To understand learners’ beliefs about language learning and strategy use in an EFL exit test environment, this study investigated Taiwanese university students’ language learning beliefs; EFL exit test beliefs; language learning, test-preparation, and test-taking strategies; the relationships among their beliefs and strategy use; and the differences in students’ beliefs and strategy use according to their major, gender, grade level, entrance exam English score, and EFL exit test experience. A total of 518 Taiwanese university students participated in the questionnaire study. Two major instruments were developed and used to measure students’ beliefs and strategy use in the Taiwanese EFL exit test context: (1) the Belief about Language Learning in an EFL Exit test Context (BALLIEETC), and (2) the Strategy Inventory for Language Learning in an EFL Exit test Context (SILLEETC). Analysis of the questionnaire data involved descriptive statistics, factor analysis, canonical correlation analysis, and multivariate analysis of variance. The questionnaire results suggested the following: (1) students believed in the importance of speaking English well, repeating and practicing, learning vocabulary words, acquiring excellent pronunciation, and correcting errors; (2) students primarily used memory, cognitive, compensation, metacognitive, test-preparation, and test-taking strategies to learn English, prepare for the EFL exit test, and take the test; (3) students’ beliefs were associated with their strategy use; (4) English majors had stronger beliefs and higher levels of strategy use than non-English majors; (5) students with higher entrance exam English scores had stronger beliefs and higher levels of strategy use than those of lower scores; (6) college seniors believed more in foreign language aptitude and use test-taking strategies more often than freshmen; (7) students who had taken and passed an EFL exit test had stronger beliefs and higher levels of strategy use than those who had not taken a test. The results of this study support an association between learners’ beliefs and strategy use. Understanding students’ beliefs about language learning and the EFL exit test, as well as their use of language-learning, test-preparation, and test-taking strategies, may enable EFL teachers to help students develop effective language learning, test-preparation, and test-taking strategies and improve their English abilities and EFL exit test performance. The field of second language acquisition may also benefit from insights into students’ beliefs and their use of strategies in an EFL exit test environment. The EFL exit test may affect students’ beliefs about language learning and strategy use, such as their having stronger beliefs about the importance of vocabulary and higher levels of memory strategy use. / text

The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence that English is seen as the vehicle to the future. This study focuses on the factors that may influence the learning and teaching of Afrikaans as a second additional language in black schools in the Potchefstroom district. In order to achieve this task, a triangulation approach was used. A literature study was done to provide prior information to understanding the current language situation. Interviews were conducted with the respondents as well as the teachers of Afrikaans and the classes were observed and recorded. Questionnaires followed which were completed by the learners as well as their teachers. The objectives of the empirical study were to determine which factors might influence the teaching and learning of Afrikaans as an additional language for both the learners and the teachers, as well as to determine what the implications of such findings for the teaching and learning of Afrikaans as an additional language are. The findings of this study confirm the influence of several factors (socio-political, socio cultural and individual) on Afrikaans. The results indicated that there is a positive attitude towards Afrikaans and that the learners are eager to learn Afrikaans. What is clear, is that it is imperative to take note of these factors to guide the learners towards self regulated study, especially Afrikaans as an additional language. The results also revealed that the education of the teachers need to be addressed to prevent irrevocable damage to Afrikaans and to the relationships between the diverse cultures in our country. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence that English is seen as the vehicle to the future. This study focuses on the factors that may influence the learning and teaching of Afrikaans as a second additional language in black schools in the Potchefstroom district. In order to achieve this task, a triangulation approach was used. A literature study was done to provide prior information to understanding the current language situation. Interviews were conducted with the respondents as well as the teachers of Afrikaans and the classes were observed and recorded. Questionnaires followed which were completed by the learners as well as their teachers. The objectives of the empirical study were to determine which factors might influence the teaching and learning of Afrikaans as an additional language for both the learners and the teachers, as well as to determine what the implications of such findings for the teaching and learning of Afrikaans as an additional language are. The findings of this study confirm the influence of several factors (socio-political, socio cultural and individual) on Afrikaans. The results indicated that there is a positive attitude towards Afrikaans and that the learners are eager to learn Afrikaans. What is clear, is that it is imperative to take note of these factors to guide the learners towards self regulated study, especially Afrikaans as an additional language. The results also revealed that the education of the teachers need to be addressed to prevent irrevocable damage to Afrikaans and to the relationships between the diverse cultures in our country. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

