Gotowe bibliografie tematyczne / Strategic learners

Gotowa bibliografia na temat „Strategic learners”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Strategic learners"

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Hall, Kathy, i Julia Myers. "Developing strategic learners". Education 3-13 27, nr 2 (czerwiec 1999): 16–22. http://dx.doi.org/10.1080/03004279985200151.

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Johnson, Neil H., i Jonathan deHaan. "Strategic Interaction 2.0". International Journal of Strategic Information Technology and Applications 4, nr 1 (styczeń 2013): 49–62. http://dx.doi.org/10.4018/jsita.2013010104.

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The potential of web-based 2.0 technology for teaching and assessing intercultural pragmatics has become an area of focus for language educators (Cohen, 2008; Belz, 2005, 2006). Research has highlighted that second and foreign language learners show significant differences from native speakers in language use, in particular, with the execution and comprehension of certain speech acts (Bardovi-Harlig & Mahan-Taylor, 2003). Without effective instruction, differences in pragmatics are evident in the English of learners regardless of their first language background or language proficiency. In EFL contexts, such as Japan, where learners have limited exposure to native speaker norms, teaching and learning pragmatic competence can be particularly challenging. The authors describe an ongoing curriculum development project in a Japanese university context, where the goal is to design and implement an effective approach to teaching interlanguage pragmatics. Digitally enhanced Strategic Interaction (SI) sequences (Di Pietro, 1987) provide opportunities for learners to engage in realistic interactive situations that are mediated by use of model conversations, an online wiki space, and digital video technologies. The online space provides opportunities for learner reflection, peer assisted feedback, and detailed intervention from the instructor. Data analysis from pre- and post- written discourse completion tasks suggests that learners are able to use language in more context sensitive ways having engaged with the teaching/learning cycle design.
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Wang, Dianjian, Hongling Lai i Michael Leslie. "Chinese English Learners’ Strategic Competence". Journal of Psycholinguistic Research 44, nr 6 (19.08.2014): 701–14. http://dx.doi.org/10.1007/s10936-014-9313-7.

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Gh Jeelani Bhat. "A Creative Use of Distance Education to Meet Contemporary Problems of Students Career Aspiration: Implications for Strategic Planning". International Journal of Research in Informative Science Application & Techniques (IJRISAT) 3, nr 1 (5.01.2019): 10–13. http://dx.doi.org/10.46828/ijrisat.v3i1.49.

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Effective learning is directly related and dependent on the social and emotional well being of the learner. It is important to recognize that particular conditions which may arise within the social, economic and political environment in which the learner lives, and which impact negatively on the learner's social and emotional well-being, thus placing the learner at risk of learning breakdown. Such factors influence learners either positively or negatively. Distance education has failed to become integrated into the academic culture, not as a result of the commonly factors of cost and faculty resistance, but rather due to the insistence of distance educators on perpetuating a culture that is out of touch with the driving force of higher education. Effective distance education program demands the strategic planning should be made at all times. Such planning could be done well if challenges confronting learners on the program are identified and addressed. There is need for conducting research on distance education since it provides the empirical data which can be used for the development of the education and career aspiration of distance students. The study recommends that, in order to help boost students’ academic performance, Distance Education of the students should organize periodic career guidance seminars for students, to stimulate their career awareness, career aspiration and nurture their enthusiasm. This paper sets out to explore and provide an up-to-date picture of the challenges faced by distance education students in their quest to study. Among the challenges identified were - institutional, instructional, social, psychological, financial, Lack of Support, Feelings of Isolation, Technology, Interactivity and Commitment. In this paper the investigator also discuss the different challenges which were faced by distance learners. The paper also provides some valuable suggestions to overcome these challenges and provides some implications for future strategic planning for career aspiration.
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Guerra Lyons, Jesús David. "Peer support in small group EFL writing tasks". Cuadernos de Lingüística Hispánica, nr 28 (26.07.2016): 149. http://dx.doi.org/10.19053/0121053x.4913.

