Relevant bibliographies by topics / Language Learning Strategies (LLS)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language Learning Strategies (LLS)'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Language Learning Strategies (LLS)"

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Furwana, Dewi. "Language Learning Strategies of EFL College Students." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (2017): 76–91. http://dx.doi.org/10.30605/ethicallingua.v4i1.349.

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The objectives of the research were (1) to investigate the most dominant language learning strategies (LLS) used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2) to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1) metacognitive strategies was the most dominant LLS used, and (2) the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies wit
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Lem, Ngo Cong. "Language learning strategies among Vietnamese EFL High School students." Indonesian JELT: Indonesian Journal of English Language Teaching 14, no. 1 (2019): 55–70. http://dx.doi.org/10.25170/ijelt.v14i1.1418.

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Despite productive research on language learning strategies (LLS), LLS is still a multifaceted topic subject to controversy. Thus, previous researchers have encouraged conducting further LLS research in different educational contexts and student population. The current study was conducted to examine the LLS use among high school students, a relatively neglected population in previous LLS studies. Participants in the study were 83 Vietnamese tenth-graders who were administered the Strategy Inventory for Language Learning (SILL) by Oxford (1990), including six subscales: memory-related, cognitiv
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Ernomo, Zandi. "Language Learning Strategies (LLS) Instruction to Help Students Become Better Language Learners." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (2018): 79. http://dx.doi.org/10.30587/jetlal.v2i2.2466.

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Based on act of The Republic of Indonesia number 20, year 2003 on National Education System, learners should be active participants and able to develop their full potential. From the statement, the paradigm in educational field has changed from teacher centered learning to student-centered learning. Teaching language learners to learn so that they will be effective learners is a major issue in language teaching nowadays. A way to do that is by conducting strategy instruction. So, the purpose of this paper is to find out the definition of LLS, factors affecting the choice of LLS, classification
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Kussin, Haddi Junaidi, Ainon Omar, and Napisah Kepol. "Language Learning Strategies (LLS): Teachers’ Notions and Practice." Dinamika Ilmu 18, no. 1 (2018): 109–22. http://dx.doi.org/10.21093/di.v18i1.1086.

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The purpose of the study was to find out both notions and practice where LLS are concern. The study targeted the teacher population at Centre for Foundation Studies of the International Islamic University Malaysia, particularly teachers responsible of teaching English at the educational institution. However, there were only four teachers who responded to the invitation to become part of the study. The study first explored the individual perception of the four teachers who volunteered (done via three separate interview sessions) before lesson implementations of the four were observed to substan
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José, Miguel Marenco Domínguez, and Marín Juanías José. "Language learning strategies research in English as foreign language contexts: A systematic literature review." Journal of Education and Learning (EduLearn) 18, no. 2 (2024): 471–79. https://doi.org/10.11591/edulearn.v18i2.21144.

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The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in thefield o
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Chen, Lijuan, and Claire Rodway. "Distance Students’ Language Learning Strategies in Asynchronous and Synchronous Environments." CALICO Journal 40, no. 2 (2023): 198–217. http://dx.doi.org/10.1558/cj.21639.

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Although there are many studies on distance students’ language learning strategies (LLS) use, very little is known about what distinguishes LLS use between synchronous and asynchronous environments. This preliminary mixed-methods research helps to fill this gap by investigating distance students’ LLS use in these two environments. The picture of LLS use that emerged from the data collected has clearly demonstrated that the participants’ use of LLS and technologies was environment-dependent. Our findings suggest that, although the participants were able to use a wide repertoire of LLS and techn
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Pei, Xiaoyu. "Language Learning Strategies from the Perspective of Learning Context." World Journal of English Language 13, no. 5 (2023): 251. http://dx.doi.org/10.5430/wjel.v13n5p251.

