Study strategies in a computer assisted study environment
Results of a Study using the Motivation Strategies for Learning Questionnaire (MSLQ) in an Introduct
Results of a Study using the Motivation Strategies for Learning Questionnaire (MSLQ) in an Introductory Engineering Graphics CourseAaron C. Clark1 Jeremy V. Ernst2 Alice Y. Scales3Abstract – This paper will present data related to a study conducted at NC State University in the spring of 2008 that focused on student motivation in an introductory graphics course. This study conducted a motivation and learning assessment using the Motivated Strategies for Learning Questionnaire (MSLQ) Attitude Survey. The motivational portion of MSLQ focuses on six areas associated with student learning and motivation. These areas were intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy learning performance, and test anxiety. Findings from the study included the identification of enduring motivational factors for learning graphics education. Insights into the strategic learning process of students in a graphics education course will be discussed. Also, areas of concern for future pedagogical development and course improvement will be highlighted.Keywords: MSLQ, Introductory Graphics Course,I NTRODUCTIONMany motivational processes are responsive to individual properties associated with tasks, the classroom, or the context within student engagement [Wolters & Pintrich, 11]. Literature on student motivation identifies many beliefs and constructs, but control, competence, and self-regulated strategic learning remain chief among them [Shell & Husman, 9]. Internal pressures also serve as strong motivators in adult learners [Knowles, Holton, & Swanson, 4, pp. 64-66]. An attitude of self-determination resides at the nucleus of intrinsic motivation [Johari & Bradshaw, 5]. This self-determined attitude is primarily a result of feeling competent and/or independent. In adults, feelings of intellectual competence can be highly motivational when paired with internal pressures that serve as a driving force. Self-determination theory research has placed a large amount of attention on, not only intrinsic motivation, but also extrinsic motivation. Extrinsic motivation refers to “engaging in an activity to obtain an outcome separable from the activity itself” [Vansteenkiste, Timmermans, Lens, Soenens, & Van den Broeck, 10, pp. 388]. A study conducted by Bye, Pushkar, & Conway [2] at Concordia University identifies intrinsic motivation as a predictor of positive classroom effect, while self-improvement and personal growth were found to be highly valued in comparison with extrinsic goals, further distinguishing between intrinsic and extrinsic motivation.1 NC State University, Box 7801, Raleigh, NC 27695-7801, aaron_clark@2 NC State University, Box 7801, Raleigh, NC 27695-7801, jeremy_ernst@3 NC State University, Box 7801, Raleigh, NC 27695-7801, alice_scales@Student motivation possesses a value component involving students’ goals and beliefs about the importance of a task or their personal interest in an application. Motivational value has been conceptualized through various approaches (e.g., learning vs. performance goals, intrinsic vs. extrinsic orientation, task value, and intrinsic interest); this motivational component effectively concerns students' motives for the completion of a task [Pintrich & De Groot, 8]. Beyond beliefs pertaining to importance and interest is self-efficacy. Students’ perceived self-efficacy might influence the process by which he or she selects activities to participate in or complete. There are many circumstances where students assume and perform activities they deem themselves capable of successfully completing and avoid those they believe exceed their ability [Yang, 12]. This paper will examine the results of a study conducted at North Carolina State University that looked at the type of motivation exhibited by students taking an introductory engineering class.M OTIVATED S TRATEGIES FOR L EARNING Q UESTIONNAIRET he Motivated Strategies for Learning Questionnaire (MSLQ) is an instrument designed to evaluate “college students’ motivational orientation and use of different learning strategies for a college course” [Pintrich, Smith, Garcia, and McKeachie, 8]. The broad cognitive analysis of motivation and learning strategy, paired with the social cognitive view of motivation and self-regulated learning, serves as the foundation of MSLQ. The MSLQ consists of two major sections: a motivation section and a learning strategies section. The motivation segment has 31 items that evaluate students’ goals and value beliefs, students’ beliefs about skills necessary to succeed, and test anxiety associated with a specific course [Duncan & McKeachie, 3]. Duncan & McKeachie further differentiate the learning strategy section of the MSLQ as identifying students’ use of different cognitiv e and metacognitive strategies as well as student management of resources. The motivation section and the learning strategies section of the MSLQ include 81 items. Each item is rated using a 7-point Likert-type scale. The rating scale ranges from one (not at all true of me) to seven (very true of me).Pintrich, Smith, Garcia, & McKeachie [8] describe the motivation scales of the MSLQ as vehicles to acquire information associated with value, expectancy, and affect. Value assists in exploring intrinsic and extrinsic goal orientation, expectancy targets beliefs about learning and self-efficacy, and affect gauges test anxiety. Learning strategies investigated through the motivation scales are drawn from a broad compilation of cognitive research representing cognitive processing and its affect on student learning [Lynch, 6].Numerous MSLQ studies have been conducted that present evidence of internal consistency, reliability, and predictive validity of the instrument [Pintrich, Smith, Garcia, & McKeachie, 8; Artino, 1; Duncan & McKeachie, 3]. The MSLQ represents a method to accurately and holistically gage student motivation and self-regulated learning grounded by a theoretical basis. The MSLQ allows student learning researchers to move beyond traditional examinations of individual differences in learning styles to gain insight into the motivation and learning specifically occurring in a targeted college course. In this investigation, an introductory engineering graphics course wasselected to investigate intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy learning performance, and test anxiety with the MSLQ Attitude Survey.M ETHODOLOGYThis targeted investigation utilized the results of 31 motivational questions MSLQ Attitude Survey to examine six proposed null hypotheses concerning motivation and satisfaction of student learning. These null hypotheses were: 1) Ho: Student intrinsic goal orientation elements are independent components of motivation and learning. 2) Ho: Student extrinsic goal orientation elements are independent components of motivation and learning. 3) Ho: Student task value elements are independent components of motivation and learning. 4) Ho: Student controls of learning beliefs are independent components of motivation and learning. 5) Ho: Student self-efficacy and learning performance elements are independent components of motivation and learning. 