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In this sense, the qualitative research question was designed to get insights to the deeper layers of the participants' responses regarding the notion of Learner Autonomy.
The notion of learner autonomy is rooted in psychosocial behavior of EFL learners as practitioners which could not be mastered in a ten-session treatment or so.
It may be true that other forms of interview may have had a deeper understanding of what learners believe about the notion of learner autonomy (LA).
Here the notion of learner autonomy is no more a unidirectional phenomenon, rather it is seen as a multidirectional forces acting upon individuals.
A thorough investigation over the notion of learner autonomy, Bandura (1989) as cited in Mercer (2011) explains that the capacity to exercise control over one's thought processes, motivation, and action is a distinctly human characteristic.
According to scholars such as Little (1991), the notion of learner autonomy is a "particular kind of psychological relation to the process and content of…learning" Little (1991, p. 4).
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As Jacobs and Farrell (2003) propose eight vantage points language teaching should embrace, among which the notions of learner autonomy and thinking skills are interconnected like other six factors.
This important finding suggests the strength of mind mapping even after a single, 30-minute introductory session in promoting critical thinking in the novice learner, and supports the notion of adult learner capability[ 7].
It is important to emphasise the notion of designing for a specific learner.
These results challenge the notion of a separate model-free learner and suggest a more integrated computational architecture for high-level human decision-making.
The notion of sustainable assessment is to equip learners for the challenges of learning and practice they will face once their current episode of learning is complete.
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