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Journal articles on the topic 'Learner'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Park, Kinam, Hyesung Ji, and Heuiseok Lim. "Development of a Learner Profiling System Using Multidimensional Characteristics Analysis." Mathematical Problems in Engineering 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/652623.

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We propose a learner profiling system that uses the multidimensional characteristic analysis of learners. For this purpose, a real-time monitoring system for learners was developed and then used to extract information of the characteristics of learners that appear in learning environments. The extracted information on the characteristics of learners is automatically constructed into personalized learner profiles through the learner profiling system. The contents of learner profiles consist of the cognitive ability of learners, the learning condition, and teacher assessment. To verify the effec

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Freedman, Hayden, Neil Young, David Schaefer, Qingyu Song, André van der Hoek, and Bill Tomlinson. "Construction and Analysis of Collaborative Educational Networks based on Student Concept Maps." Proceedings of the ACM on Human-Computer Interaction 8, CSCW1 (2024): 1–22. http://dx.doi.org/10.1145/3637313.

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Network Analysis has traditionally been applied to analyzing interactions among learners in online learning platforms such as discussion boards. However, there are opportunities to bring Network Analysis to bear on networks representing learners' mental models of course material, rather than learner interactions. This paper describes the construction and analysis of collaborative educational networks based on concept maps created by undergraduates. Concept mapping activities were deployed throughout two separate quarters of a large General Education (GE) course about sustainability and technol

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Ho, Kevin K. W. "The Role Of Learners' Academic Background On E-Learning." International Journal of Systems and Service-Oriented Engineering 4, no. 4 (2014): 51–64. http://dx.doi.org/10.4018/ijssoe.2014100104.

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Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universities and online educational service providers, are now using E-learning technologies to deliver their courses as pure online courses or hybrid courses. In this research, the effectiveness of using online

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Kotani, Katsunori, Takehiko Yoshimi, Hiroaki Nanjo, and Hitoshi Isahara. "A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language." English Language Teaching 9, no. 9 (2016): 139. http://dx.doi.org/10.5539/elt.v9n9p139.

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<p>In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners’ linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled

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Kalyanasundaram, Bala, and Mahe Velauthapillai. "Capabilities of Thoughtful Machines." Fundamenta Informaticae 74, no. 2-3 (2006): 329–40. https://doi.org/10.3233/fun-2006-742-307.

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When learning a concept the learner produces conjectures about the concept he learns. Typically the learner contemplates, performs some experiments, make observations, does some computation, thinks carefully (that is not output a new conjecture for a while) and then makes a conjecture about the (unknown) concept. Any new conjecture of an intelligent learner should be valid for at least some "reasonable amount of time" before some evidence is found that the conjecture is false. Then maybe the learner can further study and explore the concept more and produce a new conjecture that again will be

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Mpisi, Anthony, and Gregory Alexander. "Black Learner Perceptions of Teacher-Learner and Learner-Learner Relationships in Multicultural Spaces of Historically White Schools." International Journal of Learning, Teaching and Educational Research 21, no. 4 (2022): 28–45. http://dx.doi.org/10.26803/ijlter.21.4.2.

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The purpose of this paper is to report on a research study which explored the perceptions of black learners with regard to their teacher-learner and learner-learner relationships in multicultural spaces of Historically White Schools in the five educational districts of the Northern Cape province in South Africa. A quantitative research approach, embedded in a descriptive data method of data analysis was employed, where a self-designed 4-point Likert scale questionnaire was given to 1037 black high school learners attending Historically White Schools in the Northern Cape. Learners used for the

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Taraghi, Benham, Anna Saranti, Martin Ebner, Vinzent Müller, and Arndt Großmann. "Towards a Learning-Aware Application Guided by Hierarchical Classification of Learner Profiles." JUCS - Journal of Universal Computer Science 21, no. (1) (2015): 93–109. https://doi.org/10.3217/jucs-021-01-0093.

