learning strategies

  • Using Metacognitive Strategy to Teach Learning Strategies: A Study of Indonesian Pre-Service Biology Teachers

    Author: Isnawati
    E-mail: isnawati@unesa.ac.id
    Institution: Universitas Negeri Surabaya, Surabaya
    Author: Sifak Indana
    E-mail: sifakindana@unesa.ac.id
    Institution: Universitas Negeri Surabaya, Surabaya
    Author: Endang Susantini
    E-mail: endangsusantini@unesa.ac.id
    Institution: Universitas Negeri Surabaya, Surabaya
    Year of publication: 2018
    Source: Show
    Pages: 258-268
    DOI Address: http://dx.doi.org/10.15804/tner.2018.52.2.20
    PDF: tner/201802/tner20180220.pdf

    The research aims at exploring Indonesian pre-service biology teachers’ metacognitive skills, measuring the development of learning strategies (LS) used by the teachers before and after the learning process, and describing the teachers’ responses afterwards. There were 25 subjects studied using a pretest- posttest design. Results showed that there was an increase in students’ metacognitive skills and their LS knowledge. Morever, they stated that they had got a lot of benefits after the learning process. This research concludes that metacognitive strategy can be used to teach LS so that students can broaden their LS understanding and thus enable to choose LS that fits them.

  • Learning strategies in the digital age – towards a new taxonomy for the language classroom

    Author: Kamila Burzyńska
    Author: Jarosław Krajka
    Year of publication: 2015
    Source: Show
    Pages: 75-85
    DOI Address: https://doi.org/10.15804/tner.2015.41.3.06
    PDF: tner/201503/tner20150306.pdf

    The main objective of the presented study was to propose a new taxonomy of learning strategies for the digital age. The revised taxonomy of Oxford’s SILL (1990) was implemented in a nationwide questionnaire to display the picture of strategy use, investigate relationships between particular strategy types and elicit learners’ preferences on strategy instruction. The data was processed statistically with SPSS 20 package. Results confirm high reliability of SI-LLE, indicate relatively strong relationships between particular strategy groups, where higher education institution, year of studies and teaching experience have a statistically significant effect of similar strength on strategy awareness.

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