The Effects of Cognitive Styles on the Use of Hints in Academic English: A Learning Analytics Approach

Autor/inn/en	Chen, Sherry Y.; Yeh, Chia-Chi
Titel	The Effects of Cognitive Styles on the Use of Hints in Academic English: A Learning Analytics Approach
Quelle	In: Educational Technology & Society, 20 (2017) 2, S.251-264 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Cognitive Style; Language Usage; English for Academic Purposes; English (Second Language); Second Language Learning; Quasiexperimental Design; College Students; Foreign Countries; Questionnaires; Qualitative Research; Statistical Analysis; Student Behavior; Correlation; Scores; Computer Assisted Testing; Language Skills; Learning Strategies; Chinese; Cues; Taiwan + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Ausland; Fragebogen; Qualitative Forschung; Statistische Analyse; Student behaviour; Schülerverhalten; Korrelation; Language skill; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; China; Chinesen; Stichwort
Abstract	Various hints have been proposed to scaffold students. Such hints can be broadly divided into direct hints and indirect hints. On the other hand, individual differences existed among learners. In particular, cognitive styles greatly affect student learning. However, there is a lack of studies to investigate how cognitive styles affect students' reactions to the use of hints in the context of academic English. To address this issue, this study aimed to examine the effects of cognitive styles on the use of hints in such a context. To obtain deep understandings, a learning-analytics approach was applied in this study, including quantitative measurement, qualitative evaluation and lag sequential analyses. The results from the quantitative measurement indicated that the frequencies of using Chinese hints and synonym hints were significantly associated with Serialists' task scores while such significant correlations were not found for Holists. The results from the qualitative evaluation showed that Holists favored to use synonym hints while Serialists preferred to use Chinese hints. The results from the lag sequential analyses suggested that Holists demonstrated iterative behavior while Serialists showed sequential behavior. In summary, cognitive styles have considerable influences on students' learning patterns in the context of Academic English. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01