Thesis Chapters by Alfredo Marin-Marin
Several factors (e.g. age, sex, L1/L2, motivation, etc) inherent in the learner have been found t... more Several factors (e.g. age, sex, L1/L2, motivation, etc) inherent in the learner have been found to account for the use or choice of language learning strategies. However, little research has been done on the possible relationship between personality variables and the use of language learning strategies. As a primary objective, this study purports to investigate extraversion (E) as a personality variable and its relationship with the use of vocabulary learning strategies (VLS). Similarly, the contribution of not only E, but also vocabulary proficiency (VP), university year of study (Y) and gender (G) to the use of VLS was examined. Further explorations involved the relationship between E and English academic achievement and E and VP. Last but not least, this study aims to provide a picture of the frequency with which L2 learners use VLS regardless of E, VP, Y, and G. The subjects were 150 EFL learners enrolled in a five-year English major at the University of Quintana Roo, Mexico. Personality data were collected via the Eysenck Personality Questionnaire. The strategy data were gathered through a VLS questionnaire emanating from a preliminary study and through semi-structured interviews. Language outcomes were obtained via the Vocabulary Levels Tests (VLT) and end-of-semester English grades. Data analysis included mean frequency ratings, simple correlations and stepwise multiple regression analysis (MR). The results showed that E emerged as a positive predictor of social-discovery, association, and some further-consolidation strategies, suggesting that more extraverted learners tend to use such strategies more frequently than less extraverted learners. Nevertheless, no relationship was found between E and guessing, dictionary use, note-taking, and repetition strategies. The stepwise MR analysis of separate VLS showed that VP emerged as the most frequent predictor of separate VLS (twenty-five items), followed by Y (thirteen items). E and G were the least frequent predictors of VLS with only eleven items each. Interestingly, MR analysis revealed that E remained as a better predictor of the three afore-mentioned strategy categories. Furthermore, a negative relationship was observed between E and English academic achievement, but no relationship was found between E and VP. All in all, using the dictionary to check meaning(s) was the most frequently used VLS across the whole sample. A similar trend was observed regarding guessing meaning from textual context, looking for opportunities to meet new words, repeating words silently, associating L2 words with L1 words, and writing English definitions. The least frequently used VLS included recording words on audiotapes, keeping notes on electronic devices and using electronic dictionaries. In terms of VLS categories, guessing and dictionary-use strategies were ranked with high frequency, whereas note-taking was the least used category. In sum, although E did not emerge as a strong predictor of VLS use, some pedagogical implications can be drawn. Nonetheless, further research needs to be conducted in this realm.
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Papers by Alfredo Marin-Marin
Espacios, 2022
Esta investigación examinó la competencia digital de creación de contenidos de 667 estudiantes un... more Esta investigación examinó la competencia digital de creación de contenidos de 667 estudiantes universitarios en México por medio de un cuestionario adaptado del Marco Común de Competencia Digital Docente (INTEF, 2017). También se exploró la relación entre la actitud 2.0 y la creación de contenidos digitales. Los resultados arrojaron que los estudiantes tuvieron un nivel entre básico e intermedio bajo en cuatro componentes y que sus actitudes correlacionaron moderadamente con la creación de contenidos. Finalmente, se logró validar el cuestionario con un análisis factorial exploratorio.
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CPU-e, Revista de Investigación Educativa
Este estudio tiene como objetivo describir las estrategias de aprendizaje de vocabulario en inglé... more Este estudio tiene como objetivo describir las estrategias de aprendizaje de vocabulario en inglés mediadas por tecnología en ambientes universitarios. Los participantes fueron 205 estudiantes de lengua inglesa de una universidad del sureste mexicano, quienes fueron encuestados en línea para explorar sus acciones estratégicas de aprendizaje de vocabulario en inglés. Los resultados arrojaron un esquema de 13 categorías de estrategias de aprendizaje de vocabulario, siendo las más frecuentes la toma de notas y el uso de diccionarios y otras fuentes de consulta. En orden descendente también emergieron estrategias como la práctica de nuevas palabras en conversaciones y en escritura, las formas de repetición y memorización, el uso de películas, video y música, la lectura para incrementar el léxico, las asociaciones, entre otras. Los hallazgos cualitativos denotan una gran contribución de la tecnología como medio para ejecutar las diferentes estrategias de aprendizaje de vocabulario, en la...
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To date, information and communication technology has become an essential tool in students' a... more To date, information and communication technology has become an essential tool in students' academic development. Information management viaICT can be defined as the set of competences that allow individuals to access, analyze, and select effectively information and data in the process of knowledge construction. This paper is a report on the findings of a study conducted with 232 students, enrolled in the English Teaching undergraduate program at the University of Quintana Roo. The study set out to determine 1) if the students used ICT tools for academic purposes, 2) what ICT tools were used for information management, 3) how often these ICT tools were used by the students and 4) the functions of ICT used for information management. Data were collected through a 25-item semistructured questionnaire for both quantitative and qualitative analyses, though more emphasis was made on the former. Hence, quantitative data were fed into the Statistical Package for the Social Sciences (SP...
