Students' strategies in preparation and lectures: Direct and moderating effects of teachers' teaching strategies

Abstract

The present study examined effects of teachers' teaching strategies on students' learning strategies during preparation at home and lectures at school. In a pilot study, a questionnaire about teachers' teaching strategies in English reading classes was constructed. Participants in the main study were seventh and eighth grade students (n = 985) and their English teachers (n = 15). The questionnaire for students consisted of items relating to learning motives and strategy use during preparation and lectures. The questionnaire for teachers included items about teaching strategies in their lectures and direct instruction on learning methods. Hierarchical linear modeling (HLM) analysis revealed that the more the teachers focused on the meaning of words (e.g., explaining the origin of words) and had their students answer questions, the more the students used look-up and help-seeking strategies during preparation, as well as a note-taking strategy during lectures. The results also showed a significant moderating effect of teaching strategies on the relation between students' conjecturing strategies (conjecturing the meaning of unknown words) during preparation and monitoring strategies during lectures.