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

Ghazali Yusri, Nik Mohd Rahimi Nik Yusoff, Wan Haslina Wah

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

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.

Original languageEnglish
Title of host publicationProcedia - Social and Behavioral Sciences
Pages1635-1644
Number of pages10
Volume29
DOIs
Publication statusPublished - 2011
Event2nd International Conference on Education and Educational Psychology, ICEEPSY 2011 - Istanbul, Turkey
Duration: 19 Oct 201122 Oct 2011

Other

Other2nd International Conference on Education and Educational Psychology, ICEEPSY 2011
CountryTurkey
CityIstanbul
Period19/10/1122/10/11

Fingerprint

language course
Language
Students
Learning
management
resources
Values
student
learning
Motivation
Time Management
Time and Motion Studies
extrinsic motivation
Malaysia
questionnaire
intrinsic motivation
Group

Keywords

  • Course value
  • MSLQ
  • Oral Arabic learning
  • Resource management strategies
  • Self-regulated learning

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

Cite this

Value and resource management strategies among students of Arabic as a third language course. / Yusri, Ghazali; Nik Yusoff, Nik Mohd Rahimi; Wah, Wan Haslina.

Procedia - Social and Behavioral Sciences. Vol. 29 2011. p. 1635-1644.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Yusri, G, Nik Yusoff, NMR & Wah, WH 2011, Value and resource management strategies among students of Arabic as a third language course. in Procedia - Social and Behavioral Sciences. vol. 29, pp. 1635-1644, 2nd International Conference on Education and Educational Psychology, ICEEPSY 2011, Istanbul, Turkey, 19/10/11. https://doi.org/10.1016/j.sbspro.2011.11.406
Yusri, Ghazali ; Nik Yusoff, Nik Mohd Rahimi ; Wah, Wan Haslina. / Value and resource management strategies among students of Arabic as a third language course. Procedia - Social and Behavioral Sciences. Vol. 29 2011. pp. 1635-1644
@inproceedings{c90e280d37774dd8a0bdc2ff90866206,
title = "Value and resource management strategies among students of Arabic as a third language course",
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, MSLQ, Oral Arabic learning, Resource management strategies, Self-regulated learning",
author = "Ghazali Yusri and {Nik Yusoff}, {Nik Mohd Rahimi} and Wah, {Wan Haslina}",
year = "2011",
doi = "10.1016/j.sbspro.2011.11.406",
language = "English",
volume = "29",
pages = "1635--1644",
booktitle = "Procedia - Social and Behavioral Sciences",

}

TY - GEN

T1 - Value and resource management strategies among students of Arabic as a third language course

AU - Yusri, Ghazali

AU - Nik Yusoff, Nik Mohd Rahimi

AU - Wah, Wan Haslina

PY - 2011

Y1 - 2011

N2 - 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.

AB - 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.

KW - Course value

KW - MSLQ

KW - Oral Arabic learning

KW - Resource management strategies

KW - Self-regulated learning

UR - http://www.scopus.com/inward/record.url?scp=84555178719&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84555178719&partnerID=8YFLogxK

U2 - 10.1016/j.sbspro.2011.11.406

DO - 10.1016/j.sbspro.2011.11.406

M3 - Conference contribution

VL - 29

SP - 1635

EP - 1644

BT - Procedia - Social and Behavioral Sciences

ER -