6) Ho: Student test anxiety elements are independent components of motivation and learning.These hypotheses guided the motivation and learning investigation utilizing the MSLQ Attitude Survey as the means for data acquisition. Specifically, the six hypotheses structure the investigation to identify enduring motivational factors for learning graphics in the introductory engineering graphics course at NC State University.To better gauge indicators of student attitude and motivation, the MSLQ data analysis was shortened. As prescribed by Matthews [7] to solely measure motivation concerning goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy learning performance, and test anxiety, the MSLQ analysis was limited to 31 questions specifically targeted to student motivation. Additionally, Matthews identified the MSLQ item equivalent subsets to provide a targeted analysis of the six focal areas associated with student learning and motivation.In the 10th week of the 2008 spring semester the course instructors administered the MSLQ instrument to student participants in the introductory engineering graphics course. The questionnaire took the participants approximately 15 minutes to complete. One hundred and sixty one students in seven separate sections of GC 120 (Foundations of Graphics) completed and returned the instrument. One of the 161 participants failed to complete items 24 and 29 of the targeted subgroup analysis, but the researchers decided to include this questionnaire in the completed group. The researchers gathered the completed instruments from the course instructors, entered the MSLQ data, tabulated the questionnaire results, analyzed the target items, and formed conclusions based on the six identified student learning and motivation areas.R ESULTSThe proposed hypotheses were evaluated using a one-sample calculation of variance. The test of independence tabulates MSLQ instrument items in their designated categories and computes a chi-square value. This procedure uses the critical value to evaluate the proportional value derived from the Chi-Square table. A significant p-value foran item in a category demonstrates that it is independent of the other items and, therefore, has no relationship to the other items in its category or the category itself.The identified MSLQ item equivalents to investigate intrinsic goal orientation were 1, 16, 22, and 24 (See Table 1). Within the item equivalents that measured intrinsic goal orientation, item 16 had the highest average, while item 24 had the lowest. As a group, the intrinsic goal orientation items averaged 4.68 on the seven-point scale. The sampling variance, reported in the data summations, was due to a statistical fluctuation in the responses on intrinsic goal orientation sub grouped items identified in the six student learning and motivation areas. Additionally, evaluation of the chi-square statistic and the proportional value associated with each item identified all four MSLQ items within their student learning and motivation area as significantly different from one another, given the predetermined alpha level of significance (0.05). Items 1, 16, 22, and 24 all had p-values smaller than 0.05, therefore the null hypothesis that intrinsic goal orientation elements are independent components of motivation and learning could not be rejected because there is evidence that the questions were independent of the category and each other by virtue of their significant p-values.Table 1. MSLQ Intrinsic Goal OrientationThe identified item equivalents to investigate extrinsic goal orientation were MSLQ items 7, 11, 13, and 30 (See Table 2). Within the item equivalents of extrinsic goal orientation, item 13 had the highest average, while item 30 had the lowest. As a group, the extrinsic goal orientation items averaged 5.35 on the seven-point scale. Additionally, reporting and evaluation of the chi-square statistic and the proportional value associated with each item identified three of the four items were significantly different from one another. Item 13 was found not to significantly differ within the subgroup. Items 7, 11, and 30 all had a p-value smaller than 0.05, therefore, the null hypothesis that statedthat extrinsic goal orientation elements are independent components of motivation and learning also failed to be rejected.Table 2. MSLQ Extrinsic Goal OrientationThe identified item equivalents to investigate task value were MSLQ items 4, 10, 17, 23, 26, and 27 (See Table 3). Within the item equivalents for task value, the six items provide participant averages relatively close to one another. As a group, the task value items averaged a 5.16 on the seven-point scale. The sampling variance again was due to a statistical fluctuation in participant responses on the task value sub grouped items. Likewise, reporting and evaluation of the chi-square statistic and the proportional value associated with each item identified all six of the MSLQ items within their student learning and motivation area as significantly different from each other. The p-values for items 4, 10, 17, 23, 26, and 27 were all lower than the established cut-off value of 0.05, therefore, the null hypothesis that stated that task value elements are independent components of motivation and learning could not be rejected.Table 3. MSLQ Task ValueThe identified item equivalents that examined control of learning beliefs were MSLQ items 2, 9, 18, and 25 (See Table 4). Within the item equivalents of control of learning beliefs, item 18 had the highest average while item 25 had the lowest. As a group, the control of learning beliefs items averaged 5.62. The sampling variance was due to the variation in the participants’ responses on control of learning beliefs sub grouped items identified within the six student learning and motivation areas. The reporting and evaluation of the chi-square statistic, and the proportional value associated with each item, identified three of the four MSLQ items within their student learning and motivation area as significantly different from one another, given the predetermined alpha level of significance (0.05). Item 18 was found not to differ within the response subgroup. Items 2, 9, and 25 had a p-value lower than the critical value of 0.05, therefore, again the results failed to reject the null hypothesis that control of learning beliefs is an independent component of motivation and learning.Table 4. MSLQ Control of Learning BeliefsThe identified item equivalents to investigate self-efficacy learning performance are MSLQ items 5, 6, 12, 15, 20, 21, 29 and 31 (See Table 5). Within the item equivalents of self-efficacy learning performance, the eight items present participant averages relatively close to one another. As a group, the self-efficacy learning performance items averaged a 5.47 on a seven-point scale. The sampling variance again is due to the statistical fluctuation in participant response on this sub group of items. Additionally, the evaluation of the chi-square statistic and the proportional value associated with each item identified six of the eight MSLQ items within their student learning and motivation area as significantly differing from one another based on the predetermined alpha level of significance (0.05). Items 20 and 21 were found not to significantly differ within the response subgroup; however, items 5, 6, 12, 15, 29 and 31 were lower than the critical p-value set at 0.05; therefore, it was not possible to reject the null hypothesis that self-efficacy and learning performance are independent components of motivation and learning.Table 5. MSLQ Self-Efficacy Learning PerformanceThe identified item equivalents to investigate test anxiety are MSLQ items 3, 8, 14, 19, and 28 (See Table 6). Within the items used to examine test anxiety, item 14 had the highest average while item 3 had the lowest. As a group, the task value items averaged 3.74 on the seven-point scale. The sampling variance was again due to the fluctuation in participants’ responses. Evaluation