The Effects of Meta-Discussion Strategies Toward Low English Proficiency Students in Oral English Performance

Kummin, Saadiah; Surat, Shahlan; Amir, Ruslin; Mohamad, Maslawati; Yunus, Melor Md

doi:10.21315/apjee2020.35.1.5

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students who want to improve their speaking abilities should employ strategy. The use of cognitive strategies in English learning could provide a positive influence on students' speaking ability such as receiving messages, practicing, analyzing, and reasoning for input and output learning (Kummin et al, 2020). This study was also similar in finding by (Wael et al, 2018) noted that the cognitive strategy was the most frequently used in improving students speaking skills such as pronunciation, and vocabulary.…”

Section: Language Learning Strategiessupporting

confidence: 80%

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

Marlin

Saehu²,

Yundayani³

2022

JEELS

View full text Add to dashboard Cite

The pandemic situation shifted the learning process from offline to online. It challenges the students in English learning, especially in learning their speaking ability. However, the students manipulated the strategies by utilizing online platforms or mobile phone applications accordingly to their learning experience. This study investigates students' language learning strategies and how the strategy is applied in learning speaking ability. The case study was carried out in a senior high school. The respondents are 64, who were chosen purposively to be involved in this study. The instruments of data collection were conducted by questionnaire and interview under Strategy Inventory for Language Learning. The results showed that 63 (95%) of students applied metacognitive strategies in the form of centering learning process, arranging, and planning learning strategies. Moreover, 61 or 91% of students used practicing, receiving, and sending messages of group cognitive strategies to motivate them to practice their speaking ability during online learning. Furthermore, less than 80% of social, memory, affective, and compensation. It recommended that the teacher be a facilitator by providing a good stimulus for the students to motivate themselves to be self-regulated

show abstract

Section: Language Learning Strategiessupporting

confidence: 80%

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

Marlin

Saehu²,

Yundayani³

2022

JEELS

View full text Add to dashboard Cite

show abstract

“…Nzeadibe et al (2019) investigated from research of learners and faculty members in a university of United States that academic procrastination is reason of less quality achievement, postponement in submission of assignments and lesser scores. After investigating the undergraduates from Canadian University, (Al-Zubeiry, 2019; Kummin et al, 2020) stated negative impact existed of academic procrastination upon grade point average and scores when learners didn't practice an advantage of procrastination, for example, concentration on the tasks in stress. Other studies (Hasan et al, 2021;Hooshyar et al, 2019) also demonstrated the academic procrastination significantly and negatively affects educational achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

ROLE OF META-COGNITIVE AWARENESS & PROCRASTINATION IN GENDER AND ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS

Khan

Iqbal²,

AHMAD

2023

JSRD

View full text Add to dashboard Cite

Few of learners cannot complete their academic tasks not because that they are unintelligent or dull, however because of postponement in completion of academic tasks and it is due to procrastination. This research study focused on exploring meta-cognitive awareness and procrastination and its effect on students’ achievement. Quantitative approach with survey technique was employed. Sample comprised of 700 students studying at undergraduate and postgraduate programs in HEIs, selected by paying multistage sampling. The instruments applied in present analysis were Metacognitive Awareness Inventory organized and standardized by (Schraw & Dennison, 1994) and Aitken Procrastination Inventory (Aitken, 1982) Results showed there exists significant difference in the meta-cognitive awareness and procrastination of students based on gender. It was found that there was a significant influence of meta-cognitive awareness in addition to procrastination on educational achievement of undergraduates & postgraduates in HEIs of Islamabad. So, it was suggested that students of various disciplines should be taught many strategies & procedures.

show abstract

“…For example, ELE in East Asian countries such as China, South Korea, and Japan has been identified as a necessary skill, which has motivated the development of various approaches and policies (Song, 2011;Hu and McKay, 2012). There have been at least three phases of English curriculum reforms by the Malaysian Ministry of Education directed toward improving students' English proficiency and teachers' professional development (TPD) (Rashid et al, 2017;Kummin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Studies of Teaching and Learning English-Speaking Skills: A Review and Bibliometric Analysis

2022

View full text Add to dashboard Cite

This study conducted a comprehensive historical review and bibliometric analysis of the literature on English-speaking (ES) education and mapped the current state of the field, trends, and emerging topics, as well as identified gaps where further research is needed. We retrieved 361 sample documents on ES teaching and learning in Scopus (2010–2021) under certain conditions and analyzed the extracted data using Excel and VOSviewer 1.6.17 from the perspectives of the number of yearly publications, countries, authors, citation numbers, and keywords. The findings show that the number of publications on ES education increased from 2010 to 2021, but there was a lack of sustained engagement with this topic by researchers. Countries with an ESL or EFL context focused more on the subject of ES, although studies from native ES countries were more influential. The research topics showed a multidimensional trend, covering communicative skills, language knowledge, assessment, teaching or learning methods, ICT-related applications, and cognitive factors, of which ICT-related applications (such as flipped classrooms, blended learning, and e-learning) and cognitive factors (such as motivation, anxiety, and affect) were the areas of focus. Students in higher institutions, rather than children, became the main research subject of ES education over the period studied.

show abstract

The Effects of Meta-Discussion Strategies Toward Low English Proficiency Students in Oral English Performance

Cited by 5 publications

References 0 publications

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

ROLE OF META-COGNITIVE AWARENESS & PROCRASTINATION IN GENDER AND ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS

Studies of Teaching and Learning English-Speaking Skills: A Review and Bibliometric Analysis

Contact Info

Product

Resources

About