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356 results on '"LEARNING strategies"'

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1. Considerations in Designing and Validating the 'Diagnostic Inventory for Self-Regulated Language Learning (DISLL)': Status of the Process

2. EFL Listening Log: A Conceptual Replication of Kemp's (2010) Study on Motivating Autonomous Learning

3. The Interplay among EFL Learners' Academic Procrastination, Learning Approach, Burnout, and Language Achievement

4. Iranian University EFL Students' Cognitive Appraisals of Control and Value, Learning-Related Achievement Emotions, and Academic Achievement

5. The Interaction between Exploratory Behaviours and Entrepreneurial Opportunity Recognition by Agriculture Students: The Mediating Role of Strategic Learning and Mindfulness

6. Impact of Flipped Classroom on EFL Learners' Self- Regulated Learning and Higher-Order Thinking Skills during the COVID-19 Pandemic

7. A Tri-Phenomenon Perspective to Mitigate MOOCs' High Dropout Rates: The Role of Technical, Pedagogical, and Contextual Factors on Language Learners' L2 Motivational Selves, and Learning Approaches to MOOC

8. High and Low Achievers' Strategy Use Profile in IELTS Speaking Section: Evidence from Iran

9. Implicit and Explicit Pragmatic Learning Strategies: Their Factorial Structure and Relationship with Speech Act Knowledge

10. Comparing the Effect of Morphological Analysis and Incidental Learning on the Acquisition of TOEFL Vocabulary

11. The Influence of Explicit Teaching and Utilization of Concept-Mapping on EFL Students' Listening and Self-Efficacy

12. Investigating the Effect of Self-Regulatory Strategy Development on Iranian EFL Learners' Metadiscoursal Writing Skill

13. Prediction of Academic Procrastination by Fear of Failure and Self-Regulation

14. Examining the Differences of Self-Regulated Learning Strategies (SRL) -- Cognitive and Metacognitive -- For University ESL/FSL Courses in Canada, Chile, Turkey and Iran

15. A Study into the Impact of the Choice of Cognitive and Meta-Cognitive Strategies and Podcasts on Vocabulary Gain and Retention Levels in the 'Telegram'-Based E-Learning Context

16. Promoting Self-Regulated Learning, Autonomy, and Self-Efficacy of EFL Learners through Authentic Assessment in EFL Classrooms

17. The Links between Grammar Learning Strategies and Language Mindsets among L2 and L3 Learners: Examining the Role of Gender

18. The Effects of Definitional, Sentential, and Textual Vocabulary Learning Strategies on Iranian EFL Learners' Vocabulary Learning and Retention

19. The Socio-Pragmatic, Lexico-Grammatical, and Cognitive Strategies in L2 Pragmatic Comprehension: The Case of Iranian Male vs. Female EFL Learners

20. Towards Humanizing Language Teaching: Error Treatment and EFL Learners' Cognitive, Behavioral, Emotional Engagement, Motivation, and Language Achievement

21. The Instruction of Self-Regulatory Strategies and Its Impact on L2 Reading Comprehension and Self-Regulated Learning

22. Exploring Vocabulary Learning Strategies across ESL/EFL Contexts: Juggling between Experiential and Traditional Modes of Learning

23. Teachers' Efficacy, Identity, and Motivational Strategies and Their Effects on L2 Learners' Achievement

24. An Investigation into Iranian EFL Learners' Productive Knowledge of English Collocations and the Strategies Applied

25. An Exploratory Interplay of EFL Teachers' Reflection and Their Teaching and Learning Beliefs

26. Which Strategy Promotes Retention? Intentional Vocabulary Learning, Incidental Vocabulary Learning, or a Mixture of Both?

27. EFL Teachers' Effective Classroom Management and Learners' Anxiety and Learning Strategies

28. On the Impact of Determination and Compensation Strategies on Language Learners' Vocabulary Development

29. The Contribution of Listening Strategy Instruction to Improving Second Language Listening Comprehension: A Case of Iranian EFL Learners

30. Investigating the Effect of Noticing on EFL Students' Speaking Accuracy

31. Effect of Classroom Management and Strategies on Students' Achievement at Undergraduate Level

32. Learner Effectiveness: A Cause of Learner Strategy Use?

33. Input Providing vs. Output-Prompting Negotiation Strategies in Learning Grammar among Young EFL Learners

34. The Effects of Self-Regulatory Learning through Computer-Assisted Intelligent Tutoring System on the Improvement of EFL Learners' Speaking Ability

35. The Effect of Teaching Memory Strategies on Iranian EFL Learner's Vocabulary Retention in Terms of Learners' Multiple Intelligences

36. Listening for Young-Adult EFL Learners: Metacognitive Intervention through L1

37. The Relationship between Multiple Intelligences and Language Learning Strategies and Gender

38. The Role of Brain Dominance in the Pedagogical Strategies Used by Iranian ELT Teachers

39. Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

40. An Investigation of the Learning Strategies as Bias Factors in Second Language Cloze Tests

41. An Analysis of Iranian Language Learners' Vocabulary Learning

42. The Dynamic Interplay among EFL Learners' Ambiguity Tolerance, Adaptability, Cultural Intelligence, Learning Approach, and Language Achievement

43. EFL Teachers' Perceptions of Strategy Deficiency Syndrome: A Grounded Theory Study

44. The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

45. The Effect of Explicit Affective Strategy Training on Iranian EFL Learners' Oral Language Proficiency and Anxiety Reduction

46. A Study of Vocabulary Learning Strategies among High and Low Iranian English Vocabulary Learners

47. Perfectionism, Self-Efficacy Components, and Metacognitive Listening Strategy Use: A Multicategorical Multiple Mediation Analysis

48. Basic Psychological Needs Satisfaction, Goal Orientation, Willingness to Communicate, Self-Efficacy, and Learning Strategy Use as Predictors of Second Language Achievement: A Structural Equation Modeling Approach

49. Exploring the Relationship between Metacognition and Attitudes towards Science of Senior Secondary Students through a Structural Equation Modeling Analysis

50. Metacognitive Awareness and the Fluency of Task-Based Oral Output across Planning Conditions: The Case of Iranian TEFL Students

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