of t he chi-square statistic and the proportional value associated with each item indicated that all five of the MSLQ items significantly differed from each other and were smaller than the predetermined value for significance. Since items 3, 8, 14, 19, and 28 were not found to be significant, the null hypothesis that test anxiety is an independent component of motivation and learning failed to be rejected.Table 6. MSLQ Test AnxietyC ONCLUSIONSItem 13 (“If I can, I want to get better grades in this class than most of the other students”); in the Extrinsic Goal Orientation subgroup, item 18 (“If I try hard enough, then I will understand the course materials”); in the Control of Learning Beliefs subgroup, item 20 (“I’m confident I can do an excellent job on the assignments and test in this course”) and item 21 (“I expect to do well in this class”) of the Self-Efficacy Learning Performance subgroup were identified by the study as continuing motivational and learning factors for learning engineering graphics in the introductory engineering graphics course at NC State University. Considering the fact that these statements “standout” among the others and that each in some way is associated with the level of understanding and the grade they wish to receive in class, grades are still a good motivation factor to consider with these participants. The ability to do well and see relevance in what is being taugh t is also paramount to a student’s motivation in a course, like a fundamentals of engineering graphics. From the data collected for this study, it can be observed that grades, relevance of content, and understanding subject matter are the main factors tha t affect students’ motivation. Based on these findings, more research in areas of strategic learning of students in engineering graphics courses as it relates to their abilities to be self-motivated needs to be conducted, particularly as the structure and delivery methods of engineering graphics courses are rapidly changing. Also, considering the change and growth of new areas and concepts in the engineering graphics profession, how can we utilize contemporary methods to increase student motivation? Again, more investigation is needed in this area of student motivation as the profession works to educate future professionals that use graphics for the 21st century.R EFERENCES[1] Artino, A.R. (2005). Review of the Motivated Strategies for Learning Questionnaire, ERIC documentsED499083.[2] Bye, D., Pushkar, D. & Conway, M. (2007). Motivation, interest and positive affect in traditional andnontraditional undergraduates. Adult Education Quarterly, 60, # 9, PP1275-1288.[3] Duncan, T.G. & McKeachie, W.J. (2005). The making of the Motivated Strategies for Learning Questionnaire.Educational Psychologist. 40(2), 117-128.[4] Knowles, M., Holton, E., & Swanson, R. (1998). The adult learner: The definitive classic in adult education andhuman resource development. Burlington, MA: Gulf Professional Publishing.[5] Johari, A. & Bradshaw, A.C. (2006). Project-based learning in an internship program: A qualitative study ofrelated roles and their motivational attributes. ETR&D.[6] Lynch, D.J. (2006). Motivational factors, learning strategies and resource management as predictors of coursegrades. College Student Journal.40(2), 423-428.[7] Matthews, B. (2004). The effects of direct and problem-based learning instruction in an undergraduateintroductory engineering graphics course. Unpublished doctoral dissertation, North Carolina State University, Raleigh, NC.[8] Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. InternationalJournal of Educational Research. 31(6), 459-470.[9] Shell, D. F., Husman, J. (May, 2008). Control, motivation, affect, and strategic self-regulation in the collegeclassroom: A multidimensional phenomenon. Journal of Educational Psychology. Vol 100(2), 443-459.[10] Vansteenkiste, M., Timmermans, T., Lens, W., Soenens, B., Van den Broeck, A. (May, 2008). Does extrinsicgoal framing enhance extrinsic goal-oriented individuals' learning and performance? An experimental test of the match perspective versus self-determination theory. Journal of Educational Psychology. Vol 100(2), 387-397.[11] Wolters, C.A. & Pintrich, P.R. (1999). Contextual differences in student motivation and self-regulated learningin mathematics, English, and social studies classrooms. Instructional Science, 26: 27-47.[12] Yang, N.D. (1999). The relationship between EFL learners' beliefs and learning strategy use. System. 27(4), 515-535.Aaron C. ClarkAaron C. Clark is an Associate Professor of Graphic Communications and Technology Education at North Carolina State University in Raleigh, North Carolina. He received his B.S. and M.S. in Technology and Technology Education and earned his doctoral degree in Technology Education. His teaching specialties are in visual theory, 3-D modeling, gaming, and technical animation. Research areas include graphics education, leadership, andscientific/technical visualization. He presents and publishes in both technical/technology education and engineering education. He is currently a Co-PI on grants related to visualization and education and has started new research in areas related to STEM integration and gaming.Jeremy V. ErnstJeremy V. Ernst is an Assistant Professor in the Department of Mathematics, Science, and Technology Education at North Carolina State University. He currently teaches a variety of courses and supervises student teachers in the Technology Education Program. Jeremy specializes in research involving instruction, learning, and visualization for university students, students with disabilities and other at-risk populations in Career and Technical Education. He also has curriculum research and development experiences in technology, trade and industrial education.Alice Y. ScalesAlice Y. Scales is an Assistant Professor and the Assistant Department Head of the Department of Mathematics, Science, and Technology Education at North Carolina State University. She has taught at NC State University since 1988. She has a B.S. in Science Education, a M.Ed. in Industrial Arts Education, and an Ed.D. in Occupational Education. She currently teaches courses in desktop publishing, website development, and introductory engineering graphics.2009 ASEE Southeast Section Conference。
关于学习策略的报告英语作文
关于学习策略的报告英语作文Title: Exploring Effective Learning Strategies.In the ever-evolving academic landscape, the importance of effective learning strategies cannot be overstated. These strategies not only enhance academic performance but also foster a life-long passion for learning. In this article, we delve into the intricacies of learning strategies, discussing their significance, types, and practical applications.Firstly, let's delve into the significance of learning strategies. In today's fast-paced world, the traditional rote learning method is becoming increasingly outdated. Instead, students need to adopt innovative strategies that promote critical thinking, problem-solving, and adaptability. Effective learning strategies help students retain information better, improve their comprehension skills, and enhance their motivation to learn. Furthermore, they empower students to become independent learners, ableto navigate new concepts and challenges with confidence.Next, let's explore the various types of learning strategies.1. Active Learning: This strategy involves actively engaging with the material, rather than passively absorbing it. Techniques such as taking notes, summarizing, and discussing concepts with peers foster active learning. By actively participating in the learning process, students are