Learner variables as predictors of ESL proficiency

Dreyer, Carisma; Walt, J.L. Van der

doi:10.5785/8-1-332

Cited by 3 publications

(2 citation statements)

References 90 publications

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“…Studies of EFL learners in various countries revealed evidence that metacognitive strategies are often strong predictors of L2 proficiency (Dreyer & Oxford, 1996).…”

Section: Metacognitive Strategiesmentioning

confidence: 99%

Metacognitive Strategies in Academic Writing

Goctu

2017

JEBS

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Among all the learning strategies, metacognitive strategy is a higher-order executive skill which entailsplanning, monitoring and evaluating. Once learners have a good command of a metacognitive strategy, they willbecome more independent and autonomous and will be more capable of planning, monitoring and evaluatingtheir learning process and thus become efficient learners. This research aims to investigate whether freshmenstudents at the Faculty of Computer Technologies and Engineering at International Black Sea University (Tbilisi,Georgia) use metacognitive learning strategies (MLS) in their academic writing and they are aware of them; also,to find out whether their lecturers provide the development of MLSs in the classroom. In a class there were 20students, however, just 15 volunteered to respond the interview questions. The findings showed that less thanhalf of the participants used and were aware of metacognitive learning strategies. Although teachers mentionedsuch strategies during the classes, less than half of the 15 respondents used them or were aware of them. Thispaper, therefore, intends to introduce metacognitive instruction in order to raise EFL writing instructors’awareness in teaching and in order to train students to become self-regulated learners.

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“…Studies of EFL learners in various countries revealed evidence that metacognitive strategies are often strong predictors of L2 proficiency (Dreyer & Oxford, 1996).…”

Section: Metacognitive Strategiesmentioning

confidence: 99%

Metacognitive Strategies in Academic Writing

Goctu

2017

JEBS

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“…In the same vein, some researchers have attempted to isolate particular learner variables which might enhance or hinder progress in learning a foreign or second language (Chapelle & Roberts, 1986;Reid, 1987;Wenden & Rubin, 1987; O'Malley & Chamot, 1990; Oxford, 1990;Skehan, 1991). As cited in Dreyer and Vander Walt (1994), various research identified a number of variables that account for some of the differences in how students learn, including attitude and motivation (Gardner & Lambert, 1972;Gardner & Smythe, 1975;Gardner, Smythe, & Brunet, 1977), personality type/traits (Chastain, 1975;Guiora et al, 1975;Brodkey & Shore, 1976;Busch, 1982), learning styles (especially the field dependence/independence distinction) (Witkin et al, 1977a(Witkin et al, , 1977bBirckbichler & Omaggio, 1978;Hosenfeld, 1979;Hansen & Stansfield, 1981, 1982Chapelle & Roberts, 1986;Ried, 1987), and language learning strategies (Bialystok & Frö hlich, 1978;Bialystok, 1981;Wenden, 1983Wenden, , 1986aWenden, , 1986b; O'Malley, Chamot, Stewner-Manzanares, Kupper, & Russo, 1985a, 1985bWenden & Rubin, 1987;Oxford, 1989; O'Malley & Chamot, 1990; Oxford, 1990). By the same token, in recent years there has been an increasing awareness of the necessity in second or foreign language research and teaching to investigate cognitive aspects and gender differences that have undeniable effects on language learning and teaching.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners

Niroomand¹,

Rostampour²

2014

TPLS

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Abstract-Most of the research which has investigated the relationship between effective learners' variables and language proficiency allows the researcher to quantify the strength of the relationship. The scope of this paper limited to examining the role of field dependence/independence cognitive styles and gender differences on EFL learners' lexical knowledge. To attain the goals of the research, a number of EFL learners sat through the Vocabulary Size Test (VST) as well as the Group Embedded Figures Test (GEFT). The findings of the study indicate the need for caution when concluding that cognitive styles of field dependence/independence affect lexical knowledge in the absence of tests for possible interactions between FD/FI and other variables, including gender differences that may influence vocabulary knowledge. By the same token, understanding the effective role of students' cognitive aspects and gender will enable teachers and researchers to design appropriate materials and activities to help students enhance their lexical competence.

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Teacher–student style wars in South Africa: the silent battle

Dreyer

1998

System

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Learner variables as predictors of ESL proficiency

Cited by 3 publications

References 90 publications

Metacognitive Strategies in Academic Writing

Metacognitive Strategies in Academic Writing

The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners

Teacher–student style wars in South Africa: the silent battle

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