and encourages other researchers to use it.

This research determines the student's learning strategies based on their learning styles. This research applied qualitative study. The subject of this research is the students of English literature class A in Universitas Negeri Makassar, who were selected through a purposive sampling technique. Thirty-five students were chosen as the subjects of this study. The data were obtained through questionnaires and interviews and then analyzed based on producers of data analysis identification, classification, and descriptive analysis. The result showed that i) there are some learning styles that students have, such as visual, auditory, and kinesthetic (VAK) learning styles; and ii) students' learning strategies based on their learning style where subjects engaged in several learning activities or methodologies. Two types of learning techniques were primarily considered: individual and group strategies. The individual strategies were marked by all of the activities the subjects had done, and the group strategies described the learning actions employed by the subjects to comprehend the knowledge or the lesson by engaging friends who could help them.

Language learning strategies may have a key role in foreign language learning because they may foster learner autonomy and motivation. Keeping the learner-centred nature of language learning strategies in mind, this study set out to understand the impact of overt listening and reading strategy instruction on learners' listening and reading achievement. The study employed an explanatory mixed-method research design. Research instruments were reading and listening achievement tests and semi-structured interviews. The treatment involved overt listening and reading strategy instruction that lasted for four weeks. The findings revealed that overt listening and reading strategy instruction fostered learners' reading and listening achievement. Similarly, semi-structured interviews revealed that learners were willing to transfer the strategies they learned to new learning situations and keep using these strategies in future learning situations.

The COVID-19 pandemic has led to the disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. The sudden switch from classroom blackboards to laptop screens may have influenced students' study approaches, especially with challenges related to technology access and readiness for online learning among Indian students. Since different social and economic factors bring about differences in students' learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students at Indira Gandhi National Open University to examine how technology access during the pandemic influenced the study approaches of Indian DL students from various marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than did their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was associated with a surface approach to study among the DL students in general and the marginalized students in particular. Females in the marginalized group were found to be at risk in terms of both access to technology and study approaches. The findings were intended to enrich our understanding of the role of technology vis-à-vis distance learners' study approaches during the pandemic and formulate appropriate teaching-learning strategies for the future.

Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).

Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PjBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli's test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.

This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.

This analysis dissects a piece of information into its parts and determines how they interact in constructing a concept. This study focuses on enhancing the analytical thinking skills of grade 6 students in science and technology courses by implementing inquiry-based learning management. The aim is to meet the minimum requirement of 70 percent and assess student satisfaction with the approach. This work follows a classroom action research approach involving planning, action, observation, and reflection steps. The target group comprises 25 grade 6 students studying in the first semester of the 2022 academic year at an elementary school in Northeast Thailand, selected through purposive sampling. The research tools include six 5E inquiry-based learning plans, an analytical thinking skills test, and a satisfaction questionnaire. Data collection involves implementing the learning plan in two operational cycles, conducting analytical thinking tests, and administering satisfaction questionnaires. The collected data are analyzed to determine achievement levels and satisfaction ratings. The statistics used are mean, standard deviation, and percentage. The findings from the first operational cycle indicate that 76.0% of students did not meet the evaluation criteria. After the second operational cycle, the mean score improved, and all students met the assessment criteria of 70.0%. Overall, the inquiry based learning approach has the potential to enhance analytical thinking skills, and student satisfaction levels were generally positive. These findings highlight the importance of incorporating effective learning management strategies, such as analytical thinking, to improve students' higher-order thinking skills.

This study aimed to investigate students' reflections on using smartphones to enhance vocabulary learning. The sample consisted of 64 college students enrolled in required English as a Foreign Language (EFL) reading course. A twenty-two-item questionnaire was developed to elicit students' reflections on their experiences in terms of three aspects; engagement, vocabulary learning strategies, and attitudes towards smartphone use. The study also explored the effect of previous experiences of smartphones use on the students' reflections. Results showed that students' engagement was generally high, their vocabulary learning strategies had changed, and that their attitudes towards using smartphones to develop their vocabulary were positive. The study also found that there were differences between those who have experience in using smartphones and those who did not, in favour of those with experience. It is recommended that teachers encourage their students to use smartphones to enhance their English language abilities, especially their vocabulary.

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.

Research in higher education has consistently focused on determining factors that influence student success and retention in academic programs. Successful students also positively impact the effectiveness of teaching practices used in a course. Previous work shows that a recurring set of assignments where students reflect on past work and set a SMART goal to make a specific improvement promotes a growth mindset and is an activity students see value in completing. Promoting student improvement should also make an instructor's teaching efforts more effective. To understand how instructors and institutions can provide more support for student development and retention, students at four universities completed reflection and planning assignments that involved goal setting based on the SMART goal framework. Student submissions were analyzed to categorize the topic areas where students saw the need to work. Results highlighted the importance of many topics, including time management, self-care, course content, and study methods. Analysis of the data also revealed that facilitating exercises requiring students to set goals and report on their progress later in the term greatly enhanced student engagement and fostered behaviors geared towards establishing a growth mindset.