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Unpublished PhD thesis, University of Essex, 2005
Several factors (e.g. age, sex, L1/L2, motivation, etc) inherent in the learner have been found t... more Several factors (e.g. age, sex, L1/L2, motivation, etc) inherent in the learner have been found to account for the use or choice of language learning strategies. However, little research has been done on the possible relationship between personality variables and the use of language learning strategies. As a primary objective, this study purports to investigate extraversion (E) as a personality variable and its relationship with the use of vocabulary learning strategies (VLS). Similarly, the contribution of not only E, but also vocabulary proficiency (VP), university year of study (Y) and gender (G) to the use of VLS was examined. Further explorations involved the relationship between E and English academic achievement and E and VP. Last but not least, this study aims to provide a picture of the frequency with which L2 learners use VLS regardless of E, VP, Y, and G. The subjects were 150 EFL learners enrolled in a five-year English major at the University of Quintana Roo, Mexico. Personality data were collected via the Eysenck Personality Questionnaire. The strategy data were gathered through a VLS questionnaire emanating from a preliminary study and through semi-structured interviews. Language outcomes were obtained via the Vocabulary Levels Tests (VLT) and end-of-semester English grades. Data analysis included mean frequency ratings, simple correlations and stepwise multiple regression analysis (MR). The results showed that E emerged as a positive predictor of social-discovery, association, and some further-consolidation strategies, suggesting that more extraverted learners tend to use such strategies more frequently than less extraverted learners. Nevertheless, no relationship was found between E and guessing, dictionary use, note-taking, and repetition strategies. The stepwise MR analysis of separate VLS showed that VP emerged as the most frequent predictor of separate VLS (twenty-five items), followed by Y (thirteen items). E and G were the least frequent predictors of VLS with only eleven items each. Interestingly, MR analysis revealed that E remained as a better predictor of the three afore-mentioned strategy categories. Furthermore, a negative relationship was observed between E and English academic achievement, but no relationship was found between E and VP. All in all, using the dictionary to check meaning(s) was the most frequently used VLS across the whole sample. A similar trend was observed regarding guessing meaning from textual context, looking for opportunities to meet new words, repeating words silently, associating L2 words with L1 words, and writing English definitions. The least frequently used VLS included recording words on audiotapes, keeping notes on electronic devices and using electronic dictionaries. In terms of VLS categories, guessing and dictionary-use strategies were ranked with high frequency, whereas note-taking was the least used category. In sum, although E did not emerge as a strong predictor of VLS use, some pedagogical implications can be drawn. Nonetheless, further research needs to be conducted in this realm.
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Transdigital
La competencia digital del ciudadano del Siglo XXI es un eje transversal donde convergen los cono... more La competencia digital del ciudadano del Siglo XXI es un eje transversal donde convergen los conocimientos, las habilidades y las actitudes para la vida laboral y social. En esta investigación de corte cuantitativo se propuso describir el nivel de competencia digital de 678 estudiantes de pregrado de una universidad pública del sureste de México. Se diseñó un cuestionario estructurado de 44 reactivos, cuyos datos obtenidos permitieron diagnosticar el nivel de desarrollo de las áreas de competencia digital y determinar las diferencias estadísticamente significativas por división académica, carrera y género. Los resultados demostraron que el 44.9% del estudiantado reportó un nivel intermedio alto de competencia digital en general, mientras que el 35% resultó con un nivel intermedio bajo, el 12.5% con un nivel avanzado y el 8.5% con un nivel de principiante. El área de competencia más desarrollada fue la comunicación y la menos desarrollada fue la creación de contenidos digitales. Fina...
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Revista Lengua y Cultura
El uso eficaz de las tecnologías de la información y la comunicación, en forma de competencia dig... more El uso eficaz de las tecnologías de la información y la comunicación, en forma de competencia digital, se ha convertido en una parte indispensable de la vida humana en el siglo XXI, no solo para el ocio sino también para el trabajo. Este estudio tiene como objetivo investigar el desarrollo de la competencia digital en el ámbito de la traducción, considerando variables personales como el género, la edad, la experiencia en la traducción y el grado autopercibido de competencia digital. Los participantes fueron 201 traductores que fueron encuestados a nivel nacional y virtualmente a través de un cuestionario adaptado de Competencias Digitales de Traductores Contemporáneos, que engloba 87 ítems agrupados en nueve categorías. Los resultados mostraron que la seguridad digital y la ofimática fueron las categorías de competencia digital más reportadas, mientras que la planificación de proyectos y la traducción asistidas por computadora fueron las menos reportadas, aunque en general toda la m...
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Thesis Chapters by Alfredo Marin-Marin
Papers by Alfredo Marin-Marin