Results 71 to 80 of about 153,339 (281)
Second Language Writing Through Blogs: An Investigation of Learner Autonomy [PDF]
Iranian Journal of Applied Language Studies, 2019 Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy.
Behzad Nezakatgoo, Jalil Fathi
doaj +1 more source
British Educational Research Journal, EarlyView.Abstract The integration of generative artificial intelligence (generative AI) in higher education is reshaping student engagement, yet its impact on postgraduate international students remains underexplored. This study examines how generative AI shapes postgraduate international students' engagement through a psychological needs perspective.
Olatunji David Adekoya +4 more
wiley +1 more source
DEVELOPING STUDENTS’ KNOWLEDGE FROM THE RESULTS OF SCAFFOLDING IN ENGLISH TEACHING
English Review: Journal of English Education, 2014 Some issues of the difficulties of teaching English in Indonesia have significantly revealed and analyzed by some researchers (Nurweni, 1997; Moedjito and Harumi, 2008) and the issues have provoked some studies to anchor several solutions for teachers to
Diah Gusrayani
doaj
Active and passive explicit instruction in question‐formulating in higher education
The Curriculum Journal, EarlyView.Abstract We investigated the impact of explicit instruction on students' question‐formulating skill using a quantitative pre–post design. Surveys were administered to 291 undergraduates from two colleges before and after a dedicated lesson on question formulation. Students' skills were assessed through performance tasks, evaluated with both Bloom's and
Irit Sasson, Sigal Tifferet
wiley +1 more source
The Curriculum Journal, EarlyView.Abstract Transnational guidelines on skills and competencies for lifelong learning, along with curriculum reforms to promote curriculum flexibility and autonomy in schools, are pressing teachers to be engaged in curriculum and pedagogical innovation focused on student‐centred approaches favourable to developing learner autonomy.
Thiago Freires +3 more
wiley +1 more source
Metacognition for spelling in higher etudents with dyslexia: is there evidence for the dual burden hypothesis? [PDF]
, 2014 We examined whether academic and professional bachelor students with dyslexia are able to compensate for their spelling deficits with metacognitive experience. Previous research suggested that students with dyslexia may suffer from a dual burden.
Brysbaert, Marc +4 more
core +4 more sources
The Curriculum Journal, EarlyView.Abstract This contribution critically analyses the main international educational frameworks for teachers' digital competence, highlighting both critical issues and potential in relation to their professional development and the need to update school curricula.
Daniela Marzano +3 more
wiley +1 more source
Metacognition and Reflection by Interdisciplinary Experts: Insights from Cognitive Science and Philosophy [PDF]
, 2017 Interdisciplinary understanding requires integration of insights from different perspectives, yet it appears questionable whether disciplinary experts are well prepared for this. Indeed, psychological and cognitive scientific studies
Keestra, Machiel
core +2 more sources
Philosophy Compass, 2010 Abstract Given disagreement about the architecture of the mind, the nature of self‐knowledge, and its epistemology, the question of how to understand the function and the scope of metacognition – the control of one’s cognition – is still a matter of hot debate.
openaire +1 more source
International Journal of Eating Disorders, EarlyView.ABSTRACT Objective Although international treatment guidelines for eating disorders recommend varying psychological approaches for adolescents with anorexia nervosa (AN), most existing reviews have combined adolescent and adult samples, leaving the overall evidence base for this population poorly defined.
Renée A. Broersma +7 more
wiley +1 more source