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Michael Bowles – Electronic Journal of e-Learning, 2024
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…
Descriptors: Higher Education, Vocabulary Development, Second Language Learning, Self Control
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Donald Makarchuk – English Teaching, 2017
The use of language learning strategies has been linked to effective EFL learning. However, while some researchers have suggested that good language learners use more strategies and more sophisticated strategies than less successful learners, others have disputed the unconditional nature of this view with the suggestion that factors such as task…
Descriptors: English (Second Language), Second Language Learning, Learning Strategies, College Students
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Ashton-Hay, Sally Ann; Lamberton, Geoffrey; Zhou, Yining; von der Heidt, Tania – Journal of International Education in Business, 2022
Purpose: This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students' difficulty understanding…
Descriptors: Undergraduate Students, Business Administration Education, English for Academic Purposes, Second Language Learning
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Wigham, Ciara R. – Language Learning in Higher Education, 2017
Higher education institutions are increasingly interested in offering more flexible teaching and learning delivery methods that are often independent of place. Where foreign language learning is concerned, telecollaboration is gaining ground. This paper focuses on synchronous webconferencing-supported teaching and examines how different semiotic…
Descriptors: Second Language Learning, Second Language Instruction, French, Semiotics
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Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan – Learning Environments Research, 2012
The present study aimed for better understanding of the interactions between task complexity and students' self-efficacy beliefs and students' use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a…
Descriptors: Self Efficacy, Learning Strategies, Foreign Countries, Vocabulary Development
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Peréz Cavana, María Luisa – Language Learning in Higher Education, 2012
Interest in learning styles has produced innumerable studies over the last three decades. However, the application of knowledge of learning styles in education is a controversial matter, particularly in instruction, where there is less evidence of the usefulness of learning styles tests. This article is concerned with the role of reflection in…
Descriptors: Foreign Countries, Personal Autonomy, Self Evaluation (Individuals), Cognitive Style
Lennon, Paul, Ed. – Peter Lang Frankfurt, 2012
The volume consists of twelve classroom studies concerned with the implementation of learner autonomy in English classes. The individual studies range from primary school level to university level. They include studies on multi-media dictionary work, reading logs, peer correction, communication strategies, vocabulary learning strategies, oral…
Descriptors: Personal Autonomy, Age Differences, Learning Strategies, English (Second Language)
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Levin, Joel R.; And Others – Contemporary Educational Psychology, 1985
Research has indicated that the keyword method of vocabulary learning facilitates students' performance on comprehension-demanding tasks as well as test of definition recall. When conditions and undergraduate subjects within conditions were equated with respect to their initial levels of definition recall, the comprehension advantage of keyword…
Descriptors: Comparative Analysis, Comprehension, Higher Education, Learning Strategies
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McDaniel, Mark, A.; And Others – Journal of Educational Psychology, 1987
Long-term retention of new vocabulary meanings acquired through keyword or semantic-context methods was assessed in two experiments. College students learned 30 English vocabulary-meaning pairs. They were tested on cued-recall performance one week later. Although the keyword method facilitated initial learning of the vocabulary meanings, it did…
Descriptors: Context Clues, Higher Education, Learning Strategies, Mnemonics
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Higginson, Bonnie; Phelan, Peggy – Reading Horizons, 1986
Describes a content-oriented instructional method that relies on the vocabulary resources of a group of learners to help them understand the impact of words in various contexts. (FL)
Descriptors: Elementary Secondary Education, Higher Education, Learning Strategies, Reading Instruction
Hsien-jen, Chin – 2001
This study investigated the effects of dictionary use on the vocabulary learning strategies used by intermediate college-level Spanish learners to understand new vocabulary items in a reading test. Participants were randomly assigned to one of three groups: control (without a dictionary), bilingual dictionary (using a Spanish-English dictionary),…
Descriptors: Dictionaries, Higher Education, Learning Strategies, Second Language Instruction
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Garrison, David – Hispania, 1990
Suggests four methods to help students make intelligent guesses and expand their Spanish vocabulary through induction of cognate patterns, including making students consciously aware of cognate patterns; emphasizing general patterns of English abstract words and their corresponding Spanish cognates; enhancing inductive learning strategies through…
Descriptors: English, Higher Education, Language Patterns, Learning Strategies
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McCarville, Kathleen B. – Journal of Developmental Education, 1993
Describes the use of keyword mnemonics as an aid to vocabulary learning. Warns that the technique does not result in students' being able to use the word in discourse or thinking. Considers the appropriate use and limitations of the method and its application in a developmental reading class. (DMM)
Descriptors: College Students, Higher Education, Learning Strategies, Mnemonics
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Bellomo, Tom S. – TESL-EJ, 1999
Demonstrates that etymology as a word attack strategy for second language students does not offer an unfair advantage to students whose first languages are Latin-based. Much of the English language makes use of Latin roots and affixes. Students whose original language is derived from Latin will initially have an advantage in word recognition due…
Descriptors: College Students, Etymology, Higher Education, Latin
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Pressley, Michael; And Others – Contemporary Educational Psychology, 1982
Imagery and sentence versions of the key word method of vocabulary learning were contrasted with three nonkey word verbal-contextual alternatives using strict, intermediate, and lenient scoring criteria. Definition learning in the key word conditions, imagery more so than verbal, was superior to learning in all nonkey word conditions, especially…
Descriptors: Definitions, Foreign Countries, Higher Education, Imagery
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