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This paper reports on a classroom-based research study focused on the issue of support in the context of small group writing tasks in an EFL course. The main interest was in analyzing how learners structure different forms of assistance depending on their intersubjective awareness of each other’s goals and needs in the task. This structuring of learner support was compared to that of teacher-provided support in order to identify similarities and contrasts. Learners were found to provide at least three types of support:cognitive, strategic and feedback support. In each of these support types, specific intersubjective dynamics are reported to unfold as learners’ construed peers’ ongoing needs and goals. Teacher support was found to be mostly strategic, that is, mostly oriented towards task performance. Besides, it is suggested that teacher support often mismatches learners’ needs due to lack of spaces for establishing intersubjective ground. Pedagogical and research implications are finally discussed.Key words: intersubjectivity, peer support, small group task, teacher support.
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Zoghi, Masoud, Ramlee Mustapha i Tengku Nor Rizan Bt Tengku Mohamad Maasum. "Collaborative Strategic Reading with University EFL Learners". Journal of College Reading and Learning 41, nr 1 (wrzesień 2010): 67–94. http://dx.doi.org/10.1080/10790195.2010.10850336.

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Almaagbh, Ibrahim F. F. "The Impact of Strategic Notetaking on EFL learners’ Academic Performance in Jordan". International Journal of Higher Education 9, nr 1 (6.02.2020): 249. http://dx.doi.org/10.5430/ijhe.v9n1p249.

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This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners’ academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners’ academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students’ academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners’ academic performance (R2 =.919). Moreover, the strategic notetaking made the significant contribution (Beta= .449; t= 18.714; P <0.05) to the prediction of EFL learners’ academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners’ level of notetaking for better academic performance in Jordan.
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Yang, Yujin. "Use Strategic Planning in IELTS Part 2 Narrative Task". Learning & Education 10, nr 8 (20.06.2022): 169. http://dx.doi.org/10.18282/l-e.v10i8.3108.

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When English is regarded as the lingual franca in the global world, English learners’ communicative competence is emphasized. In China, however, most of L2 learners’ willingness to communicate and communicative competence is relatively low. This article focus on how to improve Chinese IELTS learners’ poor communicative competence in the classroom. I mainly use guided strategic planning in narrative tasks to enhance learners’ fluency and complexity.
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Rabab'ah, Ghaleb Ahmed. "Strategic Competence in an ELT Syllabus". ITL - International Journal of Applied Linguistics 145-146 (2004): 145–65. http://dx.doi.org/10.2143/itl.145.0.562912.

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Abstract Communication strategies (CSs) are important in helping learners to communicate successfully when they are faced with a production problem due to their lack of linguistic knowledge. This paper aims to support the importance of developing second language learners’ strategic competence and making communication strategies part of an ELT syllabus. This paper first discusses the various definitions of strategic competence and communication strategies. Then it briefly presents various communication strategies used by second language learners to solve their communication problems. The major portion of this paper is devoted to strategy training and its advantages in language learning. Finally, the paper concludes with the importance of introducing tasks and activities on communication strategies in an EFL syllabus, and suggests ways of improving teaching methodology.
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Hapsari, Astri. "Language Learning Strategies in English Language Learning: A Survey Study". Lingua Pedagogia, Journal of English Teaching Studies 1, nr 1 (19.03.2019): 58–68. http://dx.doi.org/10.21831/lingped.v1i1.18399.

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Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study
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Rozprawy doktorskie na temat "Strategic learners"

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Price, Nancy L., i 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.

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This thesis study set as its objective to investigate the effect of a comprehensive intervention to develop strategic learners on participating teachers and students. The intervention, named CORE Program for Strategic Teaching and Learning, was implemented throughout the entire curriculum by every teacher in Grades 7 - 12 in the Classical School. A combination of qualitative and quantitative methodology was used for the study. Grade 7 students were chosen for research purposes. Teacher participants included both certified and non-certified individuals, all with degrees in their area of instruction, whose experience ranged from none to decades. The student population was atypical, as it was composed of very highly-achieving and above average students in a private school. A review of the literature was made in an attempt to determine the critical elements of strategic learning and the necessary components for a successful intervention. Metacognition, self-regulation, self-efficacy, attribution for success, learning goal orientation, motivation, volitional control, and learning strategies were found to be interactive processes within strategic learning. Borrowing from chaos theory, strategic learning was viewed as a complex web of interacting influences, from which one could not extract a particular element to examine. Therefore, the study attempted to implement an intervention that would affect all of the above-named skills and attitudes exemplified by strategic learners. Teachers involved accepted the intervention and utilized it within their teaching, showing progress in ease of inclusion with years of experience in the program. The study data showed that the intervention had a generally positive student learning effect on 17 out of 21 items surveyed, with statistical significance determined for five items. The intervention was equally effective with very high-achieving students as well as with the lowest achieving students in the population studied.
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Price, Nancy L. "The Development of Strategic Learners: A Study of Teaching and Learning". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/367190.