more likely to retain and understand the information.2. Distributed Learning: This strategy advocates spacing out learning over time, rather than cramming all the information in one sitting. By spacing out learning sessions, students give their brains time to process and consolidate information, leading to better retention and comprehension.3. Elaboration: This strategy encourages students to connect new information with what they already know. By making connections and building upon existing knowledge,students are able to understand and remember new concepts more easily.4. Interleaved Practice: This strategy involves mixing up different types of problems or skills during practice sessions. By alternating between different tasks, students are able to generalize their learning and apply it to a wider range of situations.5. Retrieval Practice: This strategy involves retrieving information from memory through quizzes, tests, or self-quizzing. By retrieving information, students are able to巩固 their understanding and identify areas where they need to focus their learning efforts.Now, let's discuss the practical applications of these learning strategies.In the classroom, teachers can incorporate active learning techniques such as group discussions, role-plays, and project-based learning. These techniques encourage students to actively engage with the material, improvingtheir comprehension and motivation to learn. Additionally, teachers can utilize distributed learning by spacing out assignments and assessments over the course of the semester, giving students time to process and consolidate information.Outside the classroom, students can utilize elaboration by connecting new information to their existing knowledge. For example, when learning about a new scientific concept, students can try to connect it to real-world examples or their previous experiences. This will help them understand and remember the concept better.Interleaved practice can be applied when studying for exams or learning new skills. Instead of focusing on one topic or skill at a time, students can alternate between different topics or skills during their practice sessions. This will help them generalize their learning and apply itto a wider range of situations.Finally, retrieval practice can be used on a daily basis. Students can quiz themselves on the material they have learned, identifying areas where they need to focustheir attention. This will help them consolidate their understanding and improve their retention of information.In conclusion, effective learning strategies are crucial for academic success and personal growth. By adopting strategies such as active learning, distributed learning, elaboration, interleaved practice, and retrieval practice, students can enhance their comprehension, retention, and motivation to learn. Teachers and students alike should experiment with different strategies to find the ones that work best for them, fostering a life-long passion for learning.。
学习策略在英语学习过程中的重要性作文
学习策略在英语学习过程中的重要性作文Learning strategies play a crucial role in the process of learning English. 学习策略在学习英语的过程中起着至关重要的作用。
Effective learning strategies can help students improve their language skills, such as listening, speaking, reading, and writing. 有效的学习策略可以帮助学生提高他们的语言技能，比如听、说、读、写。
Through the useof various strategies, students can enhance their understanding ofthe language and increase their overall proficiency. 通过使用各种策略，学生可以增进对语言的理解，提高整体水平。
One of the most common learning strategies in English language learning is vocabulary acquisition. 英语学习中最常见的学习策略之一是词汇积累。
By learning new words and phrases regularly, studentscan expand their vocabulary and improve their ability to communicate effectively. 通过定期学习新单词和短语，学生可以扩大词汇量，提高有效沟通的能力。
Flashcards, word lists, and vocabulary games are all useful tools for vocabulary acquisition. 闪卡、单词列表和词汇游戏都是词汇习得的有用工具。
在学习中使用计算机的优势英语作文
在学习中使用计算机的优势英语作文Using computers in learning has numerous benefits that make the educational process more efficient and enjoyable.First off, computers provide instant access to vast amounts of information. No longer do we have to flip through heavy textbooks or spend hours in the library searching for a specific fact. With a simple search, we can find articles, videos, and interactive tutorials that explain concepts in a way that's easy to understand.Another advantage is that computers enable personalized learning. Unlike traditional classrooms where everyone learns at the same pace, computers can adapt to each student's needs and abilities. Learning software can provide additional practice for struggling students or challenge advanced learners with more complex tasks.Computers also make collaboration easier. Students can work together on projects using online tools, sharing ideasand documents in real-time. This not only improves communication but also encourages teamwork and critical thinking.Plus, computers are fun! They provide an engaging way to learn new skills, from programming and graphics design to music production and video editing. This makes learning more enjoyable and motivates students.。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】第16章学习者个体差异与学习策略培养16.1 复习笔记本章要点：1. Understanding learner differences了解学习者的个体差异2. Eight different types of learners⼋种不同类型的学习者3. Multiple intelligence多元智能4. Learner training in language teaching语⾔教学中学习策略的培养5. Three areas for preparing learners to become autonomous 从三个⽅⾯让学习者成为⾃主学习者6. Two stages for learner training学习策略培养的两个阶段7. Some ideas adapted in learner training培养学习策略的⽅法本章考点：了解学习者的个体差异；⼋种不同类型的学习者；多元智能；语⾔教学中学习策略的培养；从三个⽅⾯让学习者成为⾃主学习者；学习策略培养的两个阶段；培养学习策略的⽅法。
本章内容索引：Ⅰ. Understanding learner differences1. Eight different types of learners2. Multiple intelligenceⅡ. Learner training in language teaching1. An understanding of learner training2. Three areas for preparing learners to become autonomous3. Two stages for learner training4. Some ideas adapted in learner trainingⅢ. ConclusionⅠ. Understanding learner differences（了解学习者的个体差异）【考点：学习者的个体差异；⼋种不同类型的学习者；多元智能】People learn in different ways. Some people learn better from seeing things and using diagrams while other people enjoy reading and writing more than seeing movies or watching television. Different people have different learning styles.⼈们的学习⽅式不同，⼀些⼈通过观察事物和图表获得更好的学习体验，⽽其他⼈⽐起看电影或电视则更喜欢阅读、写作。
使用计算机在学习中的优势英语作文
使用计算机在学习中的优势英语作文In today's modern world, the use of computers has become an integral part of the learning process. The advantages of using computers in education are numerous and have greatly enhanced the way students learn and teachers teach. In this essay, we will explore the various ways in which computers have revolutionized the learning experience and discuss the benefits they bring to both students and educators.First and foremost, the use of computers in education has greatly expanded the resources available to students. With the internet at their fingertips, students can access a wealth of information on any topic, allowing them to conduct research and explore new ideas in a way that was not possible before. This access to a wide range of educational materials has opened up new opportunities for learning andhas empowered students to take control of their own education.Furthermore, computers have also revolutionized the way teachers deliver their lessons. With the use of multimedia tools such as videos, interactive presentations, and educational software, teachers are able to create engaging and dynamic lessons that cater to different learning styles. This not only makes learning more enjoyable for students but also helps them retain information better.In addition to this, computers have also made the learning process more