The phrase "analysis of learners" is correct and usable in written English.
It can be used in educational contexts, particularly when discussing the evaluation or assessment of students' learning processes or outcomes.
Example: "The analysis of learners' performance revealed key areas for improvement in the curriculum."
Alternatives: "evaluation of students" or "assessment of learners".
In this study, by using the same data, deep analysis of learners' thinking was proposed.
A systematic content analysis of learners' interactions coupled with visual, analytical techniques showed within-group differences in using the technologies.
This method is based on the statistical analysis of learners' individual characteristics and teaching strategy of specific on-line courses.
Such statistical analysis of process with content analysis based on the constraints defined on Triplet Structure Model will contribute to analysis of learners' thinking toward learning support.
The analysis of learners' performance by examining the average steps and mistakes in posing the problems on Monsakun has been reported in past research (Hasanah et al. 2015b).
Yet, there is still a need for future studies on how learners' interactional feedback exchanges facilitate their text revisions by using a textual analysis of learners' virtual interaction comments as to link them to subsequent text revisions.
The architecture of the system makes possible a novel approach to corpus analysis of learner errors.
The analysis of learner corpus data and their comparison with data from native corpora have highlighted a number of problems which non-native learners experience when writing academic essays, e.g., lack of register awareness, phraseological infelicities, and semantic misuse.
The study considers the complexity arising from the fact that data associated with learning is itself becoming a digital learning resource while also enabling analysis of learner behaviours and systems usage.
An in-depth analysis of learner oral linguistic performance on two different task types, i.e., group interaction and individual presentation, from 30 ESL secondary school students, was conducted using a wide range of linguistic measures of accuracy, fluency and complexity derived from previous L2 speaking studies.
Analysis of learner and teacher needs and broader situation assessment should be an important source of information for shaping programs.