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This thesis study set as its objective to investigate the effect of a comprehensive intervention to develop strategic learners on participating teachers and students. The intervention, named CORE Program for Strategic Teaching and Learning, was implemented throughout the entire curriculum by every teacher in Grades 7 - 12 in the Classical School. A combination of qualitative and quantitative methodology was used for the study. Grade 7 students were chosen for research purposes. Teacher participants included both certified and non-certified individuals, all with degrees in their area of instruction, whose experience ranged from none to decades. The student population was atypical, as it was composed of very highly-achieving and above average students in a private school. A review of the literature was made in an attempt to determine the critical elements of strategic learning and the necessary components for a successful intervention. Metacognition, self-regulation, self-efficacy, attribution for success, learning goal orientation, motivation, volitional control, and learning strategies were found to be interactive processes within strategic learning. Borrowing from chaos theory, strategic learning was viewed as a complex web of interacting influences, from which one could not extract a particular element to examine. Therefore, the study attempted to implement an intervention that would affect all of the above-named skills and attitudes exemplified by strategic learners. Teachers involved accepted the intervention and utilized it within their teaching, showing progress in ease of inclusion with years of experience in the program. The study data showed that the intervention had a generally positive student learning effect on 17 out of 21 items surveyed, with statistical significance determined for five items. The intervention was equally effective with very high-achieving students as well as with the lowest achieving students in the population studied.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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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.

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Weil, 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.

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College students with learning disabilitities (LDs) find college especially challenging as they often do not have the skills necessary to be successful in higher education. This thesis examined how strategic learning strategies are affected by constructivist support services for postsecondary students with LDs studying at a postsecondary institution. At Time 1 students with LDs who received support used motivation and time management strategies significantly more than students with LDs who did not receive support. Students with LDs who received support did not differ significantly in their use of anxiety strategies from students with LDs who did not receive support. Neither support history, presence of a LD nor an interaction of support and LD were significant for any of the three areas of strategy use (motivation, anxiety and time management) at Time 1. Students with LDs who received support received grades comparable to their peers without LDs and no support. The strategy use of students with LDs who received support did not change significantly from Time 1 to Time 2.
Les 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.
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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/.

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This study investigates the use of strategic competence (SC) by L2 learners in referential communication within the framework of "IL-conformity", a process which is believed to be partly responsible for SLA. It explores the extent to which IL SC conforms to the similarities of this competence in the performance of speakers of different native languages (Lls). It also examines whether the IL-conformity, if any, is task-in/dependent and relates to L2 proficiency levels. Strategic competence refers here to the knowledge/ability to use compensatory (problem-solving) strategies to solve communication problems and to achieve the intended goals. Although studies on SLA have shown that IL conforms to the general (universal) properties of human language, they have focused on the grammatical aspects of language. The communicative aspects of language, particularly SC, have not been touched upon within this framework to date. In this study, as a point of departure, two hypotheses are tested: (1) IL SC will conform more or less to the general properties (or similarities) of SC observed in the performance of speakers of different Lls across various tasks. That is, if particular strategies are used similarly by the speakers of different Lis in performing a given task, such strategies will be used by IL speakers for the same task to a certain extent, and if task variability causes various performance of SC, IL-conformity will occur across various tasks. (2) Degree of IL-conformity corresponds to the degree of L2 proficiency level. The performance of SC of 30 English and 30 Persian adult L1 speakers, and two groups of 30 Farsi-speaking ESL university students of different L2 levels was studied. The subjects communicated three different tasks to their interlocutors. The results appeared to be in support of the hypotheses. The possible reasons for the speakers' strategic language behaviour are discussed along with the theoretical and pedagogical implications for instructed SLA.
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Bygate, 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/.

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Rababah, 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.