Fluency development is one of the prominent components of a well-balanced language course. In particular, speaking fluency interests second language (L2) researchers who have continuously tried to look for the finest approach for helping L2 learners attain a certain level of fluency to achieve effective communication. To this end, the primary purpose of this research is to explore what factors affect English-speaking fluency and what strategies can effectively boost its development among a cohort of Vietnamese university students. The participants were 142 English majors who filled out a questionnaire measuring their perceived self-efficacy concerning English-speaking fluency. Four teachers and six students joined the semi-structured interviews. Quantitative and qualitative data revealed that the most influential factors were linguistic elements, followed by performance, and affective factors. The most effective strategy for enhancing fluency was task repetition. Notably, the findings revealed a mismatch between teachers' and students' understandings of speaking fluency, which may negatively impact the achievement of fluent speech. Based on these results, pedagogical implications are discussed for English teachers and students regarding fluency development.

This study investigates the relationship between first-year higher education students' (N = 405) approaches to learning and academic performance on engineering mathematics courses. In addition, we study what combinations of approaches to learning students apply, how these combinations change over time, and whether they are linked to the pedagogical design. The students were divided into an intervention group taught with an instructional model based on flipped learning, and a control group taught with a modern lecture-based model. The students' approaches to learning were measured five times during one academic year. Multiple linear regression, dominance analysis and cluster analysis were used in analyzing the data. We found that a high level of organized studying and a low level of surface approach to learning were positively linked to exam performance, but a deep approach to learning was not linked to performance. In the last three measurements, the students in the intervention group were overrepresented in the cluster with the most desirable profile in terms of approaches to learning. In the long term, flipped learning seemed to foster deep approach learning and organized studying better than the lecture-based model.

The study of language and literature today are inseparable. Unfortunately, the phenomenon of Indonesian learning in junior high schools is in a hesitant position due to the lack of formulating literature as teaching material including indigenous wisdom-based literature that can threaten the extinction of indigenous literature. At Buru Island, literature learning is integrated into Indonesian subjects, but the teachers there are more focused on teaching language using general literature rather than indigenous wisdom literature. Therefore, this study aimed to explore the situation and needs analysis of the indigenous wisdom-based literature in teaching Indonesian language at Buru Island. To achieve the objectives of the study, the researchers employed Research and Development (R&D) applying Borg and Gall's steps. This method has certain procedures for the information collecting data related to the situation and needs analysis of 350 junior high school students through questionnaire distribution, interview, and observation toward the process of Indonesian teaching in the classroom. The situation of learning literature in the study involved (1) the law of local content learning, (2) curriculum, (3) syllabus, (4) lesson plan, (5) coursebooks, (6) teachers' competence, and (7) stakeholders' concerns, while, the students' need analysis involved (1) current ability and interest in literature, (2) feedback of students' ability and interest in literature, (3) literature skills priority, (4) learning style, (5) literature learning facilities and infrastructure, (6) literature materials on indigenous wisdom, (7) coursebook of indigenous wisdom-based literature, and (8) learning approaches and strategies based on indigenous wisdom. The result shows that there were still many shortages in implementing of indigenous wisdom-based literature learning in junior high schools, so students' ability and interest were lack. Therefore, the situation and need analysis becomes very important to be explored and to be a consideration in designing course books in indigenous wisdom-based literature for the future.

The ultimate goals of education and training are the development of learners' learning outcomes. The prospect of achieving high academic results should function as a driving force for students to be engaged in learning. Recognition of the factors affecting their learning satisfaction should facilitate their learning process, especially in online learning environments such as Massive Open Online Courses (MOOCs). The purpose of this study was to examine the interactions among students' characteristics, their perceived values of self-regulated learning (SRL) strategies, satisfaction and academic performances. A mixed-methods design was employed to investigate the issue under exploration. The 227 surveyed responses were collected from English majors who had experience in MOOCs and were studying at a private university in Can Tho city in the Mekong Delta, Vietnam. Data from the survey was analysed with the Statistical Package for the Social Sciences (SPSS) 25 for the correlations between their characteristics and the quantitative variables, while Partial Least Squares Structural Equation Modelling (PLS-SEM) was performed to examine the perceived effects of self-regulated learning (SRL) strategies on their satisfaction and academic outcomes. Qualitative data was collected through open-ended survey questions and analysed based on thematic analysis guidelines. The results revealed that SRL strategies such as strategic planning, time management, environment structuring, and help-seeking positively influenced both student satisfaction and academic performance. Notably, the study identified flexible learning time, self-paced learning, and the ability to choose study locations as significant factors enhancing student satisfaction. Conversely, limited social interaction, poor internet connectivity, and low motivation were found to be demotivating factors. Additionally, the study highlighted the importance of gender and prior online learning experience in shaping students' satisfaction and performance in MOOCs. While gender showed no significant correlation with SRL strategies, satisfaction, or academic performance, prior experience in online learning environments, such as the number of completed MOOC courses, was significantly correlated with better academic outcomes. However, a weak negative correlation between students' academic years and their satisfaction was observed, suggesting that more advanced students might face increased academic pressure and higher expectations, leading to lower satisfaction levels. The research underscores the critical role of SRL strategies in facilitating effective learning in MOOCs, especially in the context of English major students who often lack direct interaction with instructors and peers. Training students in SRL strategies can help them better manage their learning processes, overcome challenges, and achieve their academic goals. This study contributes to the understanding of how student characteristics and SRL strategies affect learning in online environments and suggests practical implications for enhancing MOOC experiences. Future research should investigate additional SRL strategies and include a larger, more diverse sample to provide a more comprehensive understanding of their impact on student satisfaction and academic performance in MOOCs. Furthermore, exploring the specific challenges faced by different academic disciplines in MOOCs could offer more tailored solutions to improve online learning experiences.

