Sentence examples for learner outputs from inspiring English sources

Methods described in this paper use these inputs in order to extract specific information about the learner (outputs).

This grouping is responsible for the physical way the system both detects (input) the world and interacts with the learner (output).

Learners' outputs also serve to highlight their source of learning difficulty so that the teacher can intervene to provide remedial programs.

This may trigger a new input for another process of the ICLT model as learners' output is a process rather than a product of their ICC learning.

The main idea behind this optimization method is to profit from the influence of a teacher on the learners' output in a class [47].

Collectively, we can refer to these as "generative" cognitive work because both involve learners generating outputs beyond what has been presented to them (Table 1).

For example, phylogenetic profiles, one of the most useful attributes, are based on an unsupervised learning approach, where no prior information is given to the learner regarding the output or class label.

Once the decision mechanism has analysed the sensor information and determined which rule to enact, any type of output to the learner is handled by the output group.

The findings of the study suggested that explicit vocabulary-focused instruction of academic formulaic sequences has the potential to boost language learners' awareness, cued output, and spontaneous use of formulaic sequences.

The interfaces describe functions for input and output: appropriate input for the senses of the learner to stimulate learning, observing (output) behaviors and providing (input) feedback and feedforward.

A major distinction can be drawn between strategies that are essentially aimed at constraining the output of the learner so that the speech becomes more predictable and techniques that are aimed at improving the decoding of non-native speech.