Affect and strategy use in independent language learning

Affect is about emotions and feelings, moods and attitudes, anxiety, tolerance of ambiguity and motivation. For some it is also connected with dispositions and preferences (Oatley & Jenkins, 1996). It is generally accepted that the affective domain encompasses a wide range of elements which reflect the human side of being, and play a part in conditioning behaviour and influencing learning. We are becoming more knowledgeable about the importance of attention to affective factors, but there is still a huge gap in terms of our knowledge of the affective strategies that students use or could use to promote more effective language learning. Moreover, the research that has been carried out into affect over several years has largely concentrated on language learning in the classroom (Arnold, 1999; Ehrman, 1996; MacIntyre, 1999; Young, 1999) with very few studies devoted to independent learning settings. Independent language learners, whether learning through self-access, distance or other modes, are a fast-growing group, and we need to know more about them, in particular the ways in which their affective needs differ from those of classroom learners (Harris, 2003; Hurd, 2002; White, 2003). This chapter investigates affect and strategy use in independent settings. It looks first at the concept of affect and its interrelationships with other domains, continues with an exploration of strategy definitions and classification schemes in relation to affect, and concludes with a study carried out with a small group of distance language learners using think-aloud verbal protocols

Effective use of data in waste strategy planning in the UK

Effective waste strategy planning for sustainable and integrated waste management is predicated on high-quality information. However a review of recent local authority waste strategies in England, part of a research project into effective use of data and analysis in waste strategy planning carried out by researchers at the Open University, showed little evidence of being based on thorough analysis. Lack of good data on many aspects of performance restricts what can be achieved in planning better integrated, more sustainable waste management provision. This paper draws from the results of that project and illustrates improvements that could be achieved by using better quality data and analysis to inform decision making. The research explored the use of various types of information and analysis including compositional analysis and establishing diversion rates; scenario building; applications of geographical information systems; understanding and measuring public participation; the use of trials to collect relevant data; and understanding of the effects of recycling schemes on residual waste composition. The general principals and methodologies of each approach are illustrated by examples derived from the authors’ analysis and interpretation of local authority data provided by case study partners, and show how local data can provide relevant and effective local answers

Appraisal and coping strategy use in victims of school bullying

The aims of the paper are to examine the factor structure of a coping measure that is directly comparable with the adult literature; to examine the content of pupils' threat and challenge appraisals concerning bullying; and to examine the relationships between appraisals and coping strategy use within the victims of school bullying. Halstead et al.'s Revised Ways of Coping Checklist can be used to measure coping amongst child and adolescent victims of bullying. Furthermore, including appraisal variables improves our understanding of individual differences between victims' coping strategy choices

Intern Self-Care: An Exploratory Study Into Strategy Use and Effectiveness

In this exploratory study, 363 interns were surveyed to assess the frequency of use and effectiveness of self-care strategies used during the internship year. Among the most frequently used strategies were family and friend social support, active problem solving, and humor. The most effective strategies were family and friend social support, seeking pleasurable experiences, and humor. A strong positive relationship was found between total scores for Frequency and Effectiveness subscales, and women reported significantly more use and effectiveness of strategies. Recommendations and resources are provided for interns and internship sites that seek to further understand and encourage intern self-care

The use of additional information in problem-oriented learning environments

Self-directed learning with authentic and complex problems (problem-oriented learning) requires that learners observe their own learning and use additional information when it is appropriate – e.g. hypertextual information in computer-supported learning environments. Research results indicate that learners in problem-oriented learning environments often have difficulties using additional information adequately, and that they should be supported. Two studies with a computer-supported problem-oriented learning environment in the domain of medicine analyzed the effects of strategy instruction on the use of additional information and the quality of the problem representation. In study 1, an expert model was used for strategy instruction. Two groups were compared: one group with strategy modeling and one group without. Strategy modeling influenced the frequency of looked-up hypertextual information, but did not influence the quality of learners' problem representations. This could be explained by difficulties in applying the general hypertext information to the problem. In study 2, the additional information was presented in a more contextualized way as graphical representation of the case and its relevant concepts. Again, two groups were compared: one with a strategy instruction text and one without. Strategy instruction texts supported an adequate use of this graphical information by learners and had an effect on the quality of their problem representations. These findings are discussed with respect to the design of additional help systems in problem-oriented learning environments

Listening comprehension and strategy use: a longitudinal exploration

This paper examines the development of strategy use over 6 months in two lower-intermediate learners of L2 French in secondary schools in England. These learners were selected from a larger sample on the basis of their scores on a recall protocol completed after listening to short passages at two time points: one was consistently a high scorer; the other one, a low scorer. Qualitative data on these two learners’ strategic behaviour were gathered at the two time points from verbal reports made by learners while they were completing a multiple-choice listening task. Our results show a high degree of stability of strategy use over the time period, with pre-existing differences between the high and low scorer persisting. The theoretical and pedagogical implications of these findings are discussed