News Update on Learning Strategy Research: Sep – 2019

Learning Strategy Applications with Students of English as a Second Language

Recent analysis on psychological feature has indicated the importance of learning methods in gaining command over second language skills. Despite these recent advancements, necessary analysis queries associated with learning methods stay to be answered. These queries concern 1) the vary and frequency of learning strategy uses by students learning English as a second language (ESL) and 2) the results of coaching in learning methods on English skills. This study, that was conducted with highschool ESL students, was allotted in 2 phases like the 2 analysis queries. In Phase I, ESL students and their academics were interviewed to spot methods related to a variety of tasks generally found in ESL school rooms and in alternative settings. Results indicated that students used a range of learning methods however generally used a lot of acquainted methods and applied them to discrete‐point instead of integrative tasks. [1]


This chapter begins with definitions and an outline of strategies wont to establish learners’ ways, then summarizes what we’ve learned from the big range of descriptive studies of ways reported  by language learners. analysis on learning ways encompasses a history of solely concerning thirty years, and far of this history has been noncontinuous. The Eighties and early Nineteen Nineties were a amount of considerable analysis on learning ways, abundant of it descriptive. this era was followed by an obvious loss of interest in learning ways, judgment by restricted reported  analysis and few connected conference displays. Recently, however, variety of recent investigations have invigorated the sphere. the main focus of the chapter is on the evolution of analysis on learning strategy intervention studies, the problems that have emerged from this analysis, and metacognitive models that may be helpful within the language schoolroom. The discussion concludes by kicking off directions for future analysis. [2]

Language Learning Strategy Use of Bilingual Foreign Language Learners in Singapore

This study, exploitation Oxford’s 80‐item Strategy Inventory for learning (SILL), examines the self‐reported learning strategy use of 678 university students learning Japanese and French as foreign languages in Singapore. The study differs from previous SILL studies in this the participants were bilingual from a philosophy setting, and therefore the use of all eighty methods was examined. Relationships between background variables and overall strategyuse were investigated exploitation analysis of variance. Results were vital for motivation, self‐rated proficiency, and language studied, with motivation considerably interacting with language studied. the employment of every strategy by proficiency and additionally by gender was investigated exploitation chi‐square. [3]

Supervised Domain Adaptation for Automatic Sub-cortical Brain Structure Segmentation with Minimal User Interaction

In recent years, some convolutional neural networks (CNNs) are planned to section sub-cortical brain structures from resonance pictures (MRIs). though these ways offer correct segmentation, there’s a reliability issue concerning segmenting imaging volumes from totally different image domains – e.g., variations in protocol, scanner, and intensity profile. Thus, the network should be retrained from scratch to perform equally in numerous imaging domains, limiting the pertinence of such ways in clinical settings. during this paper, we have a tendency to use the transfer learning strategy to unravel the domain shift drawback. [4]

Effectiveness of Brain-based Learning Strategy on Students’ Academic Achievement, Attitude, Motivation and Knowledge Retention in Electrochemistry

The purpose of this study was to look at the impact of Brain-Based Learning strategy on students’ educational accomplishment, attitude, motivation and information retention in chemical science. The study used a pretest-posttest quasi-experimental style. a complete of eighty seven Senior Secondary 2 students from 2 intact categories from North-Eastern a part of African nation with a median age of seventeen years of 2015/2016 session participated during this study. one in every of the categories served because the experimental cluster that used Brain-Based Learning (N=40) whereas the opposite was management cluster that used Lecture-Based pedagogy (N=47). information were collected through accomplishment check, perspective and motivation scales. the info collected were analyzed with means that, freelance t-test, and Analysis of Covariate that were accustomed compare the groups’ scores. [5]


[1] O’MALLEY, J.M., Chamot, A.U., Stewner‐Manzanares, G.L.O.R.I.A., Russo, R.P. and Küpper, L., 1985. Learning strategy applications with students of English as a second language. TESOL quarterly, 19(3), (Web Link)

[2] Chamot, A.U., 2005. Language learning strategy instruction: Current issues and research. Annual review of applied linguistics, 25, (Web Link)

[3] Wharton, G., 2000. Language learning strategy use of bilingual foreign language learners in Singapore. Language learning, 50(2), (Web Link)

[4] Supervised Domain Adaptation for Automatic Sub-cortical Brain Structure Segmentation with Minimal User Interaction
Kaisar Kushibar, Sergi Valverde, Sandra González-Villà, Jose Bernal, Mariano Cabezas, Arnau Oliver & Xavier Lladó
Scientific Reportsvolume 9, Article number: 6742 (2019) (Web Link)

[5] Uzezi, J. and Jonah, K. (2017) “Effectiveness of Brain-based Learning Strategy on Students’ Academic Achievement, Attitude, Motivation and Knowledge Retention in Electrochemistry”, Journal of Education, Society and Behavioural Science, 21(3), (Web Link)

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