This study intented to investigate the effects of activities based on role-play on ninth grade students&rsquo / achievement and attitudes at simple electric circuits. In this study, Physics Achievement Test was developed to evaluate students&rsquo / achievement on simple electric circuits and role-play activities about simple electric circuits were prepared. In addition, Physics Attitude Scale was administered to explore students&rsquo / attitude towards physics. The present study was conducted at one of the high schools in Acipayam during 2003-2004 Spring Semester with a total number of 104 (51 female and 53 male) 9th students from four classes of two physics teachers. One class of each physics teacher was assigned as experimental and instructed by role-play activities on the other hand the other classes of each physics teacher was as control group and instructed by traditional method. The teachers were trained for how to implement role-play activities in the class before the study began. Physics Attitude Scale and Physics Achievement Tests were applied twice as a pre-test and after a three-week treatment period as a post-test to both groups to assess and compare the effectiveness of two different types of teaching / role-play versus traditional teaching method. Data were collected utilizing Physics Achievement Test and Physics Attitude Scale. Data of this study were analyzed utilizing descriptive and inferential statistics. The scores of the post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). Experimental group compared to control group tended to favor a significant difference in the achievement. However the statistical analysis failed to show any significant differences between the experimental and control groups&rsquo / attitude towards physics at simple electric circuits.

The use of hypermedia for educational purposes gained a great deal of importance for educators. There are many opportunities provided to learners by these environments such as independence from time and place, availability and accessability of the course material, non-linear interaction that provides the learner to regulate his/ her own learning and so on. Although many advantages of hypermedia environment are suggested in the literature, there are also many studies concerning with learning in hypermedia environment concluding that many learners face with problems on these settings. This qualitative study aimed to investigate the affects of three important factors in terms of learning with hypermedia revealed by the literature / cognitive styles, computer competency levels, and domain knowledge levels of the students. To the purpose of the study, participants from a web-enhanced course were selected considering these factors, and interviews and observations were conducted to reveal their learning strategies. Results indicated some differences among the different cognitive style groups of students in terms of their preferred learning strategies. Computer competency levels of the students were also found to be quite important in terms of their patterns to use the hypermedia program. Students&rsquo / prior knowledge levels were also important in this study, since different needs and expectations were revealed related to the domain knowledge levels of the participants. Furthermore, a deep understanding about the behaviors, experiences, feelings, and expectations of the students in an instructional hypermedia environment related to suggested different characteristics were gained at the end of the study.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Harold Abeles. Includes bibliographical references (leaves 104-110).

Acompanha: Proposta de ensino: simulações de experimentos físicos utilizando o software Algodoo / Mediante os problemas enfrentados pelo ensino de física, a massificação da informação e a necessidade de utilizar os recursos tecnológicos em nossas práticas pedagógicas, o presente trabalho busca responder ao seguinte questionamento: Quais as contribuições que um software de simulação pode ter na aprendizagem dos conteúdos de cinemática e dinâmica? E, mediante ao problema apresentado, a presente pesquisa terá como objetivo geral verificar a adequação e a compreensão dos fenômenos físicos relacionados à cinemática e dinâmica por meio da produção e aplicação de simulações virtuais. Metodologicamente a pesquisa se caracteriza como aplicada, quantitativa e exploratória. Durante o desenvolvimento das atividades foram modelados no software Algodoo experimentos historicamente e conceitualmente importantes para os conteúdos de cinemática e dinâmica. O trabalho foi desenvolvido, no primeiro semestre de 2015, com duas turmas do 9º ano do Ensino Fundamental II de um colégio da rede particular da cidade de Maringá, interior do Paraná, Brasil. Em cada turma havia o número de 35 alunos. A fundamentação teórica consiste em um embasamento sobre a Teoria de Aprendizagem Significativa como proposta para o ensino de física tendo como avaliação os mapas conceituais e por fim uma discussão sobre a utilização de Tecnologias de Comunicação (TICs) no ensino de ciências em geral. Apresenta-se também uma descrição metodológica contendo a elaboração do instrumento de pesquisa no qual foi realizado uma contextualização histórica de cada experimento aplicado e o instrumento de coleta de dados. Posteriormente, foram organizadas as concepções prévias dos alunos antes da aplicação das atividades e os mapas conceituais construídos após o término do processo. Os resultados obtidos mostraram que a utilização do software pode contribuir na construção do conhecimento científico quando utilizado com práticas pedagógicas adequadas e, além disso, contribui para a mudança de postura dos alunos durante as aulas. / By the problems faced by the teaching of physics, the mass of information and the need of using technological resources in our teaching practices, this article seeks to answer the following question: What are the contributions that a simulation software can have on the content of learning kinematics and dynamics? And, by the problem presented, this research will have the overall objective to verify the adequacy and comprehension of physical phenomena related to kinematics and dynamics through the production and application of virtual simulations. Methodologically the research is characterized as applied, quantitative and exploratory. During the development of the activities they were modeled in experiments Algodoo software historically and conceptually important for kinematic and dynamic content. The study was conducted in the first semester of 2015 with two classes of the 9th grade of a particular elementary school in the city of Maringa, Paraná state, Brazil. In each class there was the number of 35 students. The theoretical framework consists of a basement on the Meaningful Learning Theory as a proposal for physics teaching with concept maps as an evaluation and finally a discussion about the use of communication technologies (ICT) in general science education. Furthermore, it presents a methodological description containing the preparation of the questionnaire was conducted in which a historical contextualization of each experiment and applied the data collection instrument. Later, they were organized the preconceptions of students before the implementation of activities and concept maps built after the end of the process. The results showed that the use of the software can contribute to the construction of scientific knowledge when used with adequated teaching practices and also contributes to the change in students' attitude in class.