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Learner profiling is a methodology that draws a parallel from user profiling. Implicit feedback is often used in recommender systems to create and adapt user profiles. In this work the implicit feedback is based on the learner's answering behaviour in the Android application UnlockYourBrain, which poses different basic mathematical questions to the learners. We introduce an analytical approach to model the learners' profile according to the learner's answering behaviour. Furthermore, similar learner's profiles are grouped together to construct a learning behaviour cluster. The choice of hierar

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Chen, Fu, and Ying Cui. "LogCF: Deep Collaborative Filtering with Process Data for Enhanced Learning Outcome Modeling." Journal of Educational Data Mining 12, no. 4 (2020): 66–99. https://doi.org/10.5281/zenodo.4399685.

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Effective learning outcome modeling is crucial to the success of learning evaluation in education. In the digital age, the movement towards online learning and computerized assessments has resulted in an explosion of structured and unstructured educational data (e.g., learners' problem-solving process data), which offers new opportunities for large-scale learning outcome modeling. Traditional psychometric models are of limited scalability and cannot adequately model item and learner features with incomplete and unstructured learner performance data. Existing advances in machine learning typica

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Evangelista, Gladys D., and Geoffrey S. Sepillo. "Engagement Strategies and Academic Performance of the Learners in Online Distance Learning, Zone 3, Division of Zambales." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 8 (2024): 3142–54. http://dx.doi.org/10.11594/ijmaber.05.08.17.

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This study aimed to determine the learner engagement strategies and academic performance in online distance learning, Zone 3, Division of Zambales. A descriptive-correlational research design and quantitative analysis were employed in the study. The learner engagement strategies of intermediate learners in online distance learning were described and the academic performance tested its relationship. Findings revealed that learners are female, early adolescents, have smartphones, and are connected to the internet via WIFI broadband. The learners are highly engaged in the learner engagement strat

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Fahad Raza, Muhammad, Muhammad Anwar, Arif Husain, et al. "Differential gene expression analysis following olfactory learning in honeybee (Apis mellifera L.)." PLOS ONE 17, no. 2 (2022): e0262441. http://dx.doi.org/10.1371/journal.pone.0262441.

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Insects change their stimulus-response through the perception of associating these stimuli with important survival events such as rewards, threats, and mates. Insects develop strong associations and relate them to their experiences through several behavioral procedures. Among the insects, Apis species, Apis mellifera ligustica are known for their outstanding ability to learn with tremendous economic importance. Apis mellifera ligustica has a strong cognitive ability and promising model species for investigating the neurobiological basis of remarkable olfactory learning abilities. Here we evalu

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Lamia, Mahnane, and Laskri Tayeb. "Discovering Learner Styles in Adaptive e-Learning Hypermedia Systems." JUCS - Journal of Universal Computer Science 19, no. (11) (2013): 1522–42. https://doi.org/10.3217/jucs-019-11-1522.

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A distinct feature of an adaptive e-learning hypermedia system (AEHS) is the learner model it employs, that is, a representation of information about an individual learner. Learner modeling and adaptation are strongly correlated, in the sense that the amount and nature of the information represented in the learner model depend largely on the kind of adaptation effect that the system has to deliver. In fact, we see a problem arising when teachers assume similar learning styles, thinking styles, levels of knowledge and abilities for learners. This is because learners that are less able will feel

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Juniar, Anna, and Vioni Angel Prisilya Sihombing. "The Effect of Learning Cycle 5E with Animation Media at Student Activities and Learning Outcomes." Jurnal Inovasi Pembelajaran Kimia 6, no. 2 (2024): 324. http://dx.doi.org/10.24114/jipk.v6i2.63747.

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This study aims to determine the effect of application of Cycle 5E learning model with animation media at learner activities and learning results. The sample was taken by random sampling of 32 learners at experiment and control room. The research was carried out by providing pre-check, after which learning material by nonelectrolyte and electrolyte solutions were applied with the Cycle 5E learning model with animation media at experiment room and the Conventional model at control class, then the posttest. From statistic processing, the following results were obtained: the average activity of l

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de Courcy, Michèle. "Four adults’ approaches to the learning of Chinese." Australian Review of Applied Linguistics 20, no. 2 (1997): 67–93. http://dx.doi.org/10.1075/aral.20.2.05dec.