efficient. Tasks that once took hours to complete, such as grading papers or creating lesson plans, can now be done in a fraction of the time with the help of computer software. This allows teachers to spend more time focusing on their students and providing personalized support, ultimately leading to better learning outcomes.Moreover, the use of computers has also opened up new avenues forcollaboration and communication in education. Through online platforms and communication tools, students can easily collaborate on group projects, communicate with their peers and teachers, and even participate in virtualclassrooms. This has not only made learning more interactive and engaging but has also helped students develop important digital literacy and communication skills that are essential in today's world.On the other hand, it is important to acknowledge that the use of computers in education also comes with its own set of challenges. One of the main concerns is the potential for distractions and misuse of technology in the classroom. With the internet and social media just a click away, students may be tempted to veer off task and engage in non-educational activities. It is crucial for educators to find a balance and teach students how to use technology responsibly and effectively.Another challenge is the issue of access and equity. Not all students have equal access to computers and the internet, which can create disparities in the learning experience. It is important for schools to ensure that all students have access to the necessary technology and resources to fully benefit from its advantages.In conclusion, the use of computers in education has brought about significant advancements in the way students learn and teachers teach. From providing access to a wealth of educational resources to facilitating collaboration and communication, computers have revolutionized the learning experience in countless ways. While there are challenges that come with integrating technology into education, the benefits far outweigh the drawbacks, and it is essential for educators to embrace the potential of computers in enhancing the learning experience for all students.。
2022年9月英语六级真题及参考答案
2022年9月英语六级真题及参考答案英语六级试卷采用多题多卷的形式，大家核对答案时,找出具体选项，忽略套数。
无忧考网搜集整理了各个版本，仅供大家参考。
【听力】Conversation 1M: Welcome to Money Matters - a weekly program that helps you manage your money. Tonight, I'll be talking to Mary Johnson about budgeting.W: Hello, everyone.M: There's a magic about money, when it's not planned for, tracked and kept the record of, it literally disappears.What are some of the steps we can take to prevent this from happening?W: Well, it's all about keeping track of your money.If you don't do that, you'll never be able to set any goals for your budget or have the discipline to stick to them.M: That's easier said than done. I read recently that only 41% of Americans adhere to a budget.W: Yes, but knowing what you earn and what you spend can give you reassurance that you won't get into debt in the first place. You can do this by adding up all of your sources of income you have, and writing them all down on a piece of paper. On the same page, write down all of your monthly expenses.M: I'm always amazed at how much my expenses add up.But designating each item asan income or an expense really helps me have a much better sense of all my spending. W: Right. Most people have no idea how much they spend each day, let alone each week or month, no matter how careful they are. Next, subtract your monthly expenses from income. If the result is positive, you are living within your means. If the result is a negative number, you're going to have to cut back on your spending.M: I'm usually a negative number. I just can't resist the allure of all those prestigious goods.W: Well, it's not a catastrophe, but you do have to make some changes. Try cutting back on those non-essential items, sell some stuff in your attic or shop online to avoid unnecessary temptations like chocolate. Failing that you can always find yourself a part-time job.Q1: What does the man say about the weekly program?Q2: What did the man read recently?Q3: What does the woman suggest the man do first to avoid getting into debt?Q4: What does the woman say about online shopping?Conversation 2M: Hi there. I've come to see the flat. My name is Mark Adams. We spoke on the phone on Wednesday.W: Hi Mark. Come on up. I'll buzz you in green door, on the second floor on the right side. Nice to meet you. I spoke to all your references and they all checked out Okay.So let me show you around the place actually belongs to my mother, but her health isn't great. So we finally managed to persuade her to move in with us and rent this old place out.M：It's a great size, plenty of space, very versatile. I think it's a winner for us.W: Yes. All the appliances are brand new. There's a washing machine and a tumble dryer in the utility room next to the kitchen.M: Lots of closet space two, which is fabulous. My wife has a ridiculous number of shoes. Now, the big question What about noise and the neighbors?W: Well, all the neighbors are elderly, so no noisy kids and the back of the house overlooks a clear and peaceful pond. So it's perfect. If tranquility is what you are looking for.M: That's good news. We've been living in a less than glamorous part of Aberdeen, constantly harassed day and night by noisy neighbors. Getting to work was a nightmare too. As we only have one car. And my wife has to use it as she works nights at the hospital.W: Well, if you like the place it's yours. As soon as I get a contract drawn up with the solicitor, the first month's rent and a deposit are mandatory on signing the contract, then we can work out when is the best day for you to pay rent each month? M: We'll be incredibly happy to be your new tenants. Thank you so much. My wife will be thrilled to get out of the shabby place we are now in and start filling those wardrobes with all those shoes.Q5: What does the woman say about the flat question six?Q6: What is the man's chief consideration in looking for a flat?Q7: What does the man have to do on signing the contract?Q8: Why does the man say his wife will feel very excited if they move into the flat?Passage 1A new study has found a positive correlation between how much television children watch and their parents stress levels. Why? Because the more television kids watch, the more they're exposed to advertising .The more advertising they see, the more likely they are to insist on purchasing items when they go with their parents to the store.This could generate conflict if the parents refuse. All that researchers say can contribute to parents overall stress levels. What's the solution ? Perhaps the most obvious is curtailing screen time.Commercial content is there for a reason :to elicit purchasing behavior, so parents might want to shut off the TV. Researchers can see that this is easier said than done. So they suggest another option. Parents can change how they talk to their kids about purchases. The researchers suggest that parents seek input from their children on family purchasing decisions.They shouldn't try to control all purchases. Instead, parents might tell their children things like: I will listen to your advice on certain products or brands. This type of communication, the researchers assert, can lead to children, making fewer purchasing demands- that means less parent stress. However,the protective effect of this kind of communication diminishes with greater exposure to television. This is because advertising aimed at children is especially persuasive. Advertisers use an assortment of tactics, such