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This thesis is a qualitative study of the strategic competence of Arab English majors at Yarmouk University in Jordan. Its aim is to fill the gap found in communication strategy (CS) research, which has at present little relevance to the Jordanian situation. Its main aim is to determine which communication strategies (CSs) are used by English majors while communicating in Ll Arabic and L2 English. Furthermore, since meaning is very important in language teaching, it aims to examine whether the messages transmitted by the learners are successful and comprehensible or not. This will increase our knowledge of how and by means of which strategies Arab English majors overcome their communication problems, and which strategies they use in communicating in their native language. The subjects of the study are 30 English majors at Yarmouk University, a typical Jordanian university, put into three proficiency levels according to an adapted TOEFL test. The sample represents a full range of English majors' ability at the English Department of the same university. Their ages range from 19-23. ... The main finding of the research is that English majors make wide use of CSs. These strategies are mostly L2- English based strategies. Another finding is that in spite of their limited linguistic knowledge, English majors manage to communicate their intended meaning by making use of CSs. It is also found that the learners' use of CSs is related to their proficiency level, in that Ll-Arabic based strategies decrease as proficiency improves. One of the most interesting additional findings is the effect of the mother tongue/Arabic which increases the variety of strategy use. For example, literal translation and word coinage are widely influenced by mother tongue interference. It is found that Arabic speakers use many communication strategies when compared with speakers of other languages in CS research. The subjects' use of CSs is also related to the type of task they are performing. Finally, Arab learners use CSs in their native language, but when compared to the CSs used in their target language, these are fewer in terms of frequency and vary in terms of type. Pedagogical implications and recommendations for further research are presented in light of the findings.
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Djoudi, 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.

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Ibrahim, 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.

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Based on an interpretive-constructivist paradigm, this study aimed at probing into the strategic reading processes of Egyptian EFL learners and their relationship with social and personal factors. In other words, it aimed at investigating a) students' perceptions of themselves as readers; b) students' knowledge about the task in terms of reading goals, text structure, and reading criteria; c) students' knowledge about and use of reading strategies, and finally d) students' knowledge about sources of reading difficulty. Moreover, the study intended to investigate the learning style preferences of students and their relationship with strategy use. Finally the study aimed at utilising this investigation for developing a framework for reading curricula planning and design.
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Gajjout, 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.

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Książki na temat "Strategic learners"

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Helping Students Become Strategic Learners: Guidelines for Teaching. Cambridge, MA: Brookline Books, 1993.

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Ridley, Jennifer. Strategic competence in second language performance: A study of four advanced learners. Dublin: Centre for Language and Communication Studies, Trinity College, 1991.

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Anderson, Andy Thomas. Learning strategies: The missing 'think' in physical education and coaching : a practical guide to the development of strategic learners. Toronto: Sport Books, 2000.

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Murdoch, Kath. Creating a learner-centred primary classroom: Learner-centred strategic learning. London: Routledge, 2008.

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Blerkom, Dianna L. Van. College study skills: Becoming a strategic learner. Wyd. 6. Boston, MA, USA: Wadsworth Cengage, 2007.

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Blerkom, Dianna L. Van. College study skills: Becoming a strategic learner. Wyd. 2. Belmont, CA: Wadsworth Pub. Co., 1997.

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Blerkom, Dianna L. Van. College study skills: Becoming a strategic learner. Wyd. 4. Belmont, CA: Wadsworth Thomson Learning, 2003.

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Blerkom, Dianna L. Van. College study skills: Becoming a strategic learner. Wyd. 5. Boston, Mass: Thomson Wadsworth, 2006.

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Blerkom, Dianna L. Van. College study skills: Becoming a strategic learner. Belmont, Calif: Wadsworth Pub. Co., 1994.

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College study skills: Becoming a strategic learner. Wyd. 3. Belmont, CA: Wadsworth Pub. Co., 2000.

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Części książek na temat "Strategic learners"

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Fad, Kathleen McConnell, i Gail Ryser. "Strategic Choices". W Proven Strategies That Work for Teaching Gifted & Advanced Learners for Grades 3-8, 55–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237389-15.

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Zhiwei Bi, Nick. "The Effectiveness of Construct-Relevant and Construct-Irrelevant Strategic Processes on Chinese EFL Learners’ Test Performance". W Chinese-Speaking Learners of English, 38–51. 1. | New York : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429290848-4.

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Ferris, Dana R. "Building a Writing Curriculum and Developing Strategic Writers". W Teaching English to Second Language Learners in Academic Contexts, 89–105. Title: Teaching English to second language learners in academic contexts : reading, writing, listening, and speaking / Jonathan M. Newton, Dana R. Ferris, Christine C. M. Goh, [and two others]. Description: New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-8.

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Angriawan, Arifin. "Analysis of Course Content Structure and Critical Thinking in Strategic Management". W Empowering 21st Century Learners Through Holistic and Enterprising Learning, 231–36. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4241-6_23.

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Panda, Santosh. "Evolving Learner Support Systems". W Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_46-1.