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The aim of this paper is to present the results of research conducted with four adult learners of Chinese, in order to throw some light on the process of learning Chinese as a second language. The term “process” is used here to refer to operations used by learners to find and/or construct meaning within the context of a particular second language classroom. “Strategy” refers to a single operation which is a feature of the process of meaning construction. Data were collected over a two year period using individual and group interviews, think aloud protocols, classroom observation and learner di

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Fayzimuxammedova, Maftuna Bahodir qizi. "SUPPORTING VOCABULARY RETENTION THROUGH STUDENT-CREATED VISUAL DICTIONARIES." GOLDEN BRAIN 3, no. 10 (2025): 256–61. https://doi.org/10.5281/zenodo.15515632.

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<em>This exploratory action research examines the impact of student-created visual dictionaries on vocabulary retention and learner autonomy among lower secondary EFL learners. In the exploratory phase, data was collected on how students currently recorded and recalled new vocabulary. The findings indicated limited use of personalized strategies and poor long-term retention. In the action phase, students created individualized visual dictionaries using drawings and example sentences for newly learned words over five weeks. The intervention led to improved vocabulary recall scores and increased

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Oya, Masanori. "Differences of Mean Dependency Distances of English Essays Written by Learners of Different Proficiency Levels." Glottometrics 53 (2022): 24–41. http://dx.doi.org/10.53482/2022_53_400.

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This study investigates the differences in the mean dependency distances (MDDs) of the English essays in a learner corpus, focusing on the different proficiency levels of learners, and the different dependency types. This study is based on the following three assumptions. Firstly, the MDDs of learners' production increase as proficiency levels increase. Secondly, there is an upper limit over which MDDs do not exceed, as predicted by the Dependency Distance Minimization principle. Finally, different types of dependencies show different tendencies across learners of different proficiency levels.

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Paquot, Magali, and Sylviane Granger. "Formulaic Language in Learner Corpora." Annual Review of Applied Linguistics 32 (March 2012): 130–49. http://dx.doi.org/10.1017/s0267190512000098.

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Formulaic language is at the heart of corpus linguistic research, and learner corpus research (LCR) is no exception. As multiword units of all kinds (e.g., collocations, phrasal verbs, speech formulae) are notoriously difficult for learners, and corpus linguistic techniques are an extremely powerful way of exploring them, they were an obvious area for investigation by researchers from the very early days of LCR. In the first part of this article, the focus is on the types of learner corpus data investigated and the most popular method used to analyze them. The second section describes the type

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Yingyi, Xu, Rafiza Abdul Razak, and Siti Hajar Halili. "Factors affecting learner engagement in HyFlex learning environments." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3164. http://dx.doi.org/10.11591/ijere.v13i5.28998.

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<p><span lang="EN-US">Higher education institutions are increasingly implementing hybrid flexible (HyFlex) learning mode due to its accessibility and flexibility. However, little is known about students’ engagement and potential predictors in this learning approach. This study’s objective was to look into strategies for enhancing learner engagement in HyFlex learning environments. In this study, the relationships between specific predictors (learner control, self-efficacy, and learning motivation), learners’ perceived community of inquiry (CoI) presences, and learner engagement in

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Yingyi, Xu, Rafiza Abdul Razak, and Siti Hajar Halili. "Factors affecting learner engagement in HyFlex learning environments." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3164–76. https://doi.org/10.11591/ijere.v13i5.28998.

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Higher education institutions are increasingly implementing hybrid flexible (HyFlex) learning mode due to its accessibility and flexibility. However, little is known about students’ engagement and potential predictors in this learning approach. This study’s objective was to look into strategies for enhancing learner engagement in HyFlex learning environments. In this study, the relationships between specific predictors (learner control, self-efficacy, and learning motivation), learners’ perceived community of inquiry (CoI) presences, and learner engagement in HyFlex learning

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Frances, B. Tangog. "Improving the Mastery of Grade Six Learners on Enumerating the Ways of Separating Liquid Mixtures Using Dr. Separatio and Miztizque." Improving the Mastery of Grade Six Learners on Enumerating the Ways of Separating Liquid Mixtures Using Dr. Separatio and Miztizque 8, no. 12 (2023): 5. https://doi.org/10.5281/zenodo.10299619.

