Sentence examples for improve learners ability from inspiring English sources

Phenomenography is a qualitative evaluation method based on the assumption that "The educational enterprise ideally seeks to improve learners' ability to think to create novel approaches, ideas, and solutions and not simply to perform well" (Micari et al. 2007, p. 459).

English should also be used jointly with African languages in the classroom to aid cognition and improve learners' ability to transfer concepts from their own languages into English.

The theoretical and didactic assumption of this project was that before the theory's study, a mastery of these concepts could make easier a meaningful learning by improving learners' ability to think about evolution, by changing their approaches and conceptions, beginning from previous beliefs and knowledge.

This unsatisfactory state of affairs leaves curriculum leaders without practical guidelines, ways of identifying and supporting students who are weak reflectors, and ways of judging whether interventions are improving learners' ability to reflect.

The results showed that the practice of posing problems improved learners' abilities not only in problem-posing but also in problem-solving.

In an EFL context, Emilia and Hamied (2015) reported that a genre-based teaching in an Indonesian university, which focused on the teaching of exposition texts improved learners' writing ability.

We further plan to examine how much the IRMAdiag trainer helps improve learners' diagnostic capabilities.

Teacher feedback on student reflective writing is recommended to improve learners' reflective competence.

As explained above, the theoretical didactic assumption of this experience was that a mastery of these four concepts could facilitate meaningful learning of the evolutionary theory by improving the learners' ability to think about evolution, changing, or improving pre-existing approaches, ideas, and knowledge.

In our experiments, we assessed the impact of three interventions and found that education and training with human-facilitated SDILE improved learners' understanding of, and ability to apply, the basic principle of accumulation much more than of those who were trained only with standalone SDILE or those who had a traditional lecture-based session.

Increasing learner involvement in teaching programs may improve learner satisfaction.