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Learning context, as an important influence on language learning strategy (LLS), has received more attention in recent years. For the purpose of better strategy choices in different learning contexts and language achievements, this study investigated LLS from the perspective of learning context. Participants were 44 doctoral students recruited in ESL learning context (the US) and EFL learning context (China). Data were gathered through a mixed-methods research design with the use of the Language Strategy Use Inventory (LSUI). The results showed that the participants in both learning contexts r
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Et al., Zamri Mahamod. "Malay Language Learning Strategies Use Among Chinese Student Through Attitude And Learning Skills." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (2021): 31–43. http://dx.doi.org/10.17762/turcomat.v12i5.728.

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This study was conducted to identify the Malay language learning strategies (MLLS) and frequency through language skill use among Chinese students in Muar, Johor. This study aimed to investigate the relationship of language learning strategies (LLS) by attitude. A total of 181 Chinese students form 4 selected for this study. The sample selection was random. This research uses a questionnaire as a major research tool to gather information about the use of language learning strategies. The instrument uses a Likert scale of 1 to 5. Data were analyzed using Statistic Package for Social Science (SP
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Guljemal Guvanch qizi, To’xtayeva, and Umarova Ziyoda Ibrakhimovna. "MOTIVATION AND LANGUAGE LEARNING STRATEGIES." INTERNATIONAL JOURNAL OF SCIENCE AND TECHNOLOGY 2, no. 10 (2025): 54–55. https://doi.org/10.70728/tech.v2.i10.019.

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This study explores the intricate relationship between motivation and language learning strategies (LLS). Motivation is a key affectivefactor influencing language acquisition, while strategic behavior in learning enhances learners’ autonomy and success. By reviewing empirical studies and theoretical frameworks, the paper investigates how different types of motivation affect the use and efficacy of learning strategies among language learners. Results suggest that high motivation, particularly intrinsic and integrative motivation, correlates positively with frequent and effective use of a variet
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Damanik, Juli Yanti. "Language learning strategies used by Indonesian learners in IELTS." Studies in English Language and Education 9, no. 1 (2022): 62–77. http://dx.doi.org/10.24815/siele.v9i1.21448.

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This study investigated the frequently used language learning strategies (LLS) by Indonesian learners in learning English for a high-stakes exam, IELTS. In addition, differences in the LLS use among participants with different proficiency were examined. Using a quantitative approach, data were collected by using an online survey by utilizing Oxford’s Strategy Inventory for Language Learning (SILL) as the instrument. Sixty-one Indonesian adult learners who had taken IELTS were involved in this study. Their IELTS score indicated their proficiency levels. Data analysis was carried out using Stati
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Dissertations / Theses on the topic "Language Learning Strategies (LLS)"

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Aljuaid, Hind Thallab K. "Language Learning Strategies Used by a Group of Saudi Arabian EFL Learners." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/366841.

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This study is dedicated to the research of language learning strategies (LLSs) employed by a group of Saudi Arabian learners in an EFL context (English as a Foreign Language). The rationale for the study is to clarify a pronounced lack of research on the EFL context in Saudi Arabia, and a dearth of prior research into language learning strategies in this context. In particular, this research intends to investigate the general pattern of language learning strategy use among a group of Saudi Arabian EFL learners in terms of their overall strategy use, according to the six categories presented in
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Hlebnikovs, Pjotrs. "Die Unterschiede der Lernstrategien bei den Schülern der Grundschule und den Schülern des Gymnasiums bei ihrem Fremdsprachenlernen. : Die Lernstrategien, die die Schüler bei ihrem Fremdsprachelernen nutzen und worin sich diese Strategien bei den Schülern der Grundschule und Schülern des Gymnasiums unterscheiden." Thesis, Högskolan Dalarna, Tyska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24029.

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The aim of this paper is to examine the different learning strategies among the students of primary and upper-secondary schools and their use by developing the different proficiencies of modern languages. This study will also try to clarify if and how these strategies differ between the students of primary and upper-secondary schools and what cognitive, metacognitive and social effective aspects lie beyond these differences. The data used in the presented paper is previous research made on different learning strategies and their use in the modern language education in primary and upper seconda
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Joan, Palacios. "ELE y las diferentes estrategias de aprendizaje. Identificación, uso y aplicación en alumnos de escuela primaria y secundaria : Un estudio de las diferentes estrategias de aprendizaje entre los cursos de séptimo hasta el tercer año de bachillerato de español como lengua extranjera (ELE)." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88849.