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This classroom-based action research explored on improving the mastery of grade six learners on the Science least learned competency, Enumerating the Ways of Separating Liquid Mixture, using Dr. Separatio and Miztizque a Science Strategic Intervention Material (SIM). This research was conducted in Davao Central District, Division of Davao City, with a School ID of 129555 during the first semester of School Year 2022-2023. One learner was the key participant of the study. Baseline data were gathered to assess his performance. The SIM Dr. Separatio and Miztizque was used as the tool in helping t

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Li, Shugang, He Zhu, Ying Qian, Shiqi Ren, and Bing Fang. "Classification and Quantification of Danmaku Interactions in Online Video Lectures: An Exploratory Study." Wireless Communications and Mobile Computing 2022 (September 28, 2022): 1–12. http://dx.doi.org/10.1155/2022/5656669.

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Danmaku is an important means of interaction in online education, providing a learning atmosphere of collaboration with peers. Nowadays, there have been more studies on Danmaku interaction. However, there are still some shortcomings in the existing literature for classifying and quantifying the content of Danmaku interactions. Semi-structured interviews were conducted with 35 informants to identify learner-content interaction that met learners’ functional needs and learner-learner interactions that met social, hedonic, and emotional needs. Using content analysis of two video lectures, we found

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Çardak, Çigdem Suzan. "A Multi-Perspective Investigation into Learners’ Interaction in Asynchronous Computer-Mediated Communication (CMC)." Higher Education Studies 6, no. 2 (2016): 61. http://dx.doi.org/10.5539/hes.v6n2p61.

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<p>This article focusses on graduate level students’ interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners’ views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students were participated in the study and 12 of them were interviewed. Meanwhile, 345 message

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Kehrwald, Benjamin. "Learners' Experiences with Learner Support in Networked Learning Communities." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 210–17. http://dx.doi.org/10.54337/nlc.v6.9315.

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This paper addresses the issue of learner support in networked learning communities by drawing out key findings of an exploratory study into the relationship between online social presence and learner support in networked learning. The aims of the paper are, first, to promote understanding of learners’ experiences with learner support in networked learning and, second, to inform the ongoing development of learner support system in that context. Historically associated with distance education, learner support is gaining currency in a variety of educational contexts. Increasing interest in lifel

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Radhakrishnan, Madhubala. "Personalized Mobile Learning and Course Recommendation System." International Journal of Mobile and Blended Learning 13, no. 1 (2021): 38–48. http://dx.doi.org/10.4018/ijmbl.2021010103.

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Mobile-based learning provides new experience to the learners to learn anything from anywhere and anytime by using their portable or mobile device. Vast educational contents and also different media formats can be supported by the mobile devices. Access speed of those materials has also improved a lot. With this advancement, providing required content or materials in the desired format to the learner is essential to the learning management system. Also, it is very important to guide the learner based on their interest in learning. With this outset, the proposed mobile learning system helps the

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Kwon, Yanghyeon. "A Case Study on University Writing Class Applying Differentiated Instruction: Focusing on the “Basic Writing” Course at C University." Korean Society of Culture and Convergence 45, no. 11 (2023): 241–52. http://dx.doi.org/10.33645/cnc.2023.11.45.11.241.

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This paper proposes individualized instruction as a teaching method that allows learners with different characteristics to participate in the entire writing process and practice the essence of writing education. The analysis results of class operation that applied individualized instruction using the non-face-to-face class method implemented during the pandemic are as follows. First, the LMS system accumulates learner data and allows the instructor to check the learner's individual achievement and provide continuous individual guidance. At this time, the guidance for each learner is meaningful

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Pratama, Ryan Andhika. "Understanding the Three Types of the First Semester Learners in English Language Education Study Program." Language Circle: Journal of Language and Literature 14, no. 1 (2019): 19–26. http://dx.doi.org/10.15294/lc.v14i1.19806.

