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ED 303 Research No.2

This document contains summaries of 3 research articles on individual learning differences: 1. The first examines the interface between research on cognitive factors, personality, and teaching practice in second language acquisition. It outlines key findings and their implications for instruction. 2. The second investigates social and educational context factors affecting Ethiopian students' attitudes towards learning English. It found positive attitudes influenced by peers and parents, but negative impacts from classroom environments. 3. The third examines the relationship between learning styles and educational achievement among Iranian high school students. It supports the benefits of professional learning communities in transforming schools.

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Cherry Aduan
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120 views4 pages

ED 303 Research No.2

This document contains summaries of 3 research articles on individual learning differences: 1. The first examines the interface between research on cognitive factors, personality, and teaching practice in second language acquisition. It outlines key findings and their implications for instruction. 2. The second investigates social and educational context factors affecting Ethiopian students' attitudes towards learning English. It found positive attitudes influenced by peers and parents, but negative impacts from classroom environments. 3. The third examines the relationship between learning styles and educational achievement among Iranian high school students. It supports the benefits of professional learning communities in transforming schools.

Uploaded by

Cherry Aduan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM- MORONG


Province of Rizal

INSTITUTE OF GRADUATE STUDIES


Morong Campus

Name of Student : CHERRY M. ADUAN


Course : DOCTOR OF PHILOSOPHY
major in EDUCATIONAL MANAGEMENT
Subject : Ed 303 – ADVANCED PSYCHO-SOCIO &
CULTURAL FOUNDATION OF
EDUCATION
Professorial Lecturer : DR. GLORIA P. SARABIA

Topic: INDIVIDUAL LEARNING DIFFERENCES

Research Title No. 1 : THE INTERFACE BETWEEN RESEARCH ON INDIVIDUAL


DIFFERENCE VARIABLES AND TEACHING PRACTICE: THE
CASE OF COGNITIVE FACTORS AND PERSONALITY

Researcher: Adriana Biedroń Pomeranian University, Słupsk, Poland [email protected]


Mirosław Pawlak Adam Mickiewicz University, Kalisz, Poland State University of Applied
Sciences, Konin, Poland [email protected]

Abstract:

While a substantial body of empirical evidence has been accrued about the role of
individual differences in second language acquisition, relatively little is still known about
how factors of this kind can mediate the effects of instructional practices as well as how
empirically-derived insights can inform foreign language pedagogy, both with respect to
shaping certain variables and adjusting instruction to individual learner profiles. The
present paper is an attempt to shed light on the interface between research on
individual difference factors and teaching practice, focusing upon variables which do not
easily lend themselves to external manipulation, namely intelligence, foreign language
aptitude, working memory and personality, with the role of the last of these in language
learning being admittedly the least obvious. In each case, the main research findings
will briefly be outlined, their potential for informing instruction will be considered, and, in
the final part, the caveats concerning practical applications of research on the variables
in question will be spelled out.

Keywords: individual differences; intelligence; foreign language aptitude; working


memory; personality

Reference: https://files.eric.ed.gov/fulltext/EJ1134371.pdf
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM- MORONG
Province of Rizal

INSTITUTE OF GRADUATE STUDIES


Morong Campus

Research Title No. 2 : FACTORS AFFECTING THE ATTITUDES OF STUDENTS


TOWARDS LEARNING ENGLISH AS A FOREIGN LANGUAGE

Researchers: Addisu Sewbihon Getie, Maria Popescu


Abstract:
This study aimed at investigating on factors affecting the attitudes of grade 10
students towards learning EFL in Debremarkos Comprehensive Secondary School in
Debre Markos town, Ethiopia. The researcher randomly selected 103 sample students
(10%) out of the total population (1030) for the study. In order to gather data, a
questionnaire was carefully and systematically adapted and designed. Nine sample
students were also selected purposely for focus group discussion, and Grade 10
English teachers were selected for the interview. Then, the data were analyzed
quantitatively and qualitatively. The findings of the study mainly showed that the
attitudes of grade 10 students towards learning EFL is positive. There are social factors
(e.g., English native speakers, peer groups and learners’ parents) affecting students’
attitudes positively. On the other hand, educational context factors like English language
teachers, the English language learning situations (e.g., the classrooms, arrangements
of seats and the physical learning environment) had negative impacts on students’
attitude. However, the findings showed that target language learners have positive
attitudes towards the other educational context factor that is the English textbook of
grade 10 which means English as a foreign language teaching materials in the study’s
context affect students’ attitudes positively. By lowering the psychological variables (i.e.
affective filters) for the target language learners, it is possible to aid the language
learning process. Thus, as the implication of this study considers, the physical learning
environment should be improved, and to achieve this, the government should work in
conjunction with the school principals, teachers and societies.
Reference: https://www.tandfonline.com/doi/full/10.1080/2331186X.2020.1738184

Research Title No. 3 : THE STUDY OF LEARNING STYLES AND ITS RELATIONSHIP
WITH EDUCATIONAL ACHIEVEMENT AMONG IRANIAN HIGH
SCHOOL STUDENTS

Researchers: Maria Rezaeinejada , Akbar Azizifara*, Habib Gowharya

Abstract:
With research supporting the benefits of professional learning communities in
transforming schools, school leaders need insight and understanding into how to lead
the organization toward successful implementation. The purpose of this study was to
examine the role of the principal in developing and sustaining professional learning
communities in elementary school settings. The exploratory, sequential, mixed method
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM- MORONG
Province of Rizal

INSTITUTE OF GRADUATE STUDIES


Morong Campus

case study was conducted using Hord’s (1997, 1998, 2008) Five Dimensions of a
Professional Learning Community as the theoretical framework. The research design
was a quan→QUAL sequential approach, with priority or dominance given to the
qualitative phase (Greene, 2008; Johnson & Onwuegbuzie, 2004). Triangulation of data
sources and methods added strength to the findings. In the initial phase, 107 teachers
from eight elementary schools from one school district in a southeastern state
responded to the PLCA—R instrument (Olivier & Hipp, 2010a). The PLCA—R data
provided insight into teachers’ perceptions of the extent to which PLC practices are
found in elementary schools. The quantitative data analysis led to the selection of two
elementary schools with strong evidence of PLC practices to serve as cases for the
qualitative phase. In the qualitative phase data collection at the elementary schools
included interviews with principals and teachers, observations of PLCs, and artifacts.
Both within case and cross-case analyses were conducted to determine the extent of
PLC practices and findings related to the role of the principal. With strong evidence of vii
PLC practices, three themes were developed concerning the principal’s role in
developing and sustaining PLCs: relationships matter; principal support is critical; and
structure is important. The themes fall within the supportive conditions dimension of
PLCs (Hord, 1997, 1998, 2008). As elementary principals lead their schools in
developing PLC practices, they can benefit by recognizing the impact of principal
support on the process. Principals can also foster PLCs by building trusting and caring
relationships and by developing structures that support the collaborative work found in
PLCs.

Reference: https://trace.tennessee.edu/cgi/viewcontent.cgi?
article=2336&context=utk_graddiss

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