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The aim of this study is to investigate the preferred language learning strategies and with the use of three different variables as: motivation, language competence as a foreign language and contact with the Spanish language investigate if they influence the preference choice. The variables that has been chosen for the sake of the investigations wider understanding of preference and effects of the choice of preferred language learning strategies by students. The investigation was applied on students that study Spanish as foreign language in a city of southern Sweden. The study theory is based
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Husung, Kirsten Maria. "Conocimientos y actitudes acerca de las metas de la metacognición en el aula de las lenguas extranjeras en una escuela sueca – Un estudio piloto." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-42905.

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Metacognition is one of the aims of the Swedish curricula in language teaching. This pilot study focuses on the implementation of this aim in a Swedish high-school. The teachers’ and the pupils’ attitudes towards the pupils’ metacognitive learning strategies and the reasons underpinning these attitudes are examined. The material finding of nine semi-structured interviews, held in a Swedish high-school in language teaching classes of Spanish, French and German, is analyzed with a qualitative method to get an understanding of the situation.The theoretical framework gives an introduction and over
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Sen, Hulya. "A Comparison Of Efl Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610341/index.pdf.

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This study aims to find out teachers&rsquo<br>and learners&rsquo<br>perception of language learning strategies (LLSs). Three psycho-social variables regarding the teachers&rsquo<br>use of strategy instruction at BaSkent University were considered: 1. Level of awareness of language learning strategies 2. Beliefs in the effectiveness of language learning strategies 3. Ease of strategy instruction. These results were compared with the students&rsquo<br>reported use of LLSs to increase our awareness of students&rsquo<br>strategy use and needs so that teachers would be able to help learners facing
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Ospina, Garcia Santiago. "Les effets de l’enseignement de stratégies de communication orale en cours d’espagnol, langue étrangère en France." Thesis, Paris 10, 2016. http://www.theses.fr/2016PA100108.

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Dans cette recherche-action nous avons mis en place un dispositif pédagogique visant à faire développer la compétence stratégique orale d’un groupe d’étudiants plurilingues apprenant l’espagnol au Campus Européen Franco-Allemand de Sciences Po Paris, situé à Nancy (France). Nous avons enseigné des stratégies de communication orale spécifiques dans le but d’étudier les effets de cet enseignement à partir, d’un côté, de l’utilisation des stratégies par les étudiants, avant et après notre intervention et, d’un autre côté, de leurs opinions sur le dispositif pédagogique. Plusieurs instruments de r
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Gómez, Sanabria Lina María. "Uso de estrategias para el aprendizaje del español y rol de las mediaciones: estudio hecho desde una perspectiva sociocultural con un grupo de estudiantes universitarios jamaicanos." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/393956.

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En esta investigación se identifica el tipo de estrategias de aprendizaje que utiliza un grupo de estudiantes universitarios jamaicanos y se analiza cómo los diferentes mediadores (profesores, familia, amigos, participantes y objetos simbólicos) intervienen en la actividad de aprendizaje del español. Este trabajo se desarrolla bajo una perspectiva sociocultural, según la cual “the human mind is mediated” (Lantolf, 2000). Para el desarrollo de esta investigación se ha optado por un paradigma cualitativo, un enfoque etnográfico (Duranti, 1997; Hymes, 1974; Watson-Gegeo, 1988) y se han empleado h
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Maroulis, Dimitris. "Language learning strategies in EFL." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434263.

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Doering, 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.

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Tang, Weizhi, and 湯偉之. "Self-access language learning : attitudes and learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209688.

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The attitudes and learning strategies of 100 language learners who are also users of Self-Access Centers (SACs) in a theoretical context of Self-Access Language Learning (SALL). Though questionnaire survey, the present study discovered several significant correlations between learner’s attitudes towards SALL and their language learning strategies. It also established a profile of SALL center users in their attitudes and learning strategies from an comparative view based on their previous SALL experiences. The results showed that leaners who are more ready for Self-Access tend to use affective
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Books on the topic "Language Learning Strategies (LLS)"

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Coloquio Internacional de Didáctica de la Lengua Extranjera (7th 2003 Universidad de Alcalá). Debate en torno a las estrategias de aprendizaje =: Debating learning strategies. P. Lang, 2004.