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Every learner has their own learning styles, and there are three types of learner; such as visual learner, auditory learner, and kinesthetic learner. This paper will talk about the three types of learners based on their learning styles, the classification of English Language Education Study Program students based on the three types of learners, and what should the teachers do to help them to achieve the greater knowledge while learning new things. The research using the VAK Learning Styles Self-Assessment Questionnaire obtained from Swinburne University of Technology. The result shows that fro

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Yu, Rongmei. "On Fostering Learner Autonomy in Learning English." Theory and Practice in Language Studies 10, no. 11 (2020): 1414. http://dx.doi.org/10.17507/tpls.1011.09.

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With the teaching of English being more and more communicative, the tradition teacher-centered approach is facing a big challenge and is being replaced by the learner-centered one. It means that learners will assume greater responsibility for their own English learning. Therefore, fostering learner autonomy is of the utmost importance in the teaching of English. Over the last ten years, fostering learner autonomy has become the chief concern in the field of English language teaching. As a result, many records have been obtained in different studies of learner autonomy. This paper aims at an ex

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Guo, Xingrong, Xiang Li, and Yiming Guo. "Factors Influencing the Satisfaction of Second Language Learners of Chinese in Online Courses." Behavioral Sciences 14, no. 5 (2024): 387. http://dx.doi.org/10.3390/bs14050387.

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The study aims to investigate the relationship among the key factors affecting second language learners’ satisfaction with online Chinese courses and their willingness to continue utilizing them by constructing a Model of Chinese Learners’ Satisfaction in Online Courses. Additionally, the influence of participants’ individual differences was also explored. A total of 203 second language learners of Chinese participated in the questionnaire survey, with 5 learners further participating in interviews. Learner expectations, learner perceived quality, and learner perceived value were identified as

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Kahveci, Pınar, and Zekiye Müge Tavil. "The The Impact of Overt Strategy Instruction in EFL Classrooms on Reading and Listening Achievement." Shanlax International Journal of Education 12, no. 3 (2024): 18–28. http://dx.doi.org/10.34293/education.v12i3.7538.

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Language learning strategies may have a key role in foreign language learning because they may foster learner autonomy and motivation. Keeping the learner-centred nature of language learning strategies in mind, this study set out to understand the impact of overt listening and reading strategy instruction on learners’ listening and reading achievement. The study employed an explanatory mixed-method research design. Research instruments were reading and listening achievement tests and semi-structured interviews. The treatment involved overt listening and reading strategy instruction that lasted

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Savina, Alina, and Nadezhda Moroshkina. "Is It Possible to Read Other People’s Confidence While Testing Their Implicit Learning?" Russian Journal of Cognitive Science 6, no. 4 (2019): 39–49. http://dx.doi.org/10.47010/19.4.4.

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Recent studies have shown that observers can accurately read a partner’s confidence in their decision without verbal information exchange. The main question of the present study concerns the possibility of an accurate reading of the metacognitive experiences of others if they make decisions based on implicit knowledge. The second question addressed the predictors of such mindreadings if they are possible. The experiment was conducted using an artificial grammar learning paradigm. Participants worked in dyads: the Learner implicitly learned to classify stimuli as grammatical and non-grammatical

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Kwon, Heokseung. "English learner corpora and research in Korea." Corpora 17, Supplement (2022): 5–22. http://dx.doi.org/10.3366/cor.2022.0244.

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The interest in the exploitation of corpora in the study of Korean L2 learners’ use of English has risen dramatically over the past two decades, leading to the compilation of learner corpora and to numerous empirical investigations into Korean learners’ use of English. This paper will give an overview of the compilation and characteristics of English learner corpora in Korea and will also provide an analysis of the recent trends in learner corpus research. It was not until the mid-2000s that Korean academics started to compile English learner corpora, such as the snu Korean-speaking English Le

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LEOW, Min Hui, and Rafiza ABDUL RAZAK. "MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS." Turkish Online Journal of Distance Education 25, no. 1 (2024): 334–52. http://dx.doi.org/10.17718/tojde.1262408.

