Dissertations / Theses on the topic 'Strategic learners'
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Price, Nancy L., and n/a. "The Development of Strategic Learners: A Study of Teaching and Learning." Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070315.105718.
Full textPrice, Nancy L. "The Development of Strategic Learners: A Study of Teaching and Learning." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/367190.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
Edwards, Robert. "The measurement of strategic competence in second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0011/NQ39739.pdf.
Full textWeil, Brigitte. "Supporting college students with learning disabilities to become strategic learners." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104566.
Full textLes étudiants avec troubles d'apprentisages (TA) au niveau collégial vont souventindiquer que l'école est un défi car ils n'ont pas toujours les compétences nécessaire pour réussir à ce niveau. Ce mémoire examine comment les stratégies d'apprentissages stratégiques sont affecter par les services spécialisés constructivist pour les étudiants au niveau collégial avec TA. Au début de l'année scolaire les étudiants avec TA qui recevaient les services spécialisés utilisaient les stratégies pour la motivation et pour gérer le temps plus que les étudiants avec des TA qui ne recevaient pas les services spécialisés. Les étudiants avec les TA qui recevaient les services spécialisés n'ont pas utiliser les stratégies pour gérer l'anxieté différemment que les étudiants avec des TA qui ne recevaient pas les services spécialisés. Ni l'histoire des services spécialisés reçus, les TA, ou une combinaison des deux facteurs a été considérablement différent pour les trois domaines de stratégies (motivation, anxiété, gérer le temps). Les étudiants avec les TA qui recevaient des services spécialisés ont reçu des notes comparables aux étudiants sans TA qui ne recevaient pas des services spécialisés. L'utilisation des domaines de stratégies n'ont pas changé considérablement dès le début de l'année scolaire.
Ahmadian, Moussa. "Interlanguage conformity in strategic competence : ability to use compensatory strategies by second language learners in referential communication." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/3524/.
Full textBygate, Martin. "Linguistic and strategic features of the language of learners in oral communication exercises." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10006551/.
Full textRababah, Ghaleb Ahmed Ali. "An investigation into the strategic competence of Arab learners of English at Jordanian universities." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/953.
Full textDjoudi, Miriama. "Lingustic competence and strategic competence of second language learners in the area of the English verb-system : a cross-sectional study of interlanguage." Thesis, University of Essex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237539.
Full textIbrahim, Hany Ibrahim Ahmad. "The strategic reading processes of Egyptian EFL learners : a framework for reading curricula redesign and reform." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496767.
Full textGajjout, Hassane. "Strategic politeness enactment in first and foreign language acquisition: with soecial reference to moroccan learners of english." Doctoral thesis, Universite Libre de Bruxelles, 1996. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212282.
Full textLiu, Ping-yu. "Taiwanese first year university EFL learners' metacognitive awareness and use of reading strategies in learning to read : proficiency levels and text types." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/16150.
Full textSpivey, Rosalyn Dubose. "Strategic reading instruction in the upper elementary grades leading and supporting a community of learners : a mixed methods study /." Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007p/spivey.pdf.
Full textMieure, Danell Bench. "An Exploratory Study of Purposeful and Strategic Communicative Techniques to Teach Vocabulary From Core Reading Programs to English Learners." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2085.
Full textHensley, Nikki. "Teacher Perceptions of Blended Learning to Support 21st Century Learners." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3821.
Full textJonklass, Raymond. "Learners' strategies for solving linear equations." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52915.
Full textENGLISH ABSTRACT: Algebra deals amongst others with the relationship between variables. It differs from Arithmetic amongst others as there is not always a numerical solution to the problem. An algebraic expression can even be the solution to the problem in Algebra. The variables found in Algebra are often represented by letters such as X, y, etc. Equations are an integral part of Algebra. To solve an equation, the value of an unknown must be determined so that the left hand side of the equation is equal to the right hand side. There are various ways in which the solving of equations can be taught. The purpose of this study is to determine the existence of a cognitive gap as described by Herseovies & Linchevski (1994) in relation to solving linear equations. When solving linear equations, an arithmetical approach is not always effective. A new way of structural thinking is needed when solving linear equations in their different forms. In this study, learners' intuitive, informal ways of solving linear equations were examined prior to any formal instruction and before the introduction of algebraic symbols and notation. This information could help educators to identify the difficulties learners have when moving from solving arithmetical equations to algebraic equations. The learners' errors could help educators plan effective ways of teaching strategies when solving linear equations. The research strategy for this study was both quantitative and qualitative. Forty-two Grade 8 learners were chosen to individually do assignments involving different types of linear equations. Their responses were recorded, coded and summarised. Thereafter the learners' responses were interpreted, evaluated and analysed. Then a representative sample of fourteen learners was chosen randomly from the same class and semi-structured interviews were conducted with them From these interviews the learners' ways of thinking when solving linear equations, were probed. This study concludes that a cognitive gap does exist in the context of the investigation. Moving from arithmetical thinking to algebraic thinking requires a paradigm shift. To make adequate provision for this change in thinking, careful curriculum planning is required.
