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Student responses are denoted by numbers that match with the responses in Table 1.
In a similar way, we simulate labour supply responses in Table 6 for the same representative individual.
As the set of responses in Table 4 indicate, both instructors demonstrated learner-centered beliefs oriented towards learning facilitation as opposed to teacher-centered beliefs oriented towards knowledge transmission (Prosser and Trigwell 1993).
Although the participants' responses in Table 1 reveal such complex attitudes towards shadowing, both positive and negative, as far as the research question (1) is concerned, it is reasonable to conclude that the great majority of participants perceive shadowing as effective for improving listening and speaking skills.
The mean percentages of correct responses in Table 1 show that dyslexic readers had little difficulty with words (over 90% correct YES responses) but exhibited some difficulty to reject pseudowords.
This appears contradictory to the responses in Table 2.
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We are up to our elbows in evidence: in survey and focus group responses, in tables of numbers of male and female student and staff in various groups and subgroups, in calculations of national averages against which we can benchmark our own performance.
According to response in Table 4, graphs were generated.
Finally, the impact of the noise on the data was assessed using ANOVA, and the assessment results are tabulated and represented for every response in Table 3.
A pilot questionnaire on motivations for paying a premium for certified timber received responses as in Table 4.
Given these results, it is interesting to compare with the responses given in Table 3.
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