This mixed methods study was conducted to investigate mathematics preservice teachers' (PTs) promotion of self-regulated learning (PSRL) with respect to time through participation in a self-regulated learning (SRL) enriched seminar course. PTs' self-efficacy beliefs for promotion of self-regulation (SE-PSRL) over time was also investigated. Forty-four PTs participated in the study. They were divided into two sections and the SRL enriched seminar course was implemented with the experimental group for one academic term. The control group followed a parallel course without a particular focus on SRL. Participants were administered two different scales that measured their SE-PSRL and PSRL four times during the semester. Qualitative data were also gathered through semi-structured interviews with 9 participants. Mixed design analysis of variance (ANOVA) were conducted separately for SE-PSRL and PSRL scores to investigate the differences between the groups with respect to time. Results of the study indicated that while participants' SE-PSRL scores differed statistically (F(3,126) = 9.13, p = 0.00, [eta squared] = 0.18), PSRL scores did not differ according to time and group (F(3,126) = 0.20, p = 0.90, [eta squared] = 0.01). The results from the quantitative analyses did not exactly conform with the hypotheses and interview data pointed towards various reasons for such unanticipated findings.

This research delves into the washback effects of the Hong Kong Diploma of Education Examination (HKDSE) on the learning strategies employed by secondary school students in Hong Kong. By surveying 50 students to assess their English learning strategy profiles, this study seeks to identify potential biases in strategy selection indicative of examination influence. A subset of participants was further interviewed, enabling a deeper exploration of the underlying reasons behind their strategy choices. Thematic analysis of these interviews revealed that while students recognize the intended washback of the examination on their learning strategies, its actual influence might be diminished by their reservations regarding high stakes testing's effect on authentic English learning. The overarching sentiment expressed frustrations and conflict between the study of English language, and exam-centric pressures.

Learning strategies are important factors for students' academic success. Motivation and self-efficacy influence the choice and the use of specific learning strategies (Entwistle & Ramsden, 1983). In this study, we want to assess how these three factors and their interaction are determined by the cultural setting (eastern vs. western culture). Therefore, we tested 271 Japanese students (198 men, age: M = 19.74, SD = 1.39) and 300 German students (177 men, age: M = 21.84, SD = 1.83). The results show that Japanese students have lower motivation and self-efficacy and choose different learning strategies from German students. Even when (it is) not totally fitting the theoretical construct, the choice of learning strategies can be better explained in Japan (R[superscript 2] = 0.10 to 0.33) by motivation and self-efficacy than in Germany (R[superscript 2] = 0.01 to 0.26). In summary, it is shown that the cultural setting has an influence on the three components and also on their interaction.

This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as pretests, three treatment conditions and a noticing log were employed in the respective comparative activities. Focus group interviews were for triangulating the data collected from the log. There was a two-to-four-week interval between the posttest and the delayed posttest to obtain the feedback strategies' short- and long-term effects. An analytical scale was adopted to measure students' writing performance. Johnson Neyman analyses showed a significant difference among the three experimental groups in both posttests as well as that between the reformulation, the error correction, and the control groups in the posttest. Students in the reformulation and the error correction groups reported noticing grammatical problems. Those in the model group declared noticing their inability to develop ideas and describe details. Further analysis showed that learners' noticing contributed to the enhancement of content, grammar, organization, punctuation, and lexis in the model and the error correction groups.pun

This article details a 'puzzling' teaching and learning method to engage undergraduate nursing (BSN) and exercise sciences (BSES) students in physiology or medicine Nobel Prize-winning discoveries, while reviewing course material through the "Puzzling Physiology and Nobel Laureates" (PPNL) game. The qualitative evaluations of 117 undergraduate BSN and BSES students revealed that 95% and 96%, respectively, agreed the game provided an opportunity to utilize critical thinking and problem-solving skillsets. Moreover, 96% of the 117 anonymous student respondents voted on increasing the number of PPNL game sessions per semester, and 94% agreeing the gamified learning strategy should be offered in subsequent classes as well. Interestingly, nearly 90% agreed that the learning experience was 'fun', and that it increased awareness of physiology and/or medicine discoveries. The style of the "Puzzling Physiology and Nobel Laureates" game lends to its reproducibility in a wide array of physiology courses for both majors and nonmajors.

Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students' self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation.