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AbstractWith changing scenarios in globalization, technologization, and conception of twenty-first-century learners and learning, distance teaching institutions are also gradually changing their delivery strategies and learner support systems. This is more visible in the following: from separation of course design and learner support to both forming an integral part of blended teaching-learning; from physical and geography-based operation to more technology-enabled networked operation; from largely behaviorist model to more of constructivist and connectivist models of course design and learner support; and from a humanistic support system to more of strategic support system. In these changing scenarios, however, the changes in academic practices have not kept pace with technology changes; and technology and market, rather than the scholarship of teaching and support, dominate the support discourse and practice. These developments raise various research questions which need to be investigated further. The analysis in the chapter shows that the future of distance and online learning vis-à-vis learner support is poised to shift from the “course material-tutoring” system to the “networked-interactive-intelligent” system, though both will continue for quite some time to come. Institutional leaders, faculty, and other stakeholders need to engage with further articulation and reflection toward evolving a quality, productive, pedagogy-led, and learner-friendly support system.
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Panda, Santosh. "Evolving Learner Support Systems". W Handbook of Open, Distance and Digital Education, 841–59. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_46.

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AbstractWith changing scenarios in globalization, technologization, and conception of twenty-first-century learners and learning, distance teaching institutions are also gradually changing their delivery strategies and learner support systems. This is more visible in the following: from separation of course design and learner support to both forming an integral part of blended teaching-learning; from physical and geography-based operation to more technology-enabled networked operation; from largely behaviorist model to more of constructivist and connectivist models of course design and learner support; and from a humanistic support system to more of strategic support system. In these changing scenarios, however, the changes in academic practices have not kept pace with technology changes; and technology and market, rather than the scholarship of teaching and support, dominate the support discourse and practice. These developments raise various research questions which need to be investigated further. The analysis in the chapter shows that the future of distance and online learning vis-à-vis learner support is poised to shift from the “course material-tutoring” system to the “networked-interactive-intelligent” system, though both will continue for quite some time to come. Institutional leaders, faculty, and other stakeholders need to engage with further articulation and reflection toward evolving a quality, productive, pedagogy-led, and learner-friendly support system.
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Fong, Yoke Sim. "Beliefs and Strategies". W Learners in Transition, 68–86. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203729380-5.

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Huang, Li-Shih. "Learner Strategies". W Research Questions in Language Education and Applied Linguistics, 219–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_40.

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Kawauchi, Chieko. "5. The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency". W Language Learning & Language Teaching, 143–64. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/lllt.11.09kaw.

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Genc, Zubeyde Sinem. "Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners". W Task-Based Language Teaching, 67–88. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/tblt.4.07gen.

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Streszczenia konferencji na temat "Strategic learners"

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González, Mariana Verónica, Norma Patricia Caro i Adrián Maximiliano Moneta Pizarro. "Statistics and Data Science for the Strategic Management of the Banking Business". W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14g3.

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In companies, there is an increasing need to develop skills that allow to know and analyze the astonishing amount of information generated. The aim of the Data Science Training Program for Banking Activity was to provide a banking institution in Córdoba, Argentina, with an approach that allows an appropriate use of the data available, promoting that the levels of greater influence are sensitized and equipped with the necessary tools to feed their decision-making processes based on the data managed in the organization. Through the integrating nexus between statistics and data science provided by the National University of Cordoba, a number of challenges were taken forward as goals to be solved. En las empresas se observa, de manera creciente, la necesidad de desarrollar capacidades que permitan conocer y analizar la asombrosa cantidad de información generada. El Programa de Formación en Ciencia de Datos para la Actividad Bancaria tuvo como objetivo dotar a una institución bancaria de Córdoba, Argentina, de un enfoque que permita un uso apropiado de los datos que dispone, promoviendo que los niveles de mayor influencia sean sensibilizados y dotados de las herramientas necesarias para alimentar sus procesos decisorios con base a los datos que se gestionan en la organización. A través del nexo integrador entre la estadística y la ciencia de datos proporcionados por la Universidad Nacional de Córdoba se llevaron adelante una serie de desafíos como metas a resolver.
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González Beltrán, Luis Fernando, Olga Rivas García, María Guadalupe Mares Cárdenas, Elena Rueda Pineda i Héctor Rocha Leyva. "Hybrid Modality in Statistical Learning: Effects on Attitudes and Skills". W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14g4.

