Through a pilot study of learners' initial reactions, we present their perceptions of this tool for critical thinking on STS contents and for promoting lifelong learning.
In particular, it reports on a study of learners in a UK school using software designed to support practical music skills.
For instance, Mecartty (2000) found that lexical knowledge linked to both L2 reading and L2 listening comprehension in learners of Spanish, and Vandergrift's (2006) study of learners of French in Canada confirmed the importance of lexical knowledge for the listening skill.
The concurrence between the results of our study of learners vs. providers demonstrates that learners and administrative planners agree that grand rounds should (1) provide updates in diagnosis and treatment, (2) provide updates in medical research, (3) educate housestaff and faculty, and (4) facilitate clinical referrals[ 7].
A review of studies on learner engagement, types of MOOC learners, and learners' performance in MOOCs were presented as follows.
First, it adds to the body of literature on Chinese language learners, especially helps to fill the gap on the study of good learners of the Chinese language.
A JISC study of 3,500 learners found that while the so-called Google generation have high expectations of digital technology, for example that it will be robust, flexible, responsive to their personal needs, and available anywhere, many learners do not have a clear understanding of how courses could or should use technology to support their learning.
The data used in this paper are drawn from a study of 250 learners from school-age, vocational, migrant and adult learning contexts who had a range of European and non-European language skills.
Since then, a number of works (e.g., Ellis, 1994; Cohen & Macaro, 2007; Graham, 1997; Macaro, 2006; Oxford, 1990; Stevick, 1989) have been published on further study of good learners and their strategies.
For instance, Wen (1997) found in her study of 77 learners that interest in learning Chinese culture and understanding one's heritage was the first factor for students to start to learn Chinese, and this intrinsic motivation factor was in strong collation with student learning outcomes.