as bright colors, happy music and celebrity endorsements to appeal to children. Plus children don't have the cognitive ability to fully understand advertising's intent that makes them particularly vulnerable to advertisements.Q9: What has the new study found about children watching television?Q10:What are parents advised to do to reduce the impact of TV commercials?Q11: What makes children particularly vulnerable to TV commercials?Passage 2Everyone is supposed to cheer for good guys. And we should only punish the bad guys, but that's not what we always do. Most of the time we do indeed reward good people. We also often punish people who harm others or who aren't good team players, but sometimes the good guys also get punished or criticized specifically because they are so good. This seems baffling because it's detrimental to group cooperation. However, the phenomenon has been discovered in multiple fields and it has been found in every society. Why does this happen? Research suggests a simple reason when one person looks really good, others look bad by comparison. Those others then have an incentive in stopping that person from looking good, especially if they can't or won't compete. After all, we're all judged in comparison with others. When facedwith someone better, what can a normal person do? One option is to actively compete.A second option is to bring that person down that is to suppress their cooperation or work ethic, and first selfish motives for their actions or imply real or imagined hypocrisy. Other tactics include attacking them on unrelated dimensions or punishing them outright. Why does this matter? Critics often attack the motives of people who protect the environment, donate money or work too hard. Such good deeds are dismissed as naive or hypocritical by those who do not perform those deeds. This criticism may ultimately discourage people from doing good deeds.so it's important to recognize these attacks for what they are.Q12: What baffling phenomenon is discussed in the passage?Q13: How are we all judged according to the passage?Q14: What can a normal person do when faced with people who perform better?Q15: what may discourage people from performing good deeds?Lecture 1 雪萱In America, most researchers can see that boys and girls are brought up in different ways, taught different skills and rewarded for different acts. Women, it is agreed excel at certain tasks, men at others. There is little argument that some personality traits appear more dominant in one sex than in the other.All of this, not withstanding, gender differences are very much in the media these days. Since the rise of the women's movement, gender role behavior has come under closer scrutiny. How has this affected friendship? How do the sexes differ in theirfriendship relations? Most preteen children have a best friend who is usually some one of the same sex and similar age.Both sexes share an essentially positive recollection of these childhood friendships, they do not differ in this respect. However, the type of play engaged in during these early friendships is telling of the difference to come. Boys tend to form playgroups that are competitive in nature. Girls groups more frequently revolve around cooperative enterprises. Thus at an early age, boys become concerned with trying hard and winning, while girls by contrast play house and school, engaging in roles that require complimentary support. Speaking of their childhood, men recall being highly responsive to and aware of the gender role opinions of other boys. Girls in preteen years appear to be less susceptible to gender role pressure. It is not until the dating years that women report being concerned with feminine behavior. Males for the most part are responsive to the suggestion that their behavior is unmanly at almost any age. These early attitudes reinforced by social conditioning continue to play an active part in the friendships of both sexes during adolescence. This is a period when the majority of males, once again, report a close Alliance with same sex friends.Now, however, with heightened intensity, considerable energy is devoted to competing for position and a definite undercurrent of competition permeates the relationship. Although in dissimilar fashion, females share equally fragile relationships at this age. For them, the bond of loyalty extends only to the line of romantic involvement.This is most apt to be the case in late adolescence when dating and relationships with boys take sharp precedence over sisterhood. Actually dating dilutes the intensity of samesex friendships for men also. For the majority of us, the moment we begin to date seriously, there's a competition between romance and friendship.Q16: What does the speaker say about most preteen children?Q17: What do most males devote much of their energy to during adolescence?Q18: What do children do when they reach late adolescence?Lecture 2Good afternoon. In today's lecture, we'll be talking about how and when to disclose a disability when applying for a job. On average, about 20% of the population has some form of disability. Most countries these days have equal opportunity and non-discrimination laws, yet disabled people often find it hard to decide when, how, and if at all to raise their disability problem with a potential employer. There is uncertainty about how a recruiter will perceive their disability as such many candidates fear they wouldn't be considered for a position as a result of disclosing this personal information. And research has validated this as a genuine concern for many job applicants. It’s a natural reaction, but it shouldn't be a reason to stay quiet. People need to remember that they are applying for a position they have the skills and experience to.Discussing a disability with a potential employer may help them make reasonable workplace adjustments in their favor. It's most appropriate to discuss a disabilitywhen they reply to confirm an interview, this information needed to be put up front in their cover letter or resume. because it's probably not relevant to the position itself. Candidates with disabilities should feel they have the power to make their own decisions around sharing this information free from prejudice. If they find an organization that doesn't celebrate diversity and inclusion, it could say a lot about the company's culture, perhaps the organization isn't the right fit. It's important for them to. remember That they are seeking a manager, an employer that's going to be supportive and continue to give them a great employment experience. Companies sometimes offer candidates the chance to disclose disabilities on their application form, but people shouldn't feel restricted by this method or timing. People should avoid sharing the name of their disability or condition. There is always the risk that the recruiter will research inform that is inaccurate or irrelevant. If people don't think their disability will impact their ability to perform in the advertised position, then it's entirely their entitlement to choose when and whether to share this information.Q19: Why do disabled job applicants feel reluctant to disclose their disability information?Q20: When does the speaker suggest applicants reveal their disability information? Q21: What are people advised to do when filling out their job application form?Lecture 3Smartphones Distract attention and reduce learning because of their potential to offer activities more inviting than study.But what about background sound alone?A group of American researchers compared students' comprehension of verbal material when reading in the presence of background