Learners Essay

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    Ammar and Spada (2006) investigated the effects of recasts and prompts on L2 learners’ written and oral ability across different proficiency levels. The study fits in with the previous research, as in previously the focus of research was just based on CF being a solution for low levels of grammatical efficiency, which have been explained as the proof against the accuracy of understandable input and exceptionally meaning-based direction. The researchers have thus proposed FFI in CF, which is based

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    Explain own role and responsibilities in identifying and meeting the needs of the learners As a teacher and trainer I have found that one of the simplest ways to make learning accessible to both myself and to those I am teaching is by relating to real-life situations and circumstances that I have faced. If one takes the approach of trying to memorise lists of facts of how to deal with First Aid situations the information becomes more difficult to absorb and less likely to be retained. Context can

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    Computer-based instruction, or CBI, is widely used to deliver content to learners of all ages. Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of CBI vary, particularly when considering computer-based instruction for adults. In 2005, researchers Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an effective CBI experience with adult learners and then drew five conclusions based on their investigation. Lowe and

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    through various researchers will also be included to gain a clarity of understanding in topics related to learner autonomy and the belief’s teachers have on learner autonomy and the way in which they implement this in their classrooms. The literature review will consider the sub-headings above (I.1 – I.7). L.1- What is Learner Autonomy. As determined in I.2 there are several definitions of learner autonomy in second language learning and education. This category (L.1) will portray the different terms

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    Having explored the three methods of setting ground rules during session 2 of PTTLS course, it is evident that for the ground rules to be effective, determining the appropriate method of ground rules setting is crucial to informing how the learners will be likely to respond to the ‘ground rules’ and how this will later affect the session or sessions to be delivered. The three methods of setting ground rules offer advantages and disadvantages depending on the context of the lesson and the dynamics

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    and/or phrases such as “I don’t understand” which indicate to the learner that there is a problem with his or her utterance, and that it needs to be reformulated. For example: S: “His preferit food” T: “Pardon? I don’t understand the word preferit” D) Metalinguistic feedback With metalinguistic feedback, the teacher does not provide the correct form but “comments, information, or questions related to the well-formedness of the student’s utterance” as Lyster and Ranta (1997: 47) states. Metalinguistic

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    Social Care has got Policies and Procedures staff has to follow, same as in Education and Training. Some of the Policies are :- • Data Protection Act (1998) made provision for the regulation of the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information. It was amended in 2003 to include electronic data. • Protection of Children Act (POCA) (1999) was designed to protect children. It gives responsibility to Local Authorities to make

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    Phrasal Verb Swap 25. Where do you see yourself in 5 years’ time? 26. If I Ruled the World 27. Resolving Disputes 28.  To Do List 29. Company Policy 30. You’re the Teacher 1. Know the Teacher Language Focus: Question forms, short answers  Adult learners can feel ‘infantilised’ when they speak a foreign language. They may have a confident and respected public identity in their first language but feel like children communicating with adults when speaking their second language, especially with their

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    interactivity - Online tests and quizzes must be available to offer immediate response to learners. Benefits and disadvantages of E-learning (Grobler et al, 2012): • Benefits: o Extraordinary amount of interaction between the learner and materials o Understanding can be evaluated before the learner moves on o Responses can be personalised to the learner's choices o Topics can be retrieved in an order which suits the learner o Probability for familiarising the learning style to the user's necessities o

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    kept dormant, controlled, neutralised or changed over a period of time. Keeping troublesome/disruptive behaviour dormant is not the ideal solution and although it has its short-term benefits, it may adversely affect the rapport between teacher and learners – not a good start. Abatement, enhancing or changing disruptive behaviour requires certain skills and so it is hoped that by addressing the pre-requisite, specifying an appropriate methodology, identification, and selection of appropriate techniques

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    Assessment Process

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    understanding How to involve expert witnesses 4.2 Summarise the types of information that should be made available to learners and others involved in the assessment process e.g.: Documentation Policies Procedures Skills analysis outcomes Others 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning? Consider: Development of analytical skills Understanding of

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    .10 Theoretical framework The ecological frameworks theory created by Bronfenbrenner (1979) guided the study. This theory concentrates on the way that learners develop at the focal point of interconnected relationships and environments that all impact their development. In this study, the environment is the school and it goes about as a framework involving components which work in agreement amid the process of orientation and mobility training. Bronfenbrenner (1979) accords moderately equal significance

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    The Role-Play Activity The Role-Play Activity could be the best way to stimulate conversation. By this activity, 1st year EFL learners can learn new vocabulary, words statements and know how to use them in its correct context by asking to perform dialogues, negotiate with your partner on an item such as computer or large piece of furniture, and discuss things such as warranty that are found in (ESLGold, 2010). This activity will help them to know the right place of each discourse and give them an

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    responding to the leaners’ and the instructional material. I was self-ware of the decisions I made in and out of class. This is also what I encouraged in my students. Encouraging students to be self-aware, they consciously paid more attention. The learner proactively viewed themselves from the position of their higher self, through their feelings thoughts, decisions, and actions. I expected no less of them than what I expected of myself. Unskilled. Two areas that I am not familiar with, but

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    resources to help demonstrate the mathematical principles they are trying to teach (Dreyfus, 1994). However, not all examples are equally constructed and provide the same learning experience to the learner. Spencer (1978) believes that learners who know principles are more prepared than rule-focussed learners to tackle problems. This is the same within mathematics,

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    A Change Of Mindset “Our culture, our traditions, our language are the foundations upon which we build our identity (-unknown.)” No one should be labeled as a “slow learner” or “culturally disadvantaged.” Moreover, I believe diversity and expectations from others change someone's point of view of people and the world. No one should be labeled as anything, but should be treated like a human being. People are judged and labeled everyday, culture is one out of many things that are attended to be judged

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    6. How were the data then analyzed? What procedures were used? (pgs. 88-89) The data were analyzed with the SARA content analysis approach. This approach involves constant comparison, multisource and multipass strategies, and triangulation of data sets for more robust findings (86). Audiotape recordings, researcher observations and intentional debriefings after each focus group were used to document the focus group sessions. The researchers constructed themes and dimensions in an attempt to

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    As an online learner you are studying without the physical attendance of a classroom. You study at home, work or wherever you like, whenever you like, without a set time. You set your own schedule and study at your own pace. As a previous online learner almost a year ago studying a diploma, I have some insight to what it is like to be exposed to that kind of environment as I have studied before, it takes motivation and the eager determination to learn. If you prefer to study at your own pace where

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    This paper will discuss the program goals and learning outcomes aligned to the goals that meet the instructional-level needs of adult learners; subsequently, it will provide insight into contextual application designed to increase retention. It will display the instructional content and identify resources utilized in the face-to-face delivery method with the justifiable reason for the method; henceforth, there will be the inclusion of relevant examples contained in the paper. A presentation of the

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    Social Work Reflection

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    the participants to respond with a number valued 0 to 10; 0 meaning total disagreement and 10 was total agreement. The interviews were audio recorded on my laptop computer and I obtained consent from the participants. Findings Theme Among adult learners engaged in purposeful learning activities, prior successful experiences led to a strong sense of self-efficacy in their learning that enabled them to overcome situational barriers to learning that arose. Supporting Data Alyse shared what prompted

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