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Jones, Barry, 1938 Dec. 25- and Berwick Gwen, eds. Learning strategies. CollinsEducational, 1992.

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Anita, Wenden, and Rubin Joan 1932-, eds. Learner strategies in language learning. Prentice/Hall International, 1987.

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Szyszka, Magdalena. Pronunciation Learning Strategies and Language Anxiety. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50642-5.

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Hurd, Stella, and Tim Lewis, eds. Language Learning Strategies in Independent Settings. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690999.

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Stella, Hurd, and Lewis Tim 1946-, eds. Language learning strategies in independent settings. Multilingual Matters, 2008.

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Uhl, Chamot Anna, ed. Learning strategies in second language acquisition. Cambridge University Press, 1990.

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Sidwell, Duncan. Adult learning strategies and approaches: Modern language learning. NIACE, 1987.

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Chamot, Anna Uhl. Children's learning strategies in language immersion classrooms. National Foreign Language Resource Center, Georgetown University/Center for Applied Linguistics], 2000.

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Takač, Višnja Pavičić. Vocabulary learning strategies and foreign language acquisition. Multilingual Matters, 2008.

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Book chapters on the topic "Language Learning Strategies (LLS)"

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Griffiths, Carol, and Adem Soruç. "Language Learning Strategies." In Individual Differences in Language Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52900-0_8.

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Przybył, Jakub, and Mirosław Pawlak. "Language Learning Strategies." In Second Language Learning and Teaching. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25255-6_2.

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Pawlak, Mirosław. "Language Learning Strategies." In Research Questions in Language Education and Applied Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_38.

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Li, Lynne N. "Learning Styles and Learning Strategies." In Cultural Learning Styles in Language Education. Routledge, 2022. http://dx.doi.org/10.4324/9780429280061-5.

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Cohen, Andrew D. "Strategies: The Interface of Styles, Strategies, and Motivation on Tasks." In Psychology for Language Learning. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137032829_10.

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Gu, Peter Yongqi. "Vocabulary Learning Strategies." In Research Questions in Language Education and Applied Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_49.

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Cook, Vivian. "Learning and Communication Strategies." In Linguistics and Second Language Acquisition. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22853-9_6.

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Trendak, Olga. "Investigating Grammar Learning Strategies." In Second Language Learning and Teaching. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12433-9_3.

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Mendelsohn, David J. "Learning how to listen using learning strategies." In Studies on Language Acquisition. Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197778.2.75.

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Allen, Heather Willis. "Self-regulatory strategies of foreign language learners." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.37.03wil.

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Conference papers on the topic "Language Learning Strategies (LLS)"

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Herlambang, Rahmandani, and Endang Wahyu Pamungkas. "Advancing Hate Speech Detection in Indonesian Code-Mixed Using Large Language Models (LLMS): Investigating Models and Strategies." In 2025 International Conference on Smart Computing, IoT and Machine Learning (SIML). IEEE, 2025. https://doi.org/10.1109/siml65326.2025.11081055.

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Caccavale, Fiammetta, Carina L. Gargalo, Krist V. Gernaey, Ulrich Kr�hne, and Alessandra Russo. "Beyond ChatGMP: Improving LLM generation through user preferences." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.144855.

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Prompt engineering � improving the command given to a large language model (LLM) � is becoming increasingly useful in order to maximize the performance of the model and therefore the quality of the output. However, in certain instances, the user is not able to enrich the prompt with additional and personalized details, such as the preferred tone and length of generated response. Therefore, it is useful to create models that learn these preferences and implement them directly in the prompt. Current state-of-the-art inductive logic programming (ILP) systems can play an important role in the deve
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Hu, Jingyu, Weiru Liu, and Mengnan Du. "Strategic Demonstration Selection for Improved Fairness in LLM In-Context Learning." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.425.