speech, instrumental music or general noise.General noise is neutral such as that from the sound of an air conditioner or fan. Student scores were most depressed in the presence of background speech. Comprehension was slightly better with the presence of music than with speech. However, when they were asked to identify melodies rather than understand text background music interfered more. When the background speech was in a language unfamiliar to participants, there was little, if any hindrance of reading comprehension.British researchers compared the effects of background speech, vocal music, instrumental music, general background noise and silence on short term memory. Background speech had the biggest negative effect. Vocal music was slightly more disruptive than instrumental.In general background noise and silence were least disrupt.It seems the degree of interference from background noise depends on the overlap between the processing required on the task and the processing required to screen out the background noise.The studies suggest that when people read and when they try to remember any verbal material, background speech will inhibit their ability.Instrumental music will have at worst a slight effect.When students write essays, however,other research has found it is best to reduce all background noise as much as possible.Not everyone reacts in the same way to distractions.Other studies suggest some aspects of personality may make a difference.The researchers subjected shy, quiet people and confident, outgoing ones to high arousal or low arousal background music, general noise or silence while asking them to remember words.Everyone performed best in the silent condition, but less sociable people were more negatively affected by each of the distractions.So when children are reading and trying to incorporate new material, parents could consider allowing some background music, particularly if it is instrumental and their child is the outgoing type.Q22: What did some American researchers find about students reading comprehension in the presence of background noise?Q23: What do we learn from the British researchers about the degree of interference from background noise?Q24: What is best for students to do when writing essays according to some research?Q25: How do people of different personalities react to distractions according to other studies?听力参考答案1.C) It helps people with budgeting.2.D) Most Americans do not stick to a budget.3.A) Keep track of his money.4.B) It helps avoid unnecessary spending.5.C) It belongs to her mother.6.B) Tranquility.7.B) Pay the first month's rent and a deposit.8.D) She will have plenty of space for her shoes.9. D) The more television they watch, the greater their parents' stress.10. C) Involve children in making purchasing decisions.11. A) Their limited cognitive ability.12）D Good guys may get unfair treatment13) C In comparsion with others14) B Compete with them actively15) A Being dismissed as hypocritical16.D) They make friends with peers of the same sax.17. A) Competing for position.18. A) They prioritize romance over friendship.19. B) They are worried about being turned down.20. C) When confirming an interview.21. D) Avoid mentioning the name of their disability.22.B) It was the poorest when there was background speech.23.C) It depends on the overlap in processing different kinds of information.24.A) Keep everything as quiet as possible.25. B) Shy quiet people were most adversely impacted.【阅读】词汇理解（1）文章开头开头：The now extinct passenger pigeon has the dubious honor of being the last species anyone ever expected to disappear.（2）答案【答案速查】26-30 LAIMO 31-35 BCHND26. L) estimates27. A) vulnerable28. I) hatched29. M) edible30. O) delicacy31. B) unprecedented32. C) tracts33. H) infinite34. N) depleted35. D) specimen长篇阅读（1）文章标题标题：Is computer coding a foreign language?（2）答案速查36-40 LEKGD 41-45 HBJCM（3）题干、答案和定位处36. Employers attach more importance to applicants' computer skills than their language competence.36. L 【定位】Even with the benefits and skill sets languages provide, recruiters and employers value computer skills more.37. One U.S. state senator proposed that high school students be allowed to study either foreign language or computer coding.37. E【定位】“I think the opportunity to give people a choice is important," says Florida state Senator Jeremy Ring.might as well do computer coding."38. Learning languages broadens students' international perspective and nurtures mutual respect among peoples, according to a high school language teacher.38. K【定位】 We need to find a way to put ourselves at the global table and to treat each other with mutual respect.39. One U.S. state will see to it that programming classes are taught by quality teachers.39. G 【定位】 Instead, the state will provide support for higher quality teachers for programming classes.40. Statistics show while computer-related jobs have been on the rise, foreign languages have become less appealing to American students since mid-1990s.40. D 【定位】Foreign language interest, on the other hand, is declining for the first time since 1995.41. All school subjects are said to be essential to students' well-rounded development.41. H 【定位】…because every subject, whether art, math or language. is a significant contribution to a well-rounded existence.42. There is consensus among most educators that coding should be taught in schools but should not replace foreign language.42. B【定位】Coding should be added to curriculums, but not at the expense of foreign language classes.43. One study showed that foreign language learning improved students' academic performance.43. J【定位】Studies show that bilingualism (双语) correlates with cognitive development, intelligence, memory and problem solving abilities, according to the American Cou44. Being short of funding and qualified teachers, schools lag behind the fast developing computer science field.44. C 【定位】The computer science field is growing faster than schools can keep up because of budget constraints and a lack of skills training for teachers. 45. A distinguished high school language teacher also believes it is advisable to start learning a foreign language at an earlier age.45. M 【定位】I just think it's something you have to start early and not just have something that you do for a couple of years in high school," he says.Passage One（1）文章开头The U.S. and China don’t agree on much these days.（2）答案【答案速查】 46-50 DCABC（3）答案选项内容：46. D) How to stop tech companies from gaining monopoly.47. C) All companies must be regulated by the government.48. A) They can no longer do business independent of tech giants.49. B) They have considered regulatory action to promote fair competition.50. C) They are becoming untrustworthy.Passage Two文章开头：Born from the accessibility of mass air travel, modern答案速查：51-55 DBDAC51. What is the popular assumption about international tourism?D) It contributes to the economy of destination countries and regions.52. What do we learn from some studies about uncontrolled tourism development?B) It incurs local residents' antagonism to tourists.53. Why does the author say local residents of popular destinations often feel frustrated?D)They do not think they benefit as much as they deserve.54. How does the author say local residents in destination communities respond to tourism activity?A)They endeavor to adapt to it.55. What can tourists do to exert more positive impacts on the tourist destinations?C)Use the services provided by local businesses.【翻译】春联贴春联(Spring Festival couplets)是中国人欢度春节的一个重要习俗。
The Importance of Learning Strategies in ELT(外语学习策略的重要性)
Learning strategies are steps taken by students to enhance their own learning.
Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence.
• Understanding how to train your students to use them
III. Definition
Oxford, Rebecca. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle
Jun Liu Example Learning ategies
• Memorize. •Take risks. •Learn from your mistakes.
National English Speaking Competition Example Learning Strategies
•Set up goals and objectives.
•Evaluate how you are doing.
Social/Affective Strategies
When you use social/affective strategies, you are thinking about how you feel about your language learning and you are working with other people to learn.
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Method- subjects
subjects :364 freshmen psychology students who had
(1) trying to gain insight or deep understanding of the subject matter by actively connecting its various parts and looking for similarities and differences; (2) trying to get an overview of context, problem and materials; (3) activating prior knowledge and connect new information to existing knowledge (4) approaching the subject matter with a critical attitude by analysing the logic of conclusions and expert interpretations, and drawing one’s own conclusions.
completed the Inventory of Learning Styles (ILS)學習型態檢 核表 (Vermunt & Van Rijswijk, 1987). The actual selection of students with deep and surface learning styles was based on ILS scores. (located 41 students)
in a computer assisted study environment. Learning and Instruction, 9(3), 281-301
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Introduction
1/3
We aim at clarifying the relationships between learning styles as expressed in questionnaires and actual study strategies we expected to encounter in ａ computer assisted study environment (CASE). According to several authors, consistency in students’ use of strategies can be attributed to their learning style.
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Results-The simple model: comparison of students with deep and surface learning styles
T-test (see table 1)
Students with a deep learning style performed significantly better than students with a surface learning style on both the multiple choice and the essay post-tests.
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Method-
Computer assisted study environment (CASE)1/3
The text to be studied was a chapter in English about Freud and his theory (c.15 000 words) from an introductory textbook on psychology (Gleitman, 1986). An electronic version of this text was displayed on a Macintosh computer with an A4 screen. The structure of the electronic version was much like that of a book: It consisted of a table of contents, 60 short text pages, and an Index, in this order.
Study strategies in a computer assisted study environment
指導教授：Chen Ming-Puu 報 告 者：Chen Hsiu-Ju 報告日期： 2007.09.18
Beishuizen, J. J., & Stoutjesdijk, E. T. (1999). Study strategies
Deep Processing >0.75, at the same time scored below average on the Surface Processing scale. (21 students) Surface Processing > 0.75, and a below average score on the Deep Processing scale. (20 students).
Fig.1.Display of a text page in CASE
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Method-
Computer assisted study environment (CASE)2/3
The Inventory of Learning Styles include the Deep Processing scale and Surface Processing scale. The Deep Processing scale:
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Method-materials
Learning style inventory The Inventory of Learning Styles (Vermunt & Van Rijswijk, 1987) was used. This questionnaire consists of 120 items (in Dutch) about study habits, study motives, and learning conceptions. We used scores on two scales concerning study habits:
Deep processing :actively relating various parts of the text to one another and to prior knowledge, by organising separate topics into a whole to gain insight into the subject matter, and by a critical approach. Surface processing :step-by-step analysis of the material and reading of each part of the text thoroughly, with great attention to detail and focus on factual information, by an attempt to remember as much as possible, and by the use of study strategies like rehearsing and memorising. The learning style concept: personality characteristics, attitudes (Schmeck et al., 1991) study motives or orientations (Entwistle & Ramsden,1983; Biggs, 1984;
2
Introduction
2/3
Vermunt & Van Rijswijk (1987, 1988), who constructed a Dutch learning style questionnaire, made a similar distinction between surface processing and deep processing of text.
The operation learning style (called a “serialistic” or step-by-step strategy) The comprehension learning style (called a “holistic” or structuring strategy)
Vermunt, 1992)
conceptions of learning, or knowledge and beliefs about learning and education (Marton & Sa¨ljo¨, 1997; Vermunt, 1992) 3 metacognitive regulation activities (Vermunt, 1992)
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Method-
Computer assisted study environment (CASE)3/3
The Surface Processing scale contains the following components:
(1) using a linear method, working step by step (2) focusing on details, facts, definitions, and series of features; (3) working thoroughly through the subject matter, trying to study everything intensely and literally; (4) memorising by rote learning.