Silvia Wen-Yu Lee

Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning

ABSTRACT This study investigated the relationships among college students’ epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely ‘multiple-source,’ ‘uncertainty,’ ‘development,’ and ‘justification.’ COLB is further divided into ‘constructivist’ and ‘reproductive’ conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students’ epistemic beliefs of ‘uncertainty’ and ‘justification’ in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and ‘uncertainty’ was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that ‘uncertainty’ predicted surface strategies through the mediation of ‘reproductive’ conceptions; and the relationship between ‘justification’ and deep strategies was mediated by ‘constructivist’ COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students’ learning.

Exploring the Relationships Between EFL Learners’ Usage of Technology and Their Approaches to Learning English

Objective: Nowadays, technology plays an important role in learning; hence, it is important to explore the relationships between EFL learners’ usage of technology and their approaches to learning English. Method: This study involved 186 English department undergraduates in Taiwan and utilized two questionnaires to respectively survey EFL learners’ usage of technology and their approaches to learning English. In particular, the approaches to learning English survey used in this study is a newly designed questionnaire which includes eight factors: Intrinsic Interest, Commitment to Work, Relating Ideas, Understanding, Fear of Failure, Aim for Qualification, Minimizing Scope of Study, and Memorization. Results and findings: Exploratory factor analysis revealed adequate validity of the new questionnaire. The regression analyses indicated that EFL learners’ approaches to learning English were associated with their technology usage for learning English such as recommendation, usefulness, and ease of use. Discussion: This study will contribute to our understanding of EFL learners using technology for learning in the future.