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First, the teacher asked a student with an incorrect answer to describe how he or she had reached the answer.
Same as Fig. 2, learners in level 0 are fully developed learners who reached the answer without any mediation.
The results reveal that learners' with larger ZPD not only reached the answer with implicit mediations but also reflected shorter RL in reaching the correct answer.
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At 1 30 p.m., he finally reached the answering machine.
Disagreement can be profound, but collaboration to reach the answer generally trumps anything else.
They want everything that happens to be significant, so that at the end the audience has the satisfaction of reaching the answer at exactly the same time as the storyteller.
Involved in the C-DA procedure, the learners could reach the answer or not.
Besides, response latency could clearly differentiate learners form each other when they reach the answer with the same mediation.
Due to not having the task on their ZPD, the failed learners were unsuccessful in reaching the answer.
The multidimensional role of mediation manifested, in Fig. 4, to be beyond the superficial consideration of assistance in leading the learners to reach the answer.
The closer proximity to ZAD in reading comprehension not only required less explicit prompts to reach the answer but also manifested shorter response latency.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com