With the pervasiveness of laptops in the classroom setting, the effectiveness of laptop-assisted note-taking has not been comprehensively investigated. Many inconsistencies in this area still existed with intense debate towards academic performance, learning strategies, and student satisfaction. To fill this missing gap, this study probed the effect of laptop notetaking on the above constructs. The present study applied the comprehensive review by objectively selecting all relative literature from online database, with a main focus on learning areas and conducting the objective procedure. This study covered the positive, negative, as well as neutral effects of laptop note-taking on learning performance. Reasons behind the negative impact and worries were investigated in caution. Tackling the major concerns of distraction and multitasking, this study argued that these concerns might not be the main cause of low performance, individual's characteristics and preference for the teaching styles shall be taken into consideration. Based on the above arguments, this study provided educators with multiple suggestions on alternative pedagogical approaches to improve teaching practice and student learning experience. The satisfaction of courses was probed together with the reasons for low satisfaction which promoted relative teaching instruction and teacher training. In this vein, this study contributed to the laptop note-taking areas by comprehensively analyzing the effect of laptop note-taking on learning strategies and satisfaction, which were unfortunately ignored by previous studies. Moreover, the present study enriches the e-learning knowledge and supports its practice by proving the side effects of simply banning laptops in class and suggests educators to integrate laptops into their pedagogical designs as well as learn more technology-based teaching strategies. Future research should reinvestigate the effect of laptop note-taking in class with more caution and endeavor to enhance the effectiveness of laptop note-taking in the class by capturing all possible variables of student learning, especially technology-relative variables.

Multiple representations are widely recognized for their significant role in concept learning. This study aimed to investigate the multiple representation translation skills of high school students at different grade levels about the concept of one-dimensional motion. 239 9th, 10th, and 11th-grade students participated in the study using a developmental research model. The data collection tool consisted of questions that required translating figures, tables, graphs, verbal explanations, and algebraic representations into other representation types in a multiple-representation translation test focusing on one-dimensional motion. Data analysis involved evaluating the translation among representations for each category and analyzing the multiple representation translation skills across different grade levels using one-way analysis of variance (ANOVA). The results revealed that students successfully translated from figure, table, and graphical representations to other forms while encountering challenges in translation from verbal and algebraic representations. Furthermore, the ANOVA results indicated a significant difference between the 9th and 11th grades, favoring the 11th grade.

This study examined the impact on the motivation of students toward learning physics upon applying the Nikola Tesla Center (NTC) learning system. The research was conducted using a quasi-experiment with a pretest-posttest non-equivalent control group design. The participants considered were a large group of 1371 students, from various grades and mixed genres, selected from the same district in Serbia. The instrument of this research was the students' motivation toward science learning (SMTSL), which has been adapted to measure the motivation of students and their learning strategies for physics. Statistical analysis included calculations of Cronbach alpha, chi-square, Kolmogorov-Smirnov (KS) test, independent Samples t-test and ANCOVA, and Pearson correlation test. The study found that using the NTC learning system had a positive effect on students' motivation to learn physics. The experimental group had significantly higher scores on various subscales of motivation such as self-efficacy, active learning strategy, physics learning value, performance goal, and learning environmental stimulation compared to the control group. The research results determined that the NTC learning system is an effective method for promoting motivation of students toward learning physics and it can be recommended for implementation in schools.

The purpose of this study was to describe the association between the learning strategy preference of the learners as identified by "Assessing The Learning Strategies of AdultS" (ATLAS) and the individual personality traits as defined by the Myers-Briggs Type Indicator (MBTI). The sample was 553 adults in Canada and the United States. Two types of analyses were used to investigate the association between learning strategy preferences and personality traits. First, discriminant analysis explored the interaction of personality traits with the learning strategy preference. Second, analysis of variance measured the association of each personality trait with the learning-strategy-preference groups separately. The findings provided several explicit personality traits associated with each learning-strategy-preference group. These findings support the conclusion that a strong association exists between personality traits and learning-strategy-preference characteristics. Learning strategy preferences and personality traits complement each other. Each clarifies and enriches the other. As a result, teachers have two indicators that can help them personalize the teaching-learning environment for each student. Teachers can use the learning-strategy-group descriptions as guides for organizing each learner's instructional activities and plans and as a cognitive framework for uncovering and monitoring student behaviors and alerting teachers to potential learning difficulties for some students. Students can apply the descriptions of the learning-strategy-preference groups to facilitate self-assessment and metacognition. Theory can be enhanced by considering the two concepts of learning strategy preferences and personality traits coupled and by conducting quantitative and qualitative research to test and expand the generalizability of the learning-strategy-group descriptions. (Permission is granted to use "Assessing The Learning Strategies of AdultS" and the "Personality Identity Estimator" in practice and research. Links to printable copies and online completion are appended.)