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Due to the poor preparation with which students arrive, we have used a text analysis strategy, underlining statistical analysis, encountering resistance from students, presumably by a negative attitude towards statistics. The objective was to test the modification of attitudes in addition to the acquisition of skills. Participants were 34 psychology students. With a pretest posttest design, an attitudes scale and an examination were applied to them. In addition to participating in a virtual course, a video showed the logic of statistical analysis, and they were asked for the strategic analysis of seven articles with a discussion forum. Significant differences were found. It is shown that the teaching of statistics will only make sense within the context of the research and intervention process. Debido a la mala preparación con que llegan los estudiantes, hemos utilizado una estrategia de análisis de textos, subrayando el análisis estadístico, encontrando resistencia de los alumnos, presumiblemente por una actitud negativa hacia la estadística. El objetivo fue probar la modificación de actitudes además de la adquisición de habilidades. Participaron 34 estudiantes de Psicología Presencial. Con un diseño pretest postest, se les aplicó una escala de actitudes y un examen, además de participar en un curso virtual, un video mostró la lógica del análisis estadístico, y se les pidió el análisis estratégico de siete artículos, con un foro de discusión. Se encontraron diferencias significativas. Se demuestra que la enseñanza de la estadística solo tendrá sentido dentro del contexto del proceso de investigación e intervención.
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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan i Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs". W ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study and learning strategies. Self-regulated learners also hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. Training programs that promote SRL have been found to be beneficial for students’ learning. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. Students also learned about the brain and how it forms new connections every time they learn something new. The outcomes are provided and recommendations are discussed.
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Charbonneau-Gowdy, Paula Antoinette, i Danisa Thamara Salinas Carvajal. "Cracking the Cocoon: Promoting Self-Directed Lifelong Learning in EFL Pre-service Teachers in Chile Through the Guided Use of Social Media Tools". W Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5612.

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Abstract While is it an obvious observation that in the 21st century individuals will need to continue to learn to keep pace with the rapid changes that affect their personal and professional lives, the practicalities of doing so are daunting. Where do we begin to instill a sense of self-directed learning that leads to a lifelong pursuit of knowledge and, more importantly, how? The aim of our study was to determine the influence of providing guided support in the use of social media to a group of future EFL teachers in Chile. In this context, where traditional teaching practices and cultural norms, not to mention resistance to technology adoption often stand in the way of learner agency and evolving self-directed learner identities, we focussed on pre-service teachers as a strategic step in changing these trajectories. Our results were encouraging in that for this group of participants there was evidence of change not only in responsibility for learning but in a metacognitive awareness of ‘how’ to learn – key ingredients in reaching personal and professional potential. We conclude that the use of technology needs to be re-conceptualized as not only an information provider but as a key player in constructing self-directed, lifelong learners. Keywords: self-directed learning, social media, lifelong learning, Teacher Education, ICT, learner identities
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Cizelj, Leon, Csilla Pesznyak, Behrooz Bazargan-Sabet, Abdesselam Abdelouas, Filip Tuomisto, Michèle Coeck i Pedro Dieguez Porras. "The ENEN+ Project: Attracting, Retaining and Developing New Nuclear Talents Beyond Academic Curricula". W 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82612.

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The ENEN+ project proposes cost-effective actions to attract, develop and retain new talents in nuclear professions. This is a contribution of the ENEN Association, supported by the European Commission, to the common strategic goal of all nuclear stakeholders: to preserve, maintain and further develop the valuable nuclear knowledge for todays and future generations. The ENEN+ project focuses on learners and careers in nuclear reactor engineering and safety, waste management and geological disposal, radiation protection and medical applications. This paper outlines the most important expected contributions of the project and the approaches designed to deliver them.
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Buzzetto-More, Nicole, i Bryant Mitchell. "Student Performance and Perceptions in a Web-Based Competitive Computer Simulation". W InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3353.

