Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these English Second Language students also have low levels of reading ability. This has an adverse effect on their chances of academic success. These students very often become part of the "revolving door syndrome". In order to meet the reading needs of students in the 21" century, educators are pressed to develop effective instructional means for teaching strategic reading at tertiary level. In order to help students acquire the strategic reading abilities deemed necessary for a successful academic experience, the Department of English at Potchefstroom University implemented a content-based strategic reading module. This module was offered to students via Varsite (technology-enhanced aspect of the module); a learning content management system developed at Potchefstroom University. This system provides an integrated environment for developing, managing and delivering learning content. The purpose of this study was to: discuss the structure and format of the content-based strategic reading module as developed and implemented for delivery within a distributed learning environment; determine what the reading comprehension and reading strategy use profile of first-year students at Potchefstroom University looks like; determine whether the students in the experimental group, who completed the strategic reading component of the English for Professional Purposes course in a technology-enhanced environment, attained statistically as well as practically significantly higher mean scores on their end-of-semester English, Communication Studies, and TOEFL reading comprehension tests, than did the students in the control group, who were not exposed to the technology-enhanced environment; determine whether the students in the experimental group differed statistically as well as practically significantly from the students in the control group in terms of their reading strategy use; determine the scope of the reading problem among the first-year students participating in this study; identify the strengths and weaknesses in the reading assessment profiles of one efficient and one inefficient student; make recommendations in terms of the reading support needed by these students; identify the factors that can affect first-year English Second Language (ESL) students' acceptance and use of the technology-enhanced component of a strategic reading module offered via mixed mode delivery; determine which factors can be considered as statistically significant predictors of technology acceptance and use by first-year ESL students; and discuss the implications of the above-mentioned results for the designing of technology-enhanced courses as well as the support that should be given to ESL learners who must use the technology. In this study a combined qualitative and quantitative research method was used. A Dominant-Less Dominant design was used. The qualitative research approach was consistent with naturalistic case study methodology. For the quantitative research component a quasi-experimental non-randomised pre-test post-test control group design was used. The participants in this study included the entire population of one hundred and thirty-one students taking the English for Professional Purposes module. The students included speakers of Afrikaans and Setswana. These students majored in Communication Studies and Psychology. Ten paper-and-pencil instruments were used in this study. In addition to the paper-and- pencil instruments, various qualitative data collection methods were also used, namely semi-structured interviews, e-mail messages, informal conversations and the researcher's field notes. The data were analysed by means of descriptive (i.e., means, standard deviations) as well as multivariate statistics (i.e., Pearson product moment correlations; t-tests; factor analyses; and stepwise multiple regression). The results of the study can be summarised as follows: The strategic reading module of the English for Professional Purposes course was designed for mixed mode delivery. The structure and format of the strategic reading module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a learning content management system). The results indicated that the students who received strategic reading instruction in the technology-enhanced environment received both statistically and practically significantly higher marks on three reading comprehension measures than did the students in the control group. This was true for successful students, as well as for those considered to be at-risk. The post-test results indicated that the students in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect sizes), more often than the students in the control group. An analysis of the reading assessment profiles of the students participating in this study indicated that they experienced problems across all aspects of the reading components assessed (vocabulary, fluency, and reading comprehension and reading strategies). An analysis of the successful student's reading assessment profile indicated that his/her profile was far flatter than that of the at-risk student; the successful student had far fewer ups and downs in his/her profile than the at-risk student (i.e., the majority of the successful student's mean reading assessment scores were scattered around or above the norm/guidelines for first-year students). The results of an exploratory factor analysis indicated that computer self-efficacy, ease of use, enjoyment, outcome expectations, usefulness, and quality of resources were major factors affecting ESL students' acceptance and use of the technology-enhanced component of a strategic reading module. In addition, the results of the multiple regression analysis indicated that approximately 71% of the total variance of Varsite acceptance and use was explained by computer self-efficacy, ease of use, enjoyment, and outcome expectations. Usefulness and the quality of the resources also contributed to the total variance, but the contribution was not statistically significant. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.