Foundation programmes provide an alternate access route for prospective students whose prior academic results exclude direct entry to undergraduate studies. Bridging courses within foundation programmes address gaps in prior knowledge while developing content knowledge and requisite skills to equip students for the rigour of undergraduate degree study. This study looks for relationships between motivation and learning strategies at course commencement and the final course results of 796 purposively chosen participants across four iterative cycles (cohorts) enrolled in an algebra course within a foundation programme at a private higher education institution in South Africa. Data were collected with the "motivated strategies for learning" questionnaire, and cohort responses were analysed using correlational statistics. Statistically significant differences mainly were detected in the motivation subscales, and the academic performance was largely related to gender and prior mathematics syllabus. Where cohorts are similar, generic interventions designed to equip one cohort may equip others. Specific intervention strategies that target the needs of students based on the needs identified in this study may equip future students to improve their algebraic knowledge. Contribution: The research contributes by augmenting the exiguous literature of studies of students in algebra courses in foundation programmes who aim to progress to undergraduate degree studies. Investigating relationships between motivation and learning strategies at course commencement and final course results within multiple cohorts promotes the development of flexible, relevant intervention strategies that can be implemented timeously. A study of multiple cohorts further allows for improved validity and reliability in conclusions relating to scalability.

This study aims to analyze and to describe, in terms of information processing theory, the thinking processes of junior high school students as they solved problems involving direct and inverse proportions. This study design is qualitative and exploratory-descriptive in nature. 26 students in the seventh grade of SMP Negeri 1 Kota Ternate were assigned direct and inverse proportion assignments. Eventually, based on the students' thinking potential and verbal and written communication skills, 3 students who could describe the thinking process based on information processing theory components were selected. The instruments for data collection consisted of questions on direct and inverse proportions, supported by interview procedures. Based on the analysis and discussion of research results, three categories of student thinking processes can be identified: (1) multiple thinking categories in solving direct proportion problems, which occur in the perception component when S1 students write or express problem solving plans using multiple strategies to process accepted information; (2) the multiplication thinking category in solving inverse proportion problems, which occurs in the perception component; and (3) the generalization thinking category in solving inverse proportion problems, which occurs in the perception component.

English is an indispensable language, especially in the digital age. For students who are not specialized in English vocabulary, understanding effective vocabulary learning strategies becomes crucial, helps increase their chances of being hired, and improves coherence in written and spoken communication. This study investigates the vocabulary learning strategies most and least commonly employed by ESP students. The research involved 59 participants from three majors: business administration, accounting, and tourism. Data collection was carried out through questionnaires and interviews. The findings highlight students' preference for metacognitive strategies and their positive attitude toward technology as a supportive tool for vocabulary acquisition. Additionally, cognitive and memory strategies linked to learned vocabulary were occasionally utilized. The implications of this research extend to teachers, students, and curriculum designers, providing insights for developing appropriate methods to enhance ESP vocabulary learning.

Since the outset of the COVID-19 pandemic early in 2020, English language learners could no longer learn from face-to-face interactions and had to adapt to online lessons. This paper reports a study that investigated their learning strategies during their online sessions. To achieve the objective, a survey was conducted with 257 university students who were taking an English course as a compulsory subject. Several questions in a questionnaire were designed to elicit their cognitive, affective, sociocultural, and interactive strategies. The findings showed that taking notes, attending recorded lectures, quietly observing online interactions, doing the assignments, chatting with their classmates, and utilizing internet-based lessons were the most prominent strategies. Their seemingly passive attitude seems to stem from the Asian culture in which they were raised. A reliable internet connection was seen as vital for their learning, playing games, and watching movies, which were the ways to relieve stress and boredom while studying at home. Chatting with classmates could give them a sense of community which probably helped them relieve stress and boredom. Overall, the paper offers insights into how EFL learners coped with difficult learning circumstances. Some suggestions for English teachers that are related to the enhancement of online teaching are then proposed based on these findings.

A homogeneous distribution of students in a class is accepted as a key factor for overall success in primary education. A class of students with similar attributes normally increases academic success. It is also a fact that general academic success might be lower in some classes where students have different intelligence and academic levels. In this study, a class distribution model is proposed by using some data science algorithms over a small number of students' dataset. With unsupervised and semi-supervised learning methods in machine learning and data mining, a group of students is equally distributed to classes, taking into account some criteria. This model divides a group of students into clusters by the considering students' different qualitative and quantitative characteristics. A draft study is carried out by predicting the effectiveness and efficiency of the presented approaches. In addition, some process elements such as quantitative and qualitative characteristics of a student, data acquisition style, digitalization of attributes, and creating a future prediction are also included in this study. Satisfactory and promising experimental results are received using a set of algorithms over collected datasets for classroom scenarios. As expected, a clear and concrete evaluation between balanced and unbalanced class distributions cannot be performed since these two scenarios for the class distributions cannot be applicable at the same time.

The study aimed to investigate preschool children's learning needs related to science and their teachers' science activity practices. A basic qualitative research design was applied. Interviews were conducted with 15 preschool teachers and 48 children living in Ankara and subjected to content analysis. It was found that teachers mostly carried out activities and science experiments to support sense development and observation skills, used science and sensory centres and mostly preferred natural objects and living things. However, it was found that about half of the teachers considered themselves inadequate in science activities. Teachers stated that children need science activities that they can experience on their own, that take place outdoors and that are appropriate for their age, development and interests. They also stated that children need learning experiences that will improve their sensory development, observation and questioning skills. It was found that children mostly wanted to get to know scientists, learn how tools and equipment work, and conduct experiments. As a result of the research, it was revealed that teachers were aware of the importance of developing children's skills and reflected this in practice, but they could not identify the topics that children were interested in very well.

