Influence of Culture on Students’ Awareness of How and Why They Learn

Abstract

Purpose – The reason many Asian students fi nd student-centred learning challenging may be due to cultural factors present in every human interaction between individuals. This study attempts to determine the infl uence of these cultural factors on students’ awareness of how and why they learn. Method – A sample of 12 students enrolled in a two year diploma course in a Malaysian university was interviewed, using a semistructured interview protocol, on the students’ perceptions and experiences when learning. The results were analysed qualitatively using the interpretive approach. Findings – The results show that students rely on their teachers for information, implying a high power distance as well as low individualism, and are not inclined to explore on their own. These students readily approach their friends rather than teachers for help with their assignments. They also hold their parents’ opinions in high regard. Significance – The results of this study are important for teachers when implementing student-centred learning. It will be challenging for Malaysian students to respond well to this form of learning strategy as it requires a certain amount of independent learning as well as risk-taking behaviour which these students seem to lack.

The Significance of EFL Learners’ Criteria Awareness of Task-Based Language Teaching

“…This kind of phenomenological study of SLA requires analyzing questionnaire to ask learner's experience, conscious way of learning, and manner of perception of the knowledge (Marton, 1996). According to Choy et al (2014), the questionnaire in each level provided feasible data as a measure of their learning awareness. The study by Choy et al (2014) showed that all students had awareness of how and why they learned.…”

“…According to Choy et al (2014), the questionnaire in each level provided feasible data as a measure of their learning awareness. The study by Choy et al (2014) showed that all students had awareness of how and why they learned. Thus, L2CAQ consists of 30 question items which focused on criteria awareness.…”

The Process of English Language Teaching in the 2013 Curriculum

“…Therefore, the learning process can be understood as an activity carried out by teachers and students in the context of giving reinforcement, direction and motivation so that students achieve certain learning outcomes. In addition, what is an important point in the learning process must focus on students (Choy, Sedhu, Liew, et al: 2015). Bonnor and Caro (2012) revealed that good learning must focus on the level of intellectual quality that produces an in-depth understanding of important concepts, skills, and ideas.…”

Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom

“…Students seem to just reproduce and apply new information presented or made available by the lecturer while their engagement in the class is quite low (Doyle, 2008;Konopka, Adaime, & Mosele, 2015). Choy et al (2015) examined the impact of cultural factors on students' awareness of their way of leaning and found that Asian students are inclined to depend on the teachers to get knowledge or information and are not interested to explore on their own. Students in such an environment would only be learning on the surface compared to deep learning.…”

“…While the previous research on fostering student active learning and self-confidence through presentation (Briggs, 2014;Shaw, 2001;Tuncel, 2015) and peer evaluation (Baranowski & Weir, 2011;Boud & Molloy, 2013;Carless, 2007;Weimer, 2013) claim to be quite effective, the implementation of these kinds of learning approach in our context raises quite significant free-riding learning behaviour among students; hence active learning does not prevail in every individual student. The cultural aspect could be contributing to such learning behaviour (Choy et al, 2015).…”