The interviews and survey responses both showed very low usage and understanding of do-it-yourself networks and social bookmarking, and as a result those items have been removed from the updated categories of social media since they were not commonly known or used by post-secondary learners in this study, shown below.
The present study seeks to contribute new evidence regarding the linguistic progress achieved over one academic year by Content and Language Integrated Learning (CLIL) secondary education learners, enrolled in an English-medium Science course.
In mid secondary school, learners shift from time to cause — from chronicling events to explaining them: they move from the 'reporting' sector into the 'expounding' one, organizing the texts they write in terms of cause rather than time, in the form of historical explanations.
For example, Bygate (1999) examined the complexity of the language of Hungarian secondary EFL learners on a monologic narrative task and an argumentation task and found that the narrative tasks might stretch the speakers more in terms of complexity of syntactic and lexical processing.
In Zimbabwe, about 4 million children are primary and secondary school learners.
We performed a tuberculin skin test (TST) and HIV survey among secondary school learners in a high HIV and TB prevalence community.
A large majority of secondary school learners fail to reach proficiency in maths and science, and when compared to other nations in global tests, the maths and science achievements of South African learners at grade 3 were significantly below average.
For this study, only levels 2,000 and 3,000 were used because the Korean Ministry of Education, Science and Technology (MEST, 2011) mandates a level of 2,315 words for upper-secondary school learners.
The study shows that one in five secondary-school learners have experienced some form of cyberbullying or other violence online.
The current study focused on texts written by junior secondary Chinese EFL learners at a school in Guangzhou.