We conceptually replicated Kemp (2010), who investigated the effect of keeping a listening log, a journal or learner diary, on ESL students' motivation toward autonomous learning. Her research suggested that keeping a listening log can aid ESL listeners to self-monitor their performance and reflect on their listening process independently. Besides, it was found that it would raise their metacognitive awareness of the listening process and motivate them toward autonomous listening. Her study deserves replication due to its theoretical motivation, which is the explicit teaching of a group of listening skills and strategies and the success of the listening skills module designed for study-abroad ESL students. However, almost no previous studies replicated the related research with a phenomenological perspective to examine its robustness and transferability, particularly in an EFL context. Thus, our conceptual replication used Kemp's (2010) materials and procedures to highlight the possible effects of keeping a listening log on EFL learners' motivation to become autonomous listeners in an EFL context. To serve this purpose, 30 freshmen Iranian TEFL students participated in this study. The data were collected through students' listening logs in eight sessions. Results suggested that keeping a listening log can motivate and encourage EFL learners to engage with and reflect on their listening experiences in potential learning situations, thus assisting them with becoming good listeners in real-life situations. Further discussions and pedagogical implications are provided in the paper.

Despite undeniable advances in research on language learning strategies in the last several decades, empirical investigations of actions and thoughts that learners engage in to better understand and use grammar structures in different contexts, or grammar learning strategies (GLS), remain scarce. Moreover, there is a paucity of studies examining the effects of pedagogical interventions in this area, both with respect to the use of different types of GLS and the mastery of grammar structures in terms of explicit and implicit (automatized) knowledge. There is also no empirical evidence concerning the mediating role of individual difference (ID) factors in this respect. The paper outlines a study currently in progress that seeks to address all of these gaps. The first part is devoted to a brief overview of key issues related to the definition and classification of GLS as well as a synthesis of available research in this area. This is followed by a description of an intervention-based research project which explores the effects of strategies-based instruction (SBI) targeting GLS by English majors in Poland, also taking into account the moderating impact of selected ID variables. In particular, the methodology of the study is presented and the envisaged contributions of the intervention are considered.

This paper aimed to explore the impact of self-regulated learning strategies on English language abilities and knowledge of 421 final-year undergraduate students at a public university in Thailand. The instruments used in the present study were: (1) the 65-item Questionnaire of English Self-Regulated Learning Strategies (QESRLS), and (2) the English Exit Exam (EEE) comprising 80 multiple-choice items, namely, 20 items for the grammar part, 20 items for the reading part, 20 items for the writing part, and 20 items for the language function (speaking) part. Descriptive statistics of frequency, percentage, mean, and standard deviation as well as inferential statistics of Pearson Correlation Coefficient and Multiple Indicators Multiple Causes (MIMIC) Model were utilized to analyze the data gained. The findings reveal the correlation between the participants' use of self-regulated learning strategies and the overall English language abilities and knowledge as well as the four aspects of them: grammar, reading, writing, and language function (speaking). Besides, the interpretation guessing strategies, the self-evaluation strategies, and the persistence strategies when faced with challenges were positively associated with the English language abilities and knowledge. The findings shed some light on the integration of self-regulated learning strategies into English language courses or curricula.

This study investigates EFL university lecturers' challenges when selecting resources to facilitate students' self-regulation. Using a mixed-method design with 89 participants from Thai universities in this research sheds light on lecturers' difficulties, such as time constraints and limited access to reliable resources. It underscores the importance of considering diverse perspectives and practical strategies, such as adapting existing materials and involving students in the selection process. Furthermore, it highlights the direct impact of material choices on students' self-regulation outcomes. The study provides strategies to enhance self-regulation among EFL university students and suggests improvements for resource selection procedures. Despite its limitations, this research contributes valuable insights and pedagogical recommendations. Future avenues of study may explore the influence of digital learning resources, teacher-student collaboration in material selection, and cross-cultural perspectives on self-regulation and material choice.

This research aimed to: (1) develop a task-based Chinese speaking (TBCS) instructional model to enhance the Chinese speaking skills of beginner-level Thai learners studying Chinese as a foreign language (CFL), (2) implement the developed TBCS instructional model with beginner-level Thai CFL learners for refinement, and (3) evaluate the suitability of the developed model by seeking experts' opinions. The participants of this research included 5 experts specialized in instructional model design and teaching Chinese as a foreign language, as well as 22 beginner-level Thai CFL learners enrolled in a Chinese program at a public high school in Thailand. Research instruments included the TBCS instructional model with 12 lesson plans and the expert evaluation form. The collected data were analyzed by using mean, standard deviation, and percentage. The research findings revealed that: (1) the developed TBCS instructional model consisted of 7 key elements: goals and assumptions, teaching procedures, learning environment, principles and reactions, support system, application, and instructional and nurturant effects, with the teaching procedures comprising of 4 major steps: activate prior experience, build language skills, carry out tasks, and deepen understanding, (2) the students had successful speaking performance after studying through the developed model, and (3) the suitability of the developed TBCS instructional model was evaluated by experts at the highest level.