AFRIKAANSE OPSOMMING: Algebra behels onder andere die verwantskap tussen veranderlikes. Algebra verskil van Rekenkunde onder andere omdat daar in Algebra nie altyd 'n numeriese oplossing vir die probleem is nie. InAlgebra kan 'n algebraïese uitdrukking somtyds die oplossing van 'n probleem wees. Die veranderlikes in Algebra word dikwels deur letters soos x, y, ens. voorgestel. Vergelykings is 'n integrale deel van Algebra. Om vergelykings op te los, moet 'n onbekende se waarde bepaal word, om die linkerkant van die vergelyking gelyk te maak aan die regterkant. Daar is verskillende maniere om die oplossing van algebraïese vergelykings te onderrig. Die doel van hierdie studie is om die bestaan van 'n sogenaamde "kognitiewe gaping" soos beskryf deur Herseovies & Linchevski (1994), met die klem op lineêre vergelykings, te ondersoek. Wanneer die oplossing van 'n linêere vergelyking bepaal word, is 'n rekenkundige benadering nie altyd effektiefnie. 'n Heel nuwe, strukturele manier van denke word benodig wanneer verskillende tipes linêere vergelykings opgelos word. In hierdie studie word leerders se intuitiewe, informele metodes ondersoek wanneer hulle lineêre vergelykings oplos, voordat hulle enige formele metodes onderrig is en voordat hulle kennis gemaak het met algebraïese simbole en notasie. Hierdie inligting kan opvoeders help om leerders se kognitiewe probleme in verband met die verskil tussen rekenkundige en algebraïese metodes te identifiseer.Die foute wat leerders maak, kan opvoeders ook help om effektiewe onderrigmetodes te beplan, wanneer hulle lineêre vergelykings onderrig. As leerders eers die skuif van rekenkundige metodes na algebrarese metodes gemaak het, kan hulle besef dat hul primitiewe metodes nie altyd effektief is nie. Die navorsingstrategie wat in hierdie studie aangewend is, is kwalitatief en kwantitatief Twee-en-veertig Graad 8 leerders is gekies om verskillende tipes lineêre vergelykings individueel op te los. Hul antwoorde is daarna geïnterpreteer, geëvalueer en geanaliseer. Daarna is veertien leerders uit hierdie groep gekies en semigestruktureerde onderhoude is met hulle gevoer. Vanuit die onderhoude kon 'n dieper studie van die leerders se informele metodes van oplossing gemaak word. Die gevolgtrekking wat in hierdie studie gemaak word, is dat daar wel 'n kognitiewe gaping bestaan in die konteks van die studie. Leerders moet 'n paradigmaskuif maak wanneer hulle van rekenkundige metodes na algebraïese metodes beweeg. Hierdie klemverskuiwing vereis deeglike kurrikulumbeplanning.
Mooneyham, John C. "Instructional Strategies for Elementary English Learners." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5921.
Full textMooneyham, John C. "Instructional Strategies for Young English Learners." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5922.
Full textNg, Wai Chun Janet. "Unknown words : L2 learners' handling strategies." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/374.
Full textFaulconbridge, Robert Ian. "The development of learning and teaching strategies and technical texts for diverse groups of adult learners." University of Southern Queensland, Faculty of Engineering and Surveying, 2008. http://eprints.usq.edu.au/archive/00004785/.
Full textZare'in-Dolab, Saeed. "Learners as readers : how EFL learners comprehend a reading text under different levels of language proficiency and content familiarity." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388040.
Full textWu, Manfred Man Fat. "A study of the metacognitive language-learning strategy use and language-learning style preferences of English L2 learners at a vocational education institute in Hong Kong." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/8667.
Full textPeng, Gao. "On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.
Full textNguyen, Hanh Thi Bich. "Second language reading strategies: Evidence from Vietnamese learners of English." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1440.
Full textBesich, Marilyn Ann. "Learning tactics of successful online learners." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/besich/BesichM0505.pdf.
Full textLi, Yao. "L2 Learners' Attitudes to English Vocabulary Learning Strategies." Thesis, Kristianstad University College, School of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-969.
Full textDoering, Lynda. "Language learning strategies of younger second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ58027.pdf.
Full textChen, Long. "Lexical strategies of advanced Chinese learners of English." Marburg Tectum-Verl, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2798635&prov=M&dok_var=1&dok_ext=htm.