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Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation

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Dewi, Desi Surlitasari, and Eka Wilany. "THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND MOTIVATION IN EFL SPEAKING CLASS." ELP (Journal of English Language Pedagogy) 8, no. 2 (2023): 194–208. http://dx.doi.org/10.36665/elp.v8i2.758.

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Despite continuous effort to establish an engaging learning environment, there is a lack of motivation among EFL learners in speaking class. Understanding the relationship between autonomy and motivation might provide insights into effective methods of instruction in EFL speaking classes when learners need to strengthen their speaking skills. This study aimed to investigate the relationship between learner autonomy and motivation in higher education, particularly in EFL speaking classes. The research method employed in this correlational study was a questionnaire to assess learner autonomy and

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Crafford, Gerrie, and Benjamin Rosman. "Improving Reinforcement Learning with Ensembles of Different Learners." MATEC Web of Conferences 370 (2022): 07008. http://dx.doi.org/10.1051/matecconf/202237007008.

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Different reinforcement learning (RL) methods exist to address the problem of combining multiple different learners to generate a superior learner. These existing methods usually assume that each learner uses the same algorithm and/or state representation. We propose an ensemble learner that combines a set of base learners and leverages the strengths of the different base learners online. We demonstrate the proposed ensemble learner’s ability to combine the strengths of multiple base learners and adapt to changes in base learner performance on various domains, including the Atari Breakout doma

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Mardiana, Rizdika. "Foreign language learning strategies of three Indonesian multilinguals: A narrative inquiry study." Lililacs Journal : English Literature, Language, and Cultural Studies Journal 3, no. 2 (2023): 13–23. http://dx.doi.org/10.21009/lililacs.032.02.

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Foreign language learners usually learn a foreign language using their first language. There has been limited report on study discussing the ability of foreign language learners to learn a foreign language using their learned foreign language. This study employed an autobiographical narrative inquiry based on the experience of three multilinguals. This study aimed to find out their strategies in learning foreign languages and the factors affecting in learning foreign languages. This study found that there were two Indonesian multilinguals that learn Japanese using their limited ability in Engl

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Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.

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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to

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Abdullah Alsmari, Nuha. "Learner Autonomy and Interlanguage Pragmatic Learning Strategies (IPLS) Use: A Gender-based Analysis in the Saudi EFL Context." Language Teaching Research Quarterly 42 (August 2024): 145–62. http://dx.doi.org/10.32038/ltrq.2024.42.09.

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This study sought to scrutinize the interplay between interlanguage pragmatic learning strategies (IPLS) usage and learner autonomy among male and female English as a Foreign Language (EFL) learners. It also examines whether gender plays a significant role in the adoption and efficacy of these strategies in the EFL learning context. The study sample consisted of 156 upper-intermediate Saudi EFL learners, comprising an equal distribution of 78 males and 78 females. Data were collected via a proficiency test, learner autonomy survey, and IPLS inventory. The results revealed significant gender-ba

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Reichle, Joe, and David E. Yoder. "Communication Board Use in Severely Handicapped Learners." Language, Speech, and Hearing Services in Schools 16, no. 3 (1985): 146–57. http://dx.doi.org/10.1044/0161-1461.1603.146.

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Four severely retarded preschool children were taught to label four objects using a manual, direct select communication board. After acquisition, learners failed to generalize to either commenting or requesting using the trained vocabulary. It was hypothesized that learners failed because (a) they had never learned to request using their newly acquired vocabulary or (b) because the production of object labels was only under control of the verbal stimulus "What's this?" A second experiment, designed to test these hypotheses, suggested that teaching a pragmatic discrimination between requesting

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Kaiss, Wijdane, Khalifa Mansouri, and Franck Poirier. "Pre-Evaluation with a Personalized Feedback Conversational Agent Integrated in Moodle." International Journal of Emerging Technologies in Learning (iJET) 18, no. 06 (2023): 177–89. http://dx.doi.org/10.3991/ijet.v18i06.36783.