Providing students with autonomy over their learning process can support the development of their self-regulation skills. This study aimed to examine the effects of autonomy-support interventions on students' self-regulated learning strategies. The participants were 432 students from three secondary schools in the Netherlands. In each school, a one-year field experiment was performed, in which teachers and students shared control over learning processes. At the start and end of the school year, students from both the experimental and control conditions completed a questionnaire on perceived autonomy support and self-regulation strategies used. Univariate analyses of covariance were performed to examine the effects of the interventions on perceived autonomy support and the use of self-regulated learning strategies. The intervention with the highest amount of student control showed positive effects on self-regulated learning strategies 'task orientation', 'planning', and 'process evaluation', although it did show a small decrease in perceived autonomy support. The other two interventions showed an increase in perceived autonomy support and a positive trend in 'monitoring'. The field experiments suggest that different ways of supporting student autonomy can yield different effects on students' self-regulated learning strategies. The tentative conclusion is that a focus on student control is the most effective.

This study was conducted while 9th grade students learn to solve inequalities and seeks to understand their approach to solving problems with a real-life context. Specifically, the aim is to understand: (1) What are the main characteristics of the students' approaches to the proposed problems? (2) What is the impact of the real context on the students' resolutions? A qualitative and interpretative methodology is adopted, based on case studies, with data collected through documentary collection and audio recording of discussions between a pair of students while solving problems. The main conclusions suggest a trend to approach problems without establishing immediate connections with what was being done in the classroom, with students' decisions being essentially guided by criteria of simplicity. The real context of the problems seems to have the potential to develop in students a more integrated mathematics, focused on understanding and not so much on the repetition of mechanical and meaning-independent procedures. The students' familiarization with the context in question is one of the aspects highlighted by this study.

The purpose of this research was to explain why many people do not like mathematics and find it difficult because it is difficult to understand or because a teacher they had did not give the appropriate weight. The methodology used in this research was the quantitative method. The sample was collected through electronic questionnaires involving sixty-three (63) participants from pedagogical departments. The following survey shows the main results of the research, more specifically, that negative emotions about mathematics are more prevalent. The three main elements that characterize the successful teaching approach of mathematics at school are the transmission of knowledge by the teacher, the approach of knowledge through play, and the selection of appropriate activities. While the two most appropriate ways of approaching mathematics in kindergarten are through play but also through investigation and discovery by the child based on the participants' answers.

The research on classroom management in general is numerous, yet the connection between digitization, classroom management, and Social and Emotional Learning (SEL) has been understudied. The current study explored how primary school teachers managed their digital classrooms while incorporating social and emotional learning into their classroom management practices in the remote teaching period. The study not only examined the classroom management strategies and procedures employed but also investigated teachers' beliefs and perceptions about managing digital classrooms. The study was carried out with 145 primary school teachers teaching in school grades 1st-4th from five different public schools by adopting stratified random sampling. The data were collected via written responses of the participants with the closed, fixed-response, and standardized open-ended forms developed by the researcher. Descriptive analysis and content analysis were used in the analysis of quantitative and qualitative data respectively. The findings revealed that the majority of teachers led online classroom management processes similar to their face-to-face experiences but were less effective concerning the developmental needs of each student in the digital classroom. Furthermore, the study yielded insight into the stress factors and protective factors within the context of classroom management incorporating SEL, and it provided direction for future implementations concerning teachers' professional learning needs and expectations.

Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the medium of technology during their English learning process, which in turn can be associated with their English self-efficacy perceptions. Therefore, the current study aimed to present an investigation into the relationship between preparatory school students' use of technology-based self-regulated English learning strategies and their perceived English self-efficacy as well as the predictability of employing the strategies on their self-efficacy beliefs. Applying a quantitative research design, the data were collected through the Technology-based Self-Regulated English Learning Strategies Questionnaire (TSRLSQ) developed by An et al. (2020) and the Questionnaire of English Self-Efficacy (QESE) developed by Wang (2004). A statistically significant positive relationship was found between students' use of technology-assisted English learning strategies and their perceived English self-efficacy beliefs. In addition, regression analysis results showed that goal setting and learner evaluation, motivational regulation, and technology-based song-movie learning strategies were strong predictors explaining the change in students' self-efficacy in four language skills.

Providing reflective opportunities for students to independently develop their metacognition and expand their abilities to make judgments about themselves as learners, including which learning strategies are personally most effective for any given task, have been shown to improve academic performance. We designed a metacognition-based intervention that was structured to provide four weeks of reflective opportunities for students following a metacognitive learning strategies workshop. Qualitative analysis of student responses from the first week's survey found evidence of metacognitive skill development and self-reported improvements in learning, including an improvement in confidence and preparedness for classes and exams, and better understanding and retention of course content. Our results suggest that students who described an increase in their confidence during the first week were two times more likely to complete the intervention. This completion was correlated with a higher semester GPA, regardless of student identity, prior academic performance, and strategy choice or outcome description during the first week.

