Foreign Language Vocabulary Learning Strategies: Patterns of use among college students
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The least frequently used strategies by CBL students
Item no. Strategies Mean SD 37 I put labels on physical objects. 1.51 .94 30 I record new words on a phone, or computer and listen to them afterwards. 1.57 .99 38 I post new words on the wall or near my desk to help me memorize them. 1.59 .98 42 I schedule review sessions to review the words I have learned. 1.79 .88 31 I arrange words on a page to group them or to form a pattern. 1.93 1.21 33 I use a flash cards app on my phone or computer. 1.98 1.18 34 I play vocabulary games on my phone or computer. 2.04 1.11 28 I use rhymes. 2.05 1.23 43 I discuss with others about the methods or strategies of memorizing words. 2.09 1.12 46 I skip or pass new words when I read foreign language materials. 2.36 1.11 76 Table 41 The least frequently used strategies by ABL students Item no. Strategies Mean SD 38 I post new words on the wall or near my desk to help me memorize them. 1.45 .90 37 I put labels on physical objects. 1.49 .93 30 I record new words on a phone, or computer and listen to them afterwards. 1.50 .87 42 I schedule review sessions to review the words I have learned. 1.90 1.05 43 I discuss with others about the methods or strategies of memorizing words. 1.91 1.06 35 I read foreign language books, newspapers, magazines. 1.93 1.16 31 I arrange words on a page to group them or to form a pattern. 1.95 1.22 28 I use rhymes. 1.98 1.13 41 I write notes, messages, or emails to practice new words. 2.01 1.15 8 I group words together within a storyline. 2.20 1.07 The tables showed that strategies of putting labels (Item37, “I put labels on physical objects.”), posting words on walls (Item38, “I post new words on the wall or near my desk to help me memorize them.”), and recording new words (Item30, “I record new words on a phone, or computer and listen to them afterwards.”) were ranked as the three least used strategies for both groups. Other four strategies were also less used by both groups of students. They include: Item42, “I schedule review sessions to review the words I have learned.”; Item31, “I arrange words on a page to group them or to form a pattern.”; Item28, “I use rhymes.”; and Item 43, “I discuss with others about the methods or strategies of memorizing words.”. As shown in Table 40 and Table 41 as well as the t-tests results shown in Table 42, ABL students used strategies Item35 (reading foreign language books, newspapers) and Item 41 (writing in foreign language) significantly less than CBL students (t (103.61) =3.37, p=.001, d=.43; t (105.35) =3.39, p=.001, d=.22), while CBL students used strategies Item33 (using flash card apps) and Item34 (playing vocabulary games) significantly less than ABL students (t (142.27) =-4.25, p<.001, d=.46; t (136.53) =-2.09, p<.001, d=.45). 77 Table 42 Comparisons between CBL and ABL students in four least used strategies Levene's Test for Equality of Variances t df p Cohen’s d F p VLS 33 33.120 <.001 -4.251 142.27 <.001 .43 VLS 34 17.330 <.001 -2.094 136.53 .038 .22 VLS 35 9.017 .003 3.373 103.61 .001 .46 VLS 41 8.980 .003 3.392 105.35 .001 .45 Research Question Three Variables such as gender, major, and motivation are believed to have influence on the use of VLS. Research question three examines these issues. A series of factorial ANOVAs were conducted to examine the main effects of the affecting variables (gender, major, course level, academic level, and heritage learner status) and language type (ABL or CBL), on overall VLS use, and the interaction between language type and the affecting variables. The results are presented below. Female students from the CBL group scored highest among the four groups (M=2.98, SD=.44), whole male students from ABL group scored lowest (M=2.74, SD=.49). Gender Table 43 presents the means and standard deviations of each group by gender and language type, and of all participants regardless of the language group they are in. Table 43 Download 1.08 Mb. Do'stlaringiz bilan baham: |
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