Value And Resource Management Strategies Among Students Of Arabic As A Third Language Course

Yusri, Ghazali; Rahimi, Nik Mohd; Wah, Wan Haslina

doi:10.1016/j.sbspro.2011.11.406

Cited by 6 publications

(7 citation statements)

References 29 publications

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“…In contrast, the current finding also showed that MS, ES, TM, Persistent, and HS were significantly different between Year One, Year Two, Year Three and Year Four learners. The findings were consistent with Xuan et al (2020) and inconsistent with Yusri (2010) and Yusri et al (2011Yusri et al ( , 2013. Interestingly, Year One and Year Four learners had high levels of MS, ES, TM, Persistent, and HS, and Year Three and Year Two learners had lower levels than the others.…”

Section: Discussionmentioning

confidence: 50%

“…The past empirical study above had indicated, the various roles of gender and study experience are played in SRLs. Several researchers mentioned that male and female students demonstrated differences in using SRLs in their learning (Ablard & Lipschultz, 1998;Zimermann & Martinez-Pons, 1986; Abbasnasab, 2012), some were not (Yusri, 2010;Yusri, Rahimi, & Wah, 2011;Xuan et al, 2020). And some more (Xuan, Azhar, & Muin Ismail, 2020) reported study experience was significantly predict SRLs.…”

Section: Literature Reviewmentioning

confidence: 99%

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Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Di¹,

Zailani²,

Ismail³

2020

MOJEM

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It is evident that academic self-management is one of the skills which predict and improve students' academic outcomes. The present study investigated students' academic self-management skills (ASMS) by studying their self-regulated learning strategies (SRLs) and explored whether SRLs predict students' academic performance, as well as gender and year of study differs in SRLs among undergraduate students in Malaysia. The study was conducted with a quantitative survey methodology by distributing a questionnaire to six public universities in Malaysia. A total of 317 university undergraduate students participated in the current study of self-regulated online learning questionnaire (SOL-Q). Hypothesis testing was done by using inferential analysis in SPSS Version 22. Quantitative data analysis showed that students have a medium level of SRLs. The results varied based on the study years of the students in SRLs, but, not on their gender. The metacognitive skills are found influential on students' academic outcomes (GPA). The study has reflected the need to enhance students' SRLs to develop 21st-century skills for lifelong learning. The implications of the results for language learning and educational practices may be suitable for students and instructors of the faculty.

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Section: Discussionmentioning

confidence: 50%

Section: Literature Reviewmentioning

confidence: 99%

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Di¹,

Zailani²,

Ismail³

2020

MOJEM

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“…One of the variables which can be supportive is values. The intended concept of values covers intrinsic goals, extrinsic goals, task values (Yusri, Rahimi, & Wah, 2011;Zimmerman, Bandura, & Martinez-Pons, 1992).The study conducted by Yusri et al (2011) found that there was a significant correlation between values, regarding certain subjects, and the resource management strategy. The higher the values of the student, the more effective was the use of the resource management strategy.…”

Section: Discussionmentioning

confidence: 99%

Self-Regulated Learning for New Tertiary Students in the Bachelor of Psychology Degree Course

2018

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The transition from senior high-school to university is an important phase for new tertiary students to which they must adapt, particularly in academic matters. This study was conducted with new students (n = 95), commencing studies in 2017 at the Faculty of Psychology, Universitas Padjadjaran, Bandung, West Java, to obtain a picture of their abilities in self-regulated learning. The Bachelor of Psychology course, which is a Science subject, involves a great deal of social science, and so requires a unique study strategy, to enable new students to adapt in the academic field. This study utilized the Motivation Strategy Learning Questionnaire (MSLQ) measurement instrument scale, supplemented by a survey questionnaire regarding academic results. Some 70% of new tertiary students in the Bachelor of Psychology (BPsych) course organized their goals and regulated their motivation internally (internal goal motivation). The study strategy most used to regulate their cognition was elaboration, whilst there still tended to be a few who capitalized upon peer learning and critical thinking strategies in their learning processes (40%). The aspects of effort regulation and help seeking were found to be able somewhat to predict their Student Achievement Index (Indeks Prestasi Siswa–IPS). For this reason, the learning environment needs to be conditioned so that these two aspects are facilitated optimally.

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“…Learners employing resource-management strategies optimise their study environment, prioritise tasks, and effectively utilise available materials. Biwer et al (2021) and Yusri et al (2011) have identified four key components that comprise resource management strategies, namely time and study management, effort regulation, peer learning, and aid seeking. On the whole, efficient resource management contributes to a structured and productive learning process, ultimately enhancing overall learning outcomes.…”

Section: Literature Review 21 Learning Strategiesmentioning

confidence: 99%

Exploring Effective Learning Strategies In Arabic Language Through The Arcs Model

Md Sallehuddin,

Ammar,

Mohammed Raffi

et al. 2024

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Learning a foreign language is challenging for non-native speakers. Thus, choosing the best Language Learning Strategies (LLS) is important in learning a foreign language, especially for the Arabic language. The LLS used will be able to help the students to motivate and enhance the language learning to the optimal level. This study aims to investigate the outcome of the ARCS Model in Arabic Language student's learning strategies, focusing on attention, confidence, satisfaction and the relationships between all three motivation aspects. A quantitative survey consisting of 41 questions was divided into four sections: demographic profile, attention and relevance, confidence, and satisfaction. The survey was distributed to 182 respondents who took Arabic as a third language in a public university. Data was analysed using SPSS Frequency Statistics. The findings showed the highest mean score for the ARCS model in motivation was in satisfaction items. Regular attendance to class and help-seeking show the highest mean score in both items. Students seek help from others when having difficulties in learning the Arabic language. This study helped educators to identify the best teaching models and methods for learning the language to motivate the students for example, group work, presentation and others.

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Value And Resource Management Strategies Among Students Of Arabic As A Third Language Course

Cited by 6 publications

References 29 publications

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Self-Regulated Learning for New Tertiary Students in the Bachelor of Psychology Degree Course

Exploring Effective Learning Strategies In Arabic Language Through The Arcs Model

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