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Pre-evaluation of the learner's level is a common learning strategy designed to determine the prior knowledge and skills of learners. A pre-evaluation is carried out at the beginning of the course and based on the results obtained, personalized resources will be provided that respond to individual learner needs. This paper presents a pre-evaluation for a C programming language course by providing, at the end of the quiz, a personalized formative feedback and recommendation to the learners. We have developed our conversational chatbot named QuizCbot, which allows learners to go directly to the

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Noviana, Nurul, and Priyatno Ardi. "INVESTIGATING LEARNER AUTONOMY IN A TOEFL PREPARATION PROGRAM." Journal of English Educational Study (JEES) 3, no. 1 (2020): 10–20. http://dx.doi.org/10.31932/jees.v3i1.612.

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Learner autonomy is learners’ ability to take charge, set the rules and style of their learning as the goals. Profiling autonomous learners can be seen in the TOEFL preparation program class. TOEFL preparation program is a course subject to provide learners in achieving the TOEFL score target to fulfill requirements as ELT students. The class provides learners with more opportunities in studying pre-face-to-face sessions by giving the students worksheets. These opportunities directed the learners to exercise their English. This study investigates the learning activities conducted by EFL learne

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Donald, Shane. "Learner Initiatives in the EFL Classroom: a Public/Private Phenomenon." ELT Journal 74, no. 2 (2020): 136–45. http://dx.doi.org/10.1093/elt/ccaa006.

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Abstract This paper examines how a teacher responds to ‘learner initiatives’ during classroom instruction. Learner initiatives refer to students making ‘uninvited’ contributions in class when not selected as the next speaker. This paper focuses on learners initiating an interactional sequence through asking the teacher a question. Using conversation analysis, this research describes two practices adopted by a teacher when responding to such learner initiatives. These practices shape how learners participate within learner-initiated interactional sequences and hence the opportunities that occur

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Kim, Su-Jin. "Western Music History Subjects Applied to Discussion and Discussion Operational Case Studies." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 19 (2023): 503–18. http://dx.doi.org/10.22251/jlcci.2023.23.19.503.

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Objectives This study sought to provide an effective teaching direction through practical examples of applying the discussion and discussion method to Western music history subjects and conducting classes with learner-cen-tered teaching methods. At the same time, the purpose is to conduct a learning effect and satisfaction survey for discussion-centered classes for students, analyze the results, prove the effectiveness of the discussion and dis-cussion teaching method, and present a learner-centered teaching model for music colleges in the future. Methods While conducting a class on the

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Chen, Haijian, Yonghui Dai, Heyu Gao, Dongmei Han, and Shan Li. "Classification and analysis of MOOCs learner’s state: The study of hidden Markov model." Computer Science and Information Systems 16, no. 3 (2019): 849–65. http://dx.doi.org/10.2298/csis181002030c.

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In MOOCs, learner?s state is a key factor to learning effect. In order to study on learner?s state and its change, the Hidden Markov Model was applied in our study, and some data of learner were analyzed, which includes MOOCs learner?s basic information, learning behavior data, curriculum scores and data of participation in learning activities. The relationship of the learning state, the environment factors and the learner?s individual conditions was found based on the data mining of the above of learning behavior data. Generally, there are three main conclusions in our research. Firstly, lear

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Katuka, Gloria Ashiya, Alexander R. Webber, Joseph B. Wiggins, et al. "The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (2022): 1–24. http://dx.doi.org/10.1145/3512970.

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Co-creative proccesses between people can be characterized by rich dialogue that carries each person's ideas into the collaborative space. When people co-create an artifact that is both technical and aesthetic, their dialogue reflects the interplay between these two dimensions. However, the dialogue mechanisms that express this interplay and the extent to which they are related to outcomes, such as peer satisfaction, are not well understood. This paper reports on a study of 68 high school learner dyads' textual dialogues as they create music by writing code together in a digital learning envir

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Hafidi, Mohamed, and Tahar Bensebaa. "Developing Adaptive and Intelligent Tutoring Systems (AITS)." International Journal of Information and Communication Technology Education 10, no. 4 (2014): 70–85. http://dx.doi.org/10.4018/ijicte.2014100106.

