It can be further seen that there was a rapid increase in terms of the mean scores (both IC and LC) between the pre-test and quiz 1, and then there was a gradual development in learners' ICC towards the end of the course.
Earlier in 2006, Matthiessen (2006) attempted to conceptualize second language learning as the gradual expansion of a learner's registerial repertoire.
The integration and the assimilation of ever changing knowledge, the management of an increasing number of learners and the gradual transition from a "traditional" model (i.e. ex cathedra lectures) to an "active" and "interactive" model where the learner is the main actor of his learning process [ 1, 2].
Viewing the results in the current study through a socio-cultural lens this gradual but parallel progress in learners' ways of participating in collaborative activities and in supervisors' ways of supporting the learners through these activities, reveal a pattern of guided participation [ 18, 19, 28].
By the gradual increase of mediations' explicitness, learners' response latency decreased at each level.
With the gradual increase of mediations' explicitness for failed learners, the learners' response latency for correct answer gradually increased.
I postulate that analysis of vocalizations produced by hybrids of vocal non-learner species may help understanding the gradual process that led to vocal divergence during speciation.
This is one of the most distilled descriptions of scaffolding: the gradual transfer of agency and control from the teacher to the learner.
However, it is the pedagogical design to adopt this gradual speed progression in order to offer adequate challenge for the L2 learners to make steady progress.
We observed a gradual decrease in absolute peak timing difference as training progressed for cells from learners.
To investigate the effect of mediation on learners' response latency, Aljaafreh and Lantolf (1994) regulatory scale was employed in the gradual presentation of mediation for the failed attempts during the C-DA.