The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain this aim, a literature study was undertaken to: a) define and describe distance learning, b) describe the nature of learning, c) describe the nature of self-regulated learning and its implications for distance learning, and d) define and classify learning strategies and indicate the relationships between self-regulated learning, the use of learning strategies, and successful learning. Literature indicated a positive relationship between self-regulation, the use of learning strategies, learning success, and academic achievement: learning success results whenever pre-formulated learning goals are attained through the use of self-regulation and applicable learning strategies; and attainment of learning goals results in positive academic achievement. Self-regulated learners, who plan their learning, formulate learning goals, motivate themselves intrinsically, instruct themselves, apply different learning strategies to attain learning goals, continuously monitor and self-evaluate themselves during the learning process, are able to attain the formulated learning goals successfully and perform well academically. The literature review also revealed a high level of self-regulation as one of the prerequisites for performing successfully as a distance learner. Planning personal learning goals, using a variety of learning strategies to attain the goals, determining the correct personal learning tempo, monitoring learning progress, and self evaluating learning outcomes are typical characteristics of self-regulation necessary for effective distance learning and academic progress. The population of the research includes the PU vir CHO - Open Learning Academy-learners registered for the Further Diploma in Educational Management, module PSD 511 (Teaching and Learning) in the North West region of South Africa. The total number of students attending the three contact sessions in September 2000 at five sentra in the North West Province, and who participated in the research, was 143. Three questionnaires were used to obtain personal information, as well as information regarding self-regulation in the learners, namely, a biographical questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self Regulated Learning Questionnaire (SRLQ). The data was statistically analized by means of: a) factor analyses, b) multiple regression analyses, and c) stepwise regression analyses. A difference was found to exists between the variables that determine the academic achievement of successful versus unsuccessful distance learners. Successful distance learners have better developed self-regulated learning skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain this aim, a literature study was undertaken to: a) define and describe distance learning, b) describe the nature of learning, c) describe the nature of self-regulated learning and its implications for distance learning, and d) define and classify learning strategies and indicate the relationships between self-regulated learning, the use of learning strategies, and successful learning. Literature indicated a positive relationship between self-regulation, the use of learning strategies, learning success, and academic achievement: learning success results whenever pre-formulated learning goals are attained through the use of self-regulation and applicable learning strategies; and attainment of learning goals results in positive academic achievement. Self-regulated learners, who plan their learning, formulate learning goals, motivate themselves intrinsically, instruct themselves, apply different learning strategies to attain learning goals, continuously monitor and self-evaluate themselves during the learning process, are able to attain the formulated learning goals successfully and perform well academically. The literature review also revealed a high level of self-regulation as one of the prerequisites for performing successfully as a distance learner. Planning personal learning goals, using a variety of learning strategies to attain the goals, determining the correct personal learning tempo, monitoring learning progress, and self evaluating learning outcomes are typical characteristics of self-regulation necessary for effective distance learning and academic progress. The population of the research includes the PU vir CHO - Open Learning Academy-learners registered for the Further Diploma in Educational Management, module PSD 511 (Teaching and Learning) in the North West region of South Africa. The total number of students attending the three contact sessions in September 2000 at five sentra in the North West Province, and who participated in the research, was 143. Three questionnaires were used to obtain personal information, as well as information regarding self-regulation in the learners, namely, a biographical questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self Regulated Learning Questionnaire (SRLQ). The data was statistically analized by means of: a) factor analyses, b) multiple regression analyses, and c) stepwise regression analyses. A difference was found to exists between the variables that determine the academic achievement of successful versus unsuccessful distance learners. Successful distance learners have better developed self-regulated learning skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these English Second Language students also have low levels of reading ability. This has an adverse effect on their chances of academic success. These students very often become part of the "revolving door syndrome". In order to meet the reading needs of students in the 21" century, educators are pressed to develop effective instructional means for teaching strategic reading at tertiary level. In order to help students acquire the strategic reading abilities deemed necessary for a successful academic experience, the Department of English at Potchefstroom University implemented a content-based strategic reading module. This module was offered to students via Varsite (technology-enhanced aspect of the module); a learning content management system developed at Potchefstroom University. This system provides an integrated environment for developing, managing and delivering learning content. The purpose of this study was to: discuss the structure and format of the content-based strategic reading module as developed and implemented for delivery within a distributed learning environment; determine what the reading comprehension and reading strategy use profile of first-year students at Potchefstroom University looks like; determine whether the students in the experimental group, who completed the strategic reading component of the English for Professional Purposes course in a technology-enhanced environment, attained statistically as well as practically significantly higher mean scores on their end-of-semester English, Communication Studies, and TOEFL reading comprehension tests, than did the students in the control group, who were not exposed to the technology-enhanced environment; determine whether the students in the experimental group differed statistically as well as practically significantly from the students in the control group in terms of their reading strategy use; determine the scope of the reading problem among the first-year students participating in this study; identify