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In other words, there exist a mismatch between what learner can do and what they do in testing situations.
Because AR and VR extend the scope of learning experience, however, questions arise as to what learner model is adequate for the learning session, etc.
Sample responses to qualitative interview questions were: The first opening qualitative question aims at getting the insight into EFL learners' views about learner autonomy through elaborating on what learner autonomy mean to them.
In a few words, how would you sum up your view on what learner autonomy is?, 2. In item 36 – 'Learner autonomy has a positive effect on success as a language learner' – You agreed. .
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Yes, I do want to know what you have taught, in what format, and to what learners.
However, we also argue that teaching should take account of what learners know already, in order to plan their next steps.
This is about starting at the beginning, rather than the end, making use of what learners know already and building on that rather than taking the next step in a pre-planned sequence to a pre-determined destination.
Learning performance assessment aims to evaluate what learners learned during the learning process.
Although break periods during training sessions are desirable, it is unclear what learners should do during these breaks.
This system only applies to the EDFT and would not accurately reflect what learners would see in the entire ED.
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).
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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