Acknowledging the critical role of English for Specific Purposes (ESP) in shaping professional and academic success across various fields, the research delves into the nuanced interplay between gender and academic discipline in shaping the ESP needs of higher education students. The investigation investigates the impact of gender and academic discipline on Chilean dentistry and business administration students' perceived lack, want, and need for English for Specific Purposes (ESP). Drawing on sociocultural theory and self-determination theory, a mixed-methods model that involved data collected from 94 dentistry and 121 business administration students was adopted. Findings revealed significant gender differences: males reported greater perceived lack, whereas females exhibited higher want and need for English, suggesting gender influences ESP perception and necessitates customized learning strategies. Contrarily, academic discipline did not significantly affect ESP perceptions, challenging assumptions that ESP needs are strictly discipline-dependent and highlighting a generalized demand for English proficiency across fields. The findings demonstrate the importance of gender-sensitive and flexible ESP programs that cater to diverse learner needs while considering broader educational and individual factors. The study implies that educational practitioners should develop ESP curricula that not only address specific professional terminologies and situations but also reflect an understanding of the roles gender and discipline play in language learning. This approach could foster more effective and inclusive language education tailored to the varied aspirations and requirements of students in different fields.

This research explores how metacognitive strategies influence the metacognitive awareness of undergraduate students enrolled in an online flipped programming course. It specifically focuses on regulatory actions crucial for success in programming instruction and distance education settings. The primary objective is to contribute to the existing literature by investigating the implementation of online flipped programming courses that integrate metacognitive-oriented approaches to support students' metacognitive regulatory actions. The study employed an explanatory sequential mixed methods design. A total of 29 university students enrolled in programming courses participated in the study, engaging with instructional videos provided before each 10-week lesson. They were administered the Metacognitive Awareness Scale and supplementary forms designed to assess their metacognitive awareness and regulatory actions. A detailed coding scheme was developed to analyze students' metacognitive regulation activities during programming lessons. The study also evaluated the impact of supportive activities on students' metacognitive awareness. While no statistically significant difference was found in the students' metacognitive awareness through quantitative analysis, qualitative data revealed that activities supporting metacognition significantly enhanced students' comprehension of the programming content.

Transnational online education has become an emerging trend in promoting academic collaboration and exchange in higher education during and after the pandemic. Guided by the learning ecology framework, we conducted concurrent mixed methods research by distributing an online survey to Chinese students (N=51) to collect quantitative and qualitative data. This helped us deeply understand their experiences and perceptions of a cross-cultural online learning environment in the United States. We applied multiple regression and thematic analysis to analyze the data. The merging of both types of data analysis indicated the confirmation of the importance of discipline-based English learning environments, the transformation of online learning practices, the insufficiency of student-to-instructor interactions, discordance of technological self-efficacy and the disadvantages of technology-assisted instruction, and discordance between the usefulness and difficulties of learning activities and assessments. We further discussed appropriate strategies and techniques to promote online teaching and learning excellence in transnational distance education.

Academic vocabulary is necessary for university students. Vocabulary learning strategies (VLS) assist students to enhance their vocabulary knowledge and should be examined in accordance with their dynamic nature (Gu, 2020). Dynamic assessment (DA) is considered an alternative assessment that simultaneously and systematically assesses and teaches students to reach their zone of proximal development (ZPD) by utilizing assistance from more capable others (Lantolf & Poehner, 2004). This study combined DA and VLS to enhance academic vocabulary knowledge of Thai low-proficiency university students by employing mixed-method research with an emphasis being placed on qualitative methodology. Intensive tutorials were conducted with five second-year students purposively recruited from their academic and general vocabulary scores. The research instruments included four DA tasks, mediation stages, academic words of four main word classes, recordings of DA sessions, verbal reports, field notes, students' diaries, a pretest, an immediate posttest, and a delayed posttest. The findings from two DA tasks (the part of speech strategy and the use of a new word to form a sentence strategy) revealed that the participants understood word meaning but not grammatical functions. Their use of VLS was fair, and inappropriate strategies were also found. Teaching background of syntax, longer intervention, and adjustment of the task designs were suggested to further assist students in their vocabulary acquisition using DA and VLS.

This study investigated the relationship between students' online learning anxiety (OLA) and academic self-efficacy (ASE) amid global challenges posed by the COVID-19 crisis. Participants in this quantitative research included 718 tertiary education students from 28 countries who responded to a standardized questionnaire. Despite the crisis' widespread negative impact, the adoption of innovative online teaching models created positive learning environments that significantly enhanced students' self-efficacy. The results of this research revealed a positive correlation between ASE and OLA, contrary to Bandura's social-cognitive theory. This unexpected relationship challenged the notion that anxiety arises directly from low self-efficacy beliefs. The findings also partially aligned with existing research on positive correlations between online learning and anxiety, as well as between sociodemographic factors and OLA. This study contributes to the plethora of research conducted about online learning, anxiety, and self-efficacy in times of crisis.