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Computer simulations have implications across disciplines and with learners at all levels. By requiring learners to develop and apply knowledge and skills in interactive changing environments, they encourage deeper levels of learning. Additionally, simulations have been shown to be particularly effective at teaching complicated concepts that depend on the ability to understand interrelationships, strategize, make predictions, analyze and evaluate, and engage in multi-faceted decision making. In order to help students gain a deeper understanding of key business concepts, encourage critical thinking and decision making, foster collaboration and critical discourse, and encourage the application of concepts into real world business practices, the University of Maryland Eastern Shore, a minority serving institution, decided in 2004 to introduce a series of competitive web-based simulations at key junctures throughout the curriculum but focused primarily in the course Strategic Management. The simulation selected covers topics such as Strategy & Tactics, Policy, Production, Accounting, Marketing, Finance, Quality control, Human resources, Leadership, and Teamwork and involves students competing in teams against other teams. In order to assess the effectiveness of the simulation, a research protocol was introduced that included the administration of student surveys as well as the collection of performance data. The findings indicate that students overwhelmingly felt that the simulation helped them understand the application of key concepts and learn the decision making process that occurs in professional business practice. The examination of student performance data gathered in this study, with consideration given to the strong levels of student satisfaction, encouraged the authors to postulate based on the high success rates of this student population, which traditionally underperforms in more traditional mode of assessments, that simulations may serve as an equalizer that offers all students, from low to high achievers, an opportunity to succeed and that competitive web-based simulations enhance the overall educational and personal development experiences of minority students enrolled in higher education business programs.
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Chicho, Kanar, i Ahmed Abdulla. "12th International Conference on Educational Studies and Applied Linguistics". W 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.06.

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Language educators aim to promote speaking skills because speaking skills are one of the productive skills that make language learners create meaningful conversations and dialogues with the target language. There are different methods and strategies for promoting speaking skills, such as communicative language teaching (CLT) and story-telling strategies. CLT aims to have communication and discussions in the class, and so does the story-telling. The researchers conducted studies on making foreign language learners speak the target language. They concluded that enhancing speaking skills requires actively involved students, and for that, the language instructors need to use some tools and strategies. Moreover, the story-telling strategy involves the students practicing their speaking skills, and this technique aims to improve their speaking skills in a real-life situation. Thus, this research paper explores the values of story-telling strategies in the EFL classroom. A qualitative research design was implemented, and the data was collected from secondary sources such as research articles. For analyzing the data, a thematic analysis was used. The results demonstrated that story-telling was highly sufficient in improving speaking skills. It enhances the capacity of capturing new vocabularies, fostering pronunciation. It also enables the learner’s imitation skill, expanding the learner’s communication, including their criticality, and increasing the learning desire to use the target language. In brief, story-telling strategies help the language learners to use the target language, and it also helps the learners to improve their speaking skills.
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Fitzgerald, Rachel, i Henk Huijser. "Exploring industry-university partnerships in the creation of short courses and micro-credentials". W ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0149.

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This paper explores industry-university partnerships in the creation of short courses and microcredentials. It is a position paper that precedes a pilot study. We scan the higher education environment for current practices and begin to explore the notion of a more consistent and strategic approach. Partnerships refer to both industry as partners in course development, and industry as partners in developing meaningful learning experiences in the context of professional and career development. The pilot study that this paper is connected to aligns with national and international frameworks and explores university-industry partnerships, to ensure such partnerships can be leveraged to offer better value to learners with regards to workplace and lifelong learning.
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Roopchund, Ourvashee, Romeela Mohee i Anjusha Durbarry. "Furthering Lifelong Learning to Navigate through the New Normal – A Small Island State Perspective". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7948.

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The Covid-19 pandemic has caused major disruptions to Higher Education Systems worldwide and Mauritius, a small island state, had to ensure that its people continue learning to navigate through the new normal. The Higher Education Commission (HEC) in collaboration with the Ministry of Education, Tertiary Education, Science and Technology entered into an agreement with the Commonwealth of Learning (COL) to secure scholarships under the ‘COL_Skills for Work Scholarship’, over the next 3 years. This timely initiative aims to close the skills gap of in-demand and high-demand jobs. Data from the first cohort reveals more than 50 % of learners completed their courses. A survey is underway to gauge the benefits accrued through the scheme by 1500 learners in terms of unlocking their potential to face changes in their workplace, building employability skills and personal development as well as to investigate its impact on the livelihood of people in the island. The study will be used as a basis to create strategic directions towards lifelong learning in a small island state and will also give invaluable insights into how education can be tailored made to create a talent economy, assisting higher education institutions to reinvent their learnings to meet the new needs of the economy.
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Al Harthy, Mohammed Abdullah. "Leveraging Technology in Learning & Development". W ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210794-ms.

