A Mixed-Methods Investigation of the Effectiveness and Perceptions of Learning English Collocations Using the Keyword Method and the Rote Learning Method.

This study investigated the effectiveness, as well as EFL learners' perceptions, of the keyword method (KWM) in comparison to the rote learning method (RLM) for the learning of English collocations. A controlled laboratory-like setting was adopted for randomly assigning participants to the KWM group (n = 15) or the RLM group (n = 15). After receiving training on the use of the respective strategy, the two participant groups applied the respective strategy to the learning of collocations. Collocations were assessed at three different time periods, and additional data regarding perceptions of the two strategies were elicited through one-on-one post hoc interviews. The quantitative data revealed that the KWM was superior to the RLM in terms of the long-term retention of productive collocation knowledge; knowledge of adjective-noun collocations was retained better than verb-noun collocations. The qualitative data revealed that participants deemed that the KWM was unfamiliar but effective. Additionally, participants claimed that the RLM was facile but may result in a high rate of forgetting. The pedagogical implications are that foreign language teachers should encourage language learners to use the KWM for learning English collocations. Although the KWM has been recommend by many researchers, it is still rarely advocated for by foreign language instructors. Therefore, it is important that both EFL learners and teachers should be aware of the KWM's long-term retention effects on the learning of English collocations and apply this vocabulary learning strategy (VLS) in their actual learning and teaching context.

EFL learning, personality trait, and distance language learning: A Positive Psychology Perspective / Aprendizaje EFL, rasgo de personalidad y aprendizaje de idiomas a distancia: una perspectiva de psicología positiva

This research study seeks to study the role of rote learning (RL) in language learning strategies by Chinese EFL students. This research reflects on the culturally aware perceptions of Chinese EFL students about their RL memory techniques' expectations rather than others (MSs). Literature shows that Chinese students of EFL are generally thought to be RL-dependent and passive students. Although recent studies have given new explanations of principles of personality traits in contemporary secular cultures (CHCs), there seems to be no particular or structural inquiry into how and why Chinese students retain their belief. This research study is based on quantitative primary data collected through questionnaires for further data analysis using the smart PLS software to measure the positive psychology perceptive of Chinese EFL learner, all personality traits, and distance from language learning. Descriptive statistics, the one-way ANOVA test, reliability test, and the test of equality measure the results related to Chinese EFL learners and their personality traits from a psychological perspective. The research found that there is a significant and positive relation between EFL learners, personality traits, and distance language learning, positively impacting the psychological perspectives.(AU)

Gaining Mathematical Understanding: The Effects of Creative Mathematical Reasoning and Cognitive Proficiency.

In the field of mathematics education, one of the main questions remaining under debate is whether students' development of mathematical reasoning and problem-solving is aided more by solving tasks with given instructions or by solving them without instructions. It has been argued, that providing little or no instruction for a mathematical task generates a mathematical struggle, which can facilitate learning. This view in contrast, tasks in which routine procedures can be applied can lead to mechanical repetition with little or no conceptual understanding. This study contrasts Creative Mathematical Reasoning (CMR), in which students must construct the mathematical method, with Algorithmic Reasoning (AR), in which predetermined methods and procedures on how to solve the task are given. Moreover, measures of fluid intelligence and working memory capacity are included in the analyses alongside the students' math tracks. The results show that practicing with CMR tasks was superior to practicing with AR tasks in terms of students' performance on practiced test tasks and transfer test tasks. Cognitive proficiency was shown to have an effect on students' learning for both CMR and AR learning conditions. However, math tracks (advanced versus a more basic level) showed no significant effect. It is argued that going beyond step-by-step textbook solutions is essential and that students need to be presented with mathematical activities involving a struggle. In the CMR approach, students must focus on the relevant information in order to solve the task, and the characteristics of CMR tasks can guide students to the structural features that are critical for aiding comprehension.

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

ABSTRACT Fostering innovation and creativity is a priority in the science and education policy agenda of most countries, which have advocated that innovative minds and processes will boost scientific and economic growth. While our knowledge society has embraced this view, fostering creativity is among the major challenges faced by educators and policymakers. For example, plagiarism, which may be considered a form of imitation and repetition, is a global concern at schools and universities. However, most discussions focus on academic integrity, which, we believe, leaves some gaps in the approach to the problem. As part of an ongoing project on plagiarism, science and education policy, we show results from a survey sent to 143 high-school science teachers at one of the most highly regarded federal schools in Brazil. Among respondents (n=42), about 50% admit that students plagiarize in assignments. Additionally, many of these educators suggest that the way biology, chemistry and physics are taught at school stimulates more repetition than creativity. Our findings are consistent with the need for a broader perspective on plagiarism and with initiatives to stimulate creativity and critical thinking among students. Although we offer a perspective from Brazil, it may illuminate current discussions on plagiarism, particularly in emerging countries.