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Ravichandran, Kathiravan, B. Anita Virgin, Surekha Patil, Gulnaz Fatma, Manikandan Rengarajan, and B. Kiran Bala. "Gamifying Language Learning: Applying Augmented Reality and Gamification Strategies for Enhanced English Language Acquisition." In 2024 Third International Conference on Smart Technologies and Systems for Next Generation Computing (ICSTSN). IEEE, 2024. http://dx.doi.org/10.1109/icstsn61422.2024.10670787.

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Acikgoz, Emre Can, Mete Erdogan, and Deniz Yuret. "Bridging the Bosphorus: Advancing Turkish Large Language Models through Strategies for Low-Resource Language Adaptation and Benchmarking." In Proceedings of the Fourth Workshop on Multilingual Representation Learning (MRL 2024). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.mrl-1.21.

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Saad Nahla, Iman. "BUILDING CULTURAL BRIDGES: STRATEGIES FOR DEVELOPING INTERCULTURAL COMPETENCE IN ARABIC LANGUAGE LEARNERS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0278.

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Liu, Shaobo, Guiran Liu, Binrong Zhu, Yuanshuai Luo, Linxiao Wu, and Rui Wang. "Balancing Innovation and Privacy: Data Security Strategies in Natural Language Processing Applications." In 2024 5th International Conference on Machine Learning and Computer Application (ICMLCA). IEEE, 2024. http://dx.doi.org/10.1109/icmlca63499.2024.10754062.

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Soraya, Kiky, and Nenden Sri Lengkanawati. "Students’ Perspectives on Mix Language Learning Strategies (Mix LLS) in Improving Their Learning Autonomy (LA): Indonesia EFL Context." In BINUS Joint International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010008503850390.

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Araújo, Vitor Meneghetti Ugulino de, Pedro Henrique Ramos Pinto, Cleydson de Souza Ferreira Junior, et al. "Surveying the Future of Computer and Data Science Education - Prospects and Pitfalls of Generative AI on Pedagogical Approaches." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2024. http://dx.doi.org/10.5753/wei.2024.2103.

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This study investigates the role of generative Artificial Intelligence (AI), like ChatGPT and other Large Language Models (LLMs), on learning strategies among computer and data science students at the Center for Informatics, University of Paraíba (CI/UFPB), Brazil. Analyzing 178 responses, the research highlights a significant engagement with LLMs and discovers a moderate correlation between students' LLM knowledge and their use of metacognitive learning strategies. Additionally, findings suggest a decrease in dysfunctional learning strategies with academic progression. The study reveals AI's
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Pereira, Aluisio José, Leandro Marques Queiros, Alex Sandro Gomes, and Tiago Thompsen Primo. "Strategies of Intelligent Tutoring Systems to Engage Students in Online Learning Before LLM Approaches." In Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2025. https://doi.org/10.5753/sbsi.2025.246479.

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Context: Several studies have investigated the integration of Intelligent Tutoring Systems (ITS) in education. However, there is still a gap in understanding approaches that promote student engagement in online learning. Problem: The literature lacks specific analyses that clarify the role of ITS in supporting student engagement in online learning environments, particularly before the advent of Large Language Models (LLM). Solution: This study analyzes the (inter)national literature to identify indicators of ITS contributions to student engagement, focusing on solutions implemented prior to th
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Reports on the topic "Language Learning Strategies (LLS)"

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Ozawa, Michiyo. Japanese Students' Perception of Their Language Learning Strategies. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7036.

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6650.

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

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada192006.

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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subje
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski &amp; Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university reposit
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Guo, Libo, and Ruihua Zhang. Building a Singapore learner corpus of English writing for pedagogy. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/28997.

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This project seeks to (1) build a learner corpus of English writing by collecting sample language data at Primary 6, Secondary 4, and Junior College 2 levels; (2) generate linguistic profiles for these stages and analyze/compare lexical, grammatical and discoursal features across these stages to track the development of English writing; (3) inform the learning, teaching and curriculum design of English writing; and (4) contribute to the theorization on the nature of writing development (Christie &amp; Derewianka, 2008). It attempts to answer the following research questions: 1. What are the le
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