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Abstract A Petroleum Development Oman (PDO) Learner's journey was driven primarily through the ‘traditional’ classroom environment, which is not conducive to modern learner learning needs. These face-to-face interactions have limited technology interfaces and do not meet the evolving demands of the present-day learner to upskill fast, improve employee engagements, and create efficiencies in Learning & Development. With PDO re-shapes its strategy to accelerate and evolve to energy efficiency, renewables, and decarbonisation, it is essential that employees also have the necessary skills to succeed. Therefore, PDO's Learning & Development (L&D) Academy had to re-shape its strategy on how it embraces innovations and technologies to serve modern learners best. Boost side-lined skills, so digital technology becomes part of the workforce's everyday working & learning lives. PDO's L&D provides a unique learning experience for each learner to cater for changes to the learning preferences of the modern learner, who not only want the latest learning programs to take place anywhere but also requires more personalised opportunities for engaging with their peers. PDO's L&D Academy has adopted a bifocal approach to create and sustain an innovative learning technology culture. The first part is the integration of PDO's Learning Management Systems (LMS) with other HR modules such as performance, and people analytics, which will provide PDO's employees with an integrated talent system. The second part is the transformation of PDO's Learning Technology Ecosystem, and this involves creating a pool of learning modalities leveraging technology to deliver immersive, contextual, and personalised learnings. PDO's L&D Academy has set up a Creative Multimedia Lab (CML) to introduce the various learning modes. The CML brings awareness to the 4th Industrial Revolution (4IR) technologies such as Virtual Reality (VR) or Augmented Reality (AR) to a broader population in PDO. It also provides the opportunity to demonstrate how can utilise these technologies to customise and enhance learning and the learner's experience. Developing these customised learnings will bring a superior experience to the learners and hence implant lifelong learning in the flow of work cultures in PDO in the long run.
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Raporty organizacyjne na temat "Strategic learners"

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Lavadenz, Magaly, i Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.

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Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.
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Tare, Medha, Alison R. Shell i Jessica Jackson. Shifting Mindsets: Designing Lessons for Learner Variability. Digital Promise, czerwiec 2022. http://dx.doi.org/10.51388/20.500.12265/157.

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Classrooms nationwide welcome a diverse group of learners. A goal, and an achievable one, is to recognize this unique diversity on a whole child spectrum and to strive to customize learning to meet individual needs. Critical to this process is for teachers to have at hand research that connects factors of learning in a holistic way. It is equally important to provide research-based strategies that teachers can use to embrace differences and provide pathways to robust learning for each student. With these considerations in mind, the Learner Variability Project (LVP) engaged in a partnership with the national nonprofit DonorsChoose to discover if teachers across the country could use the Learner Variability Navigator (LVN) to find and put in place research-based strategies that address the whole learner. The LVN is a free and open-source web app that curates research to provide factors of learning and affiliated strategies on a whole child framework. The pilot study found that even brief use of LVN encouraged teachers to reflect on the research-based strategies they already use and explore new strategies that support their students’ diverse experiences and needs.
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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6650.

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Choi, Yoojin, Nathan M. Stall, Antonina Maltsev, Chaim M. Bell, Isaac I. Bogoch, Tal Brosh, Gerald A. Evans i in. Lessons Learned from Israel’s Vaccine Rollout. Ontario COVID-19 Science Advisory Table, luty 2021. http://dx.doi.org/10.47326/ocsat.2021.02.09.1.0.

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As Ontario expands access to the COVID-19 vaccine beyond the Phase 1 priority populations, strategic planning and execution of mass vaccine rollout will have a significant impact on the health and safety of Ontario’s 14.5 million residents. There are six key elements of Israel’s successful COVID-19 vaccine campaign that can be readily applied to Ontario to expedite and expand the province’s vaccine rollout strategy: a simple vaccine prioritization process; modification to the transport, storage, and distribution of the vaccines; effective communication to promote vaccine confidence; decentralization of vaccination sites; centralized organization through Health Maintenance Organizations (HMOs) using a fully integrated information technology (IT) system in a universal health care system; and the engagement of community-based personnel, infrastructure, and resources.
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Leong, Phoebe. The Study of Malaysian Learners' Strategies while Studying a Second Language. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6481.

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Mills, Charlene. Use of Language Learning Strategies by Proficient and Less Proficient Learners. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6921.

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Gilman, Brian L. Worthy of His Sufferings": How Strategic Leaders Learned from Failure". Fort Belvoir, VA: Defense Technical Information Center, marzec 2013. http://dx.doi.org/10.21236/ada589318.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Nietschke, Yung. Australian Strategic Partnerships in Remote Education. Australian Council for Educational Research, październik 2021. http://dx.doi.org/10.37517/978-1-74286-649-9.

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This report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade's Partnerships for Recovery: Australia's COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in government, tertiary institutions, community organisations and teachers.
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Hernández, Ana, Magaly Lavadenz i JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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