La thèse se propose de documenter les domaines du développement de la compréhension écrite en L2 chez des publics de non-spécialistes et de l’intégration des technologies de l’information et de la communication pour l’enseignement en contexte vénézuélien. Pour ce faire, la recherche s’appuie sur la conception, la mise en œuvre et l’analyse de deux dispositifs d’apprentissage de l’anglais comme langue étrangère, distanciels, intégrant des outils collaboratifs dans le contexte de la faculté d’ingénierie de l’université de Carabobo au Vénézuéla. Ces deux dispositifs permettent le recueil de données de recherche et de données écologiques, qui sont structurées en corpus puis traitées. A partir de ces données hétérogènes, sont étudiés particulièrement les processus de collaboration entre élèves-ingénieurs dans des tâches de lecture en anglais L2, le développement des compétences en compréhension écrite et l’utilisation des dispositifs électroniques mobiles pendant ces tâches collaboratives. / This thesis proposes to document the fields of the development of the writing comprehension in L2 among non-specialist publics and the integration of the information and communication technologies for the teaching in Venezuelan context. In order to do this, this research is based on the design, implementation and analysis of two devices of learning English as a foreign language, distant, integrating collaborative tools in the context of the faculty of engineering of the University of Carabobo in Venezuela. These two devices allow the collection of researching data and ecological data, which are structured in corpus and then processed. From these heterogeneous data, the collaborative processes between student-engineers in L2 reading tasks, the development of written comprehension skills and the use of mobile electronic devices during these collaborative tasks

Learning styles and learning strategies describe students’ preferences while they are developing learning activities—grasping and transforming experience—, successfully integrating new and previous information—. 438 college students between 19 and 36 years old participated. Significant differences by sociodemographic and academic variables were verified both in styles and strategies in several dimensions, as well as significant associations between some strategies and the number of technological resources employed by students. Findings report the influence of specific strategies and styles on academic achievement, whereas styles and strategies vary in students according to academic and sociodemographic features. However certain styles and strategies significantly influencing academic achievement in students composing the whole sample were identified. / Los estilos y las estrategias de aprendizaje describen las preferencias de los estudiantes durante las actividades de aprendizaje que involucran el incorporar y conciliar exitosamente información novedosa con la preexistente. Los participantes fueron 438 estudiantes universitarios de diferentes carreras, entre 19 y 36 años. Los resultados evidencian diferencias significativas en algunas dimensiones de estilos y estrategias según variables sociodemográficas y académicas, así como asociaciones significativas entre algunas estrategias y la cantidad de recursos tecnológicos que emplean los alumnos. Se verificó la influencia de determinadas estrategias y estilos sobre el rendimiento académico. Estilos y estrategias varían en los estudiantes según características académicas y sociodemográficas. Se han aislado algunos estilos y estrategias que afectan significativamente el rendimiento de todos los educandos analizados. / Os estilos e as estratégias de aprendizagem descrevem as preferências dos estudantes em atividades de aprendizagem —incorporar e conciliar com sucesso informação nova com a preexistente—. Participaram na investigação 438 estudantes universitários de diferentes carreiras, com idades entre 19 e 36 anos. Acharam-se diferenças significativas em algumas dimensões de estilo e estratégias segundo variáveis sociodemográficas e académicas, tanto como associações significativas entre algumas estratégicas e a quantidade de recursos tecnológicos empregados pelos alunos. Checou-se a influência de determinadas estratégias e estilos sobre o rendimento académico. Estilos e estratégias variam nos estudantes conforme as características académicas e sociodemográficas. Foram isolados alguns estilos e estratégicas que afetam significativamente o rendimento dos alunos analisados.