Full textTaga, Yumi. "Vocabulary learning strategies of Chinese learners studying Japanese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944693.
Full textAbdullah, Normah. "The oral communication strategies of Malaysian L2 learners." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288691.
Full textWibell-Kähr, Gustav, and Ek Filip Nilsson. "Analyzing the benefits of reading strategy instruction for reading comprehension in L2 English learners." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40266.
Full textLin, Chai-Wei. "Second Language Learners' Recognition of Unknown Words." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2212.
Full textM.A.
Department of Foreign Languages and Literatures
Arts and Sciences
Teaching English to Speakers of Other Languages
Ruschmann, Cecília Mendes Franco. "Simplification strategies in learners of English as foreign language." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/22515.
Full textMistar, Junaidi 1967. "Strategies of Indonesian learners of English across individual differences." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8067.
Full textParel, Rolande. "Lexical inferencing strategies of low proficiency second language learners." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322816.
Full textWijayanto, Agus. "Interlanguage pragmatics of refusal strategies by Javanese EFL learners." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=183672.
Full textKazamia, Vassilia. "Language learning strategies of Greek adult learners of English." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406275.
Full textHitt, Sara Beth, and false. "Learning Strategies and Classroom Management to Support All Learners." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4064.
Full textKalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.
Full textWang, Kermey. "An investigation of communication strategies of adult ESL learners." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1480.
Full textKolawole, Ibidayo Ebun. "High school learners' perception of HIV/AIDS preventive strategies." Thesis, University of Zululand, 2003. http://hdl.handle.net/10530/1029.
Full textThis study investigated the perceptions of high school learners about HTV7AIDS preventive strategies. The study reveals that the age of the learner, their gender, grade level, and the school they attend influences their perceptions. The study also reveals that the learners hold positive perceptions about abstaining from sex, delaying sex until marriage as well as knowing the HIV/AIDS status of potential partners as of paramount importance while those who do not hold positive perceptions about abstinence hold positive perception about practicing safe sex. The study reveals that there was no relationship between religion and the acceptance of circumcision as a cultural practice through which infection could be avoided; but racial grouping and age greatly influence the acceptance of this alternative strategy.
Kaya, Jean. "Vocabulary Learning Strategies: A Study of Congolese English Language Learners." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1526.
Full textTabanlioglu, Selime. "The Relationship Between Learning Styles And Language Learning Strategies Of Pre-intermediate Eap Students." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1014034/index.pdf.
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learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&
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perceptual learning style preferences and the other was used to identify students&
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learning strategies. In addition, think aloud protocols were held to determine the cognitive and metacognitive strategies students used while reading. The data analysis of the first questionnaire revealed that students&
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major learning style preferences were auditory learning and individual learning. Furthermore, significant difference was found in the preference of tactile learning between males and females. The analysis of the second questionnaire revealed that cognitive strategies were favoured the most. No significant difference was found in the preferences of learning strategies between males and females. The analysis with respect to the relationship between learning styles and strategies revealed that &
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visual styles had a significant relation with affective strategies
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auditory styles had significant relationships with memory, cognitive, affective, and social strategies
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there was a significant relationship between the individual learning style and compensation strategies. &
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none of the learning styles had a significant relationship with metacognitive strategies. The think aloud protocols revealed that students used various cognitive and metacognitive strategies.
Mason, Russell D. "Improving outcomes for adult learners." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95505/1/Russell_Mason_Thesis.pdf.
Full textChien, Ching-ning Kerri. "Listening strategies and processes of Chinese learners of English : a case study of intermediate learners in Taiwan." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/267.
Full textMoench, Megan Elaine. "Modeling literacy strategies for English language learners in mathematics class." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939263631&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textShannon, Maureen Graves Heather Brodie. "Senior learners motivations and composition strategies for teaching students 55+ /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804936.
Full textTitle from title page screen, viewed June 13, 2006. Dissertation Committee: Heather Graves (chair), Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.
Lee, Ching-ying Alice, and 李靜瑩. "The communicative strategies of secondary ESL learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944620.
Full textMcNeel, Michele E. "An Exploration of Elementary L2 Learners' Use of Metacognitive Strategies." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404525/.
Full textHidalgo, Antonelli Marcela. "Corrective feedback strategies, recasts and learners' uptake: a descriptive study." Tesis, Universidad de Chile, 2010. http://www.repositorio.uchile.cl/handle/2250/108629.
Full textPoulisse, Nanda Bongaerts Theo Kellerman Eric. "The use of compensatory strategies by Dutch learners of English /." Dordrecht : Foris, 1990. http://catalogue.bnf.fr/ark:/12148/cb35530833q.
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