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Several adaptive and intelligent tutoring systems (AITS) have been developed with different variables. These variables were the cognitive traits, cognitive styles, and learning behavior. However, these systems neglect the importance of learner's multiple intelligences, learner's skill level and learner's feedback when implementing personalized mechanisms. In this paper, the authors propose AITS based not only on the learner's multiple intelligences, but also the changing learning performance of the individual learner during the learning process. Therefore, considering learner's skill level and

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Hao, Xiaowei, and Shanshan Han. "An Algorithm for Generating a Recommended Rule Set Based on Learner's Browse Interest." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (2018): 102. http://dx.doi.org/10.3991/ijet.v13i11.9604.

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To personalize the recommended learning information according to the interests of the learner, a recommendation rule set generation algorithm based on learner browsing interests was proposed. First, the learner's browsing behavior was captured. A multivariate regression method was used to calculate the quantitative relationship between the learner's browsing behavior and the degree of interest in the web page to generate a learner's current interest view (CIV). With this current interest view, a content-based collaborative filtering personalized information recommendation service was provided

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de, Lara Alex, Alvin Crudo, Floremae Hababag, Angeli Arah Lacaba, and Jason Mari Mariano. "Level of Engagement of Junior High School Students in Science During Online Distance Learning." International Journal of Humanities and Social Sciences 15, no. 1 (2023) (2023): 19–41. https://doi.org/10.5281/zenodo.8039181.

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This study focuses on the Junior High School students' science engagement in online distance learning at Statefields School Inc. Learner engagement in science was analyzed using a validated researcher-made questionnaire based on the three interactions: learner-content, learner-teacher, and learner-learner. This study used a descriptive research design. Out of 891 learners, 256 participated in the research. Most learners are female, post-paid users, have good internet connection and spent 3-5 hours daily using the Learning Management System (Quipper). Most learners are in Grade 8 and s

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Jeffrey, David M., and Renee M. Clark. "Supplementing Western Perspectives of Learner-Centered Instruction With a Daoist Approach Towards Authentic Power Sharing in the Classroom." International Journal of Contemporary Education 2, no. 1 (2019): 9. http://dx.doi.org/10.11114/ijce.v2i1.4016.

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Learner-centered teaching (LCT) has one main focus – learners and learning! With learner-centered teaching, the traditional roles of the instructor and learners change. In this paper, we draw various parallels between learner-centered instruction and ancient Chinese wisdom based on Daoist perspectives to further promote and support learner-centered teaching among instructors, in particular college instructors. Daoist wisdom is a philosophy based on living in peace and harmony with the way everything is in nature, and it encourages sharing of power with students, which ultimately engenders trus

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De Wet, Corene. "What newspapers tell us about teacher-on-learner violence in South African schools." African Journal of Teacher Education 13, no. 1 (2024): 1–27. http://dx.doi.org/10.21083/ajote.v13i1.7589.

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This small-scale qualitative study of newspapers’ portrayal of teacher-on-learner violence in South African schools is informed, firstly, by the World Health Organisation’s definition of violence and four of the World Health Organisation’s six main types of violence involving children and, secondly, by John Galtung’s theory of violence. South African media was used as a database for identifying South African English newspaper articles on teacher-on-learner violence. Qualitative content analysis was employed to systematically work through the identified newspaper articles. Five types of direct

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Lengkanawati, Nenden Sri. "LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 222. http://dx.doi.org/10.17509/ijal.v6i2.4847.

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Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA). Therefore, it is very essential to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for[JC1] professional development. After

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Rohit, B. Kaliwal, and L. Deshpande Santosh. "Efficiency of Probabilistic Network Model for Assessment in E-Learning System." International Journal of Recent Technology and Engineering (IJRTE) 9, no. 3 (2020): 562–66. https://doi.org/10.35940/ijrte.C4635.099320.

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The knowledge acquirement by the learner is a major assignment of an E-Learning framework. Evaluation is required in order to adapt knowledge resources and task to learner ability. Assessment provides learner’s an approach to evaluate the skills gained through the e-learning domain they are accessing. A dissimilar method can be used to assess the information acquirement, such as probabilistic Bayesian Network model. A Bayesian Network is a graphical representation of the probabilistic relationships of a complex system. This network can be used for reasoning with uncertainty. Bayesian Net

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