the strengths and weaknesses in the reading assessment profiles of one efficient and one inefficient student; make recommendations in terms of the reading support needed by these students; identify the factors that can affect first-year English Second Language (ESL) students' acceptance and use of the technology-enhanced component of a strategic reading module offered via mixed mode delivery; determine which factors can be considered as statistically significant predictors of technology acceptance and use by first-year ESL students; and discuss the implications of the above-mentioned results for the designing of technology-enhanced courses as well as the support that should be given to ESL learners who must use the technology. In this study a combined qualitative and quantitative research method was used. A Dominant-Less Dominant design was used. The qualitative research approach was consistent with naturalistic case study methodology. For the quantitative research component a quasi-experimental non-randomised pre-test post-test control group design was used. The participants in this study included the entire population of one hundred and thirty-one students taking the English for Professional Purposes module. The students included speakers of Afrikaans and Setswana. These students majored in Communication Studies and Psychology. Ten paper-and-pencil instruments were used in this study. In addition to the paper-and- pencil instruments, various qualitative data collection methods were also used, namely semi-structured interviews, e-mail messages, informal conversations and the researcher's field notes. The data were analysed by means of descriptive (i.e., means, standard deviations) as well as multivariate statistics (i.e., Pearson product moment correlations; t-tests; factor analyses; and stepwise multiple regression). The results of the study can be summarised as follows: The strategic reading module of the English for Professional Purposes course was designed for mixed mode delivery. The structure and format of the strategic reading module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a learning content management system). The results indicated that the students who received strategic reading instruction in the technology-enhanced environment received both statistically and practically significantly higher marks on three reading comprehension measures than did the students in the control group. This was true for successful students, as well as for those considered to be at-risk. The post-test results indicated that the students in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect sizes), more often than the students in the control group. An analysis of the reading assessment profiles of the students participating in this study indicated that they experienced problems across all aspects of the reading components assessed (vocabulary, fluency, and reading comprehension and reading strategies). An analysis of the successful student's reading assessment profile indicated that his/her profile was far flatter than that of the at-risk student; the successful student had far fewer ups and downs in his/her profile than the at-risk student (i.e., the majority of the successful student's mean reading assessment scores were scattered around or above the norm/guidelines for first-year students). The results of an exploratory factor analysis indicated that computer self-efficacy, ease of use, enjoyment, outcome expectations, usefulness, and quality of resources were major factors affecting ESL students' acceptance and use of the technology-enhanced component of a strategic reading module. In addition, the results of the multiple regression analysis indicated that approximately 71% of the total variance of Varsite acceptance and use was explained by computer self-efficacy, ease of use, enjoyment, and outcome expectations. Usefulness and the quality of the resources also contributed to the total variance, but the contribution was not statistically significant. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.

This small scale action research explored the use of guided written reflection as a means to assist learners to gain self-awareness of their social and affective strategic behaviours during classroom speaking tasks, to improve collaboration, and to increase oral output. Four research questions addressed: (1) the social and affective strategies learners use to complete classroom speaking tasks, (2) the changes in social and affective strategies that learners demonstrate in written reflections over four weeks, (3) whether there is a difference in the amount of oral output produced by the experimental group (EG) and the comparison group (CG), and (4) the EG group members’ perceptions of the reflection process. Two groups of English as an additional language (EAL) learners completed eight dyadic classroom speaking tasks. Immediately after completing each task, five EG participants responded in writing to questions in a reflection journal addressing emotions, vocabulary, interactions with interlocutors, and strategic goals; the six CG participants were not provided with the same opportunity to reflect. In the EG, over four weeks, the strategy justifying performance decreased, while complimenting increased. Although EG participants’ oral production did not increase, part E of Oxford’s (1989) SILL showed a significant increase in I encourage myself to speak. Of fourteen participants who completed a final anonymous questionnaire, 64% felt that the reflection process helped them to speak more, and 93% felt that it helped them to work effectively with their classmates. / Graduate / 290 / 525 / 633

This thesis aims to identify the learning styles and strategies of students, to check whether there are significant differences in the learning style and strategy preferences between male and female learners, and investigate whether there is a relationship between students&amp / #8217 / learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&amp / #8217 / perceptual learning style preferences and the other was used to identify students&amp / #8217 / learning strategies. In addition, think aloud protocols were held to determine the cognitive and metacognitive strategies students used while reading. The data analysis of the first questionnaire revealed that students&amp / #8217 / major learning style preferences were auditory learning and individual learning. Furthermore, significant difference was found in the preference of tactile learning between males and females. The analysis of the second questionnaire revealed that cognitive strategies were favoured the most. No significant difference was found in the preferences of learning strategies between males and females. The analysis with respect to the relationship between learning styles and strategies revealed that &amp / #8226 / visual styles had a significant relation with affective strategies / &amp / #8226 / auditory styles had significant relationships with memory, cognitive, affective, and social strategies / &amp / #8226 / there was a significant relationship between the individual learning style and compensation strategies. &amp / #8226 / none of the learning styles had a significant relationship with metacognitive strategies. The think aloud protocols revealed that students used various cognitive and metacognitive strategies.

Η παρούσα εργασία αποτελεί μια μελέτη πάνω στις Μαθησιακές Δυσκολίες και ιδιαίτερα τις δυσκολίες που αντιμετωπίζουν οι μαθητές στα Μαθηματικά. Μελετάται επίσης ειδικότερα και το φαινόμενο της Δυσαριθμησίας. Αρχικά γίνεται μία γενική θεώρηση των Μαθησιακών Δυσκολιών και παραθέτονται τα χαρακτηριστικά των μαθητών με Μαθησιακές Δυσκολίες, έτσι ώστε ο καθηγητής του γενικού σχολείου παρατηρώντας τη συμπεριφορά του μαθητή να τον διακρίνει από τους τυπικούς μαθητές. Ακολουθεί η παρουσίαση των προτεινόμενων τεχνικών διδασκαλίας και στρατηγικών αντιμετώπισης. Η επιλογή αυτών των τεχνικών και στρατηγικών όμως γίνεται με γνώμονα τη δυνατότητα εφαρμογής από εκπαιδευτικό γενικής αγωγής στη Δευτεροβάθμια Εκπαίδευση. Στη συνέχεια παραθέτονται ενδεικτικά Σχέδια Διδασκαλίας μέσω δραστηριοτήτων σε κάποιες ενότητες, με στόχο να ενσωματωθούν σε αυτές κατά το δυνατόν περισσότερες από τις προτεινόμενες προσαρμογές. Ως δεδομένο θεωρείται ότι στην τάξη για την οποία σχεδιάζεται η διδασκαλία υπάρχουν μαθητές με Μαθησιακές Δυσκολίες, οι οποίοι αντιμετωπίζουν δυσκολίες σε συγκεκριμένες δεξιότητες, που οι έρευνες σχετίζουν με την μαθηματική επίδοση. Με αυτή την υπόθεση, η διδασκαλία απευθύνεται σε όλους τους μαθητές, βοηθάει εξαιρετικά τα άτομα με Μαθησιακές Δυσκολίες και δεν δημιουργεί πρόβλημα στους προχωρημένους ή/και τους άριστους μαθητές. / The present work is a study of the existing literature about Learning Disabilities and particularly the difficulties faced by students in Mathematics. Also specifically studied the phenomenon of Dyscalculia. Originally is presented an overview of Learning Disabilities and the characteristics of students with Learning Disabilities, in order to distinguish them from the typical students. The teacher of general school can observe the behavior of these students and distinguish them from the typical students. Next follows the presentation of the proposed teaching techniques and strategies. The choice of which is driven by the possibility of application from the teacher of general school in Secondary Education. Then are cited some teaching projects through activities in some sections in order to incorporate them as much as possible over the proposed adjustments. Considered as a given that the class, for which the specific teaching is designed, contains students with Learning Disabilities, who face difficulties in specific skills, which investigations relate to math performance. In this case, the teaching is open to all students, it helps extremely students with Learning Disabilities and there is not a problem for advanced and / or topnotch students.

This essay has studied the extent to which research on language learning strategies has influenced four Swedish syllabi for the English subject in compulsory school year 7-9. The study has made use of hermeneutics to both categorize and interpret the various mentions of language learning strategies that can be seen throughout the various syllabi. All in all, it can be concluded that research, especially Swedish research, has come to increasingly influence the syllabi over time, which can be seen through both the increased number of mentions of language learning strategies and through the more clearly defined terminology used when mentioning the strategies in LGR 11 (2011). This development may be seen as showcasing a shift in focus from teaching methods regulated by the teacher to learning strategies applied by students and their significance for the degree of success and level of achievement reached in the target language. However, for the teachers and students reading the syllabus, it is still not overtly mentioned what the strategies are, and in order to find out, they have to find the description of language learning strategies on their own. It can, therefore, be beneficial to include workshops and seminars on the topic to ensure that all English teachers understand what kind of strategies they should be looking for in their students. This would strengthen the verification of the grades given to the students and the overall professionalism of the teachers. How exactly these seminars and workshops should be constructed and incorporated in schools and universities, however, is not within the scope of this essay, but can be determined in future studies on the subject.

Les données issues de la littérature montrent que l’ajout d’aides visuelles (i.e., graphiques organisateurs, plans) à des documents multimédias améliore non seulement la mémorisation des étudiants mais également leur compréhension en représentant les informations essentielles du document ainsi que les relations hiérarchiques qu’elles entretiennent. De plus, de nombreux auteurs recommandent d’engager les apprenants dans le traitement profond des informations, par exemple, en leur demandant de générer eux-mêmes des aides visuelles. Actuellement, les quelques études s’étant intéressées à la comparaison de groupes où une aide visuelle est fournie avec le document (apprenant « passif ») à des groupes où l’aide est auto-générée (apprenant « actif ») rapportent des résultats contrastés, l’auto génération entraînant parfois des effets bénéfiques (hypothèse de génération) et parfois des effets néfastes (hypothèse de charge cognitive). Dans cette thèse, une série de cinq études a été réalisée afin d’étudier plus précisément les effets de l’auto-génération de graphiques organisateurs sur les performances d’apprentissage des étudiants. Les résultats de ces études répliquent les effets bénéfiques de l’ajout d’aides visuelles (graphiques ou plans) sur l’apprentissage. Cependant, des effets négatifs de l’auto-génération ont été quasi systématiquement obtenus démontrant ainsi la complexité de ce type d’activité. Ces effets n’étaient toutefois plus observés lorsque la génération du graphique était guidée dans nos dernières études (scaffolding, génération partielle) ce qui ouvre de nombreuses pistes de recherches. / The literature shows that adding visual aids (i.e., graphic organizers, outlines) to multimedia documents increases students’ memorization and comprehension by depicting the main ideas of the document and their interrelationship. Moreover, numerous authors recommend turning students into active learners in their learning and involving them in processing information deeply, by asking them to self-generate a visual aid. Nowadays, the few studies which have compared groups where a visual aid is given (“passive” learner) to groups where it is self-generated (active learner) yield contrasting results, showing either positive effects of self-generation (generative hypothesis) or detrimental ones (cognitive load hypothesis). In this dissertation, a series of five studies was conducted to precisely assess self-generation effects of graphic organizers on students’ learning performances. The results replicated the beneficial effects of adding visual aids (graphics or outlines) on learning. Yet, negative self-generation effects were almost always obtained. However, these effects disappeared when the self-generation of the organizer was guided (scaffolding, partial self-generation) which opens the way to further research.

Orientador: Luciana Maria Lunardi Campos / Banca: Heloisa Chamers Sisla Cinquetti / Banca: Renato Eugenio da Silva Diniz / Banca: Ana Luiza Rocha Vieiram Perdigão / Banca: Maria Cristina Densenzi Zancul / Resumo: A pesquisa teve como objetivo identificar e analisar como ocorre a abordagem de estratégias de ensino e aprendizagem nas disciplinas de um curso de formação inicial de professores de Ciências e quais as possíveis influências dessa formação nas intenções manifestas sobre a futura prática pedagógica dessses educadores. Desenvolvemos um estudo de caso, trabalhando em uma abordagem qualitativa, e a análise incidiu sobre documentos, questionários e entrevista com docentes e discentes do curso. Os dados indicam indicam que há reduzida diversidade de estratégias nas disciplinas de área especifica, com predomínio de aulas expositivas e de laboratório. Além disso, os docentes parecem acreditar que, para lecionar, basta um bom preparo em termos de conteúdos específicos, focando na formação de um especialista e não de um educador. Apesar das disciplinas pedagógicas explorarem práticas diversificