Value and resource management strategies among students of Arabic as a third language course

Alhamdulillah, satu lagi artikel berjaya diterbitkan. Kali ini oleh Procedia-Social and Behavioral Sciences. Artikel ini merupakan satu kertas kerja yang dibentangkan di International Conference on Education and Educational Psychology di Istanbul pada 19-22 Oktober tahun 2011. Procedia terindeks dalam ScienceDirect, Scopus, & Thomson Reuters Conference Proceedings Citation Index (ISI, Web of Science). Saya sertakan abstrak berkaitan.

Abstract

This study investigates the value level in learning oral Arabic among students at Universiti Teknologi MARA (UiTM) Malaysia and its correlation with the use of resource management strategies. The concept of value and resource management strategies is derived from the self-regulated learning framework. Value consists of three main components, namely intrinsic motivation, extrinsic motivation and task value. Meanwhile, resource management strategies consist of four components, namely time and study management, effort regulation, peer learning and help seeking. The purposes of this study are to investigate (1) the value level among overall students, (2) the correlation between students’ value and their use of resource management strategies, and (3) the differences in the use of resource management strategies between students with different level of value. The sample of this study comprised of 455 students and the data were collected through a questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ). The study reveals that (1) the value level of students is high; (2) there are significant correlations between value and the use of resource management strategies among students; and (3) the high value group of student uses significantly higher in all components of resource management strategies than the moderate group. This study has some classroom implications. It suggests that value components should be nurtured among students by selecting appropriate learning activities. Collaborative learning activities should also involve students of mixed value level which can be assessed through their prior learning experience and gender.

Keywords: course value; resource management strategies; oral Arabic learning; self-regulated learning; MSLQ

To cite: Ghazali Yusri, Nik Mohd. Rahimi, & Wan Haslina Wah (2011). Value and resource management strategies among students of Arabic as a third language course. Procedia-Social and Behavioral Sciences, 29(2011), 1635-1644.

full paper: http://www.sciencedirect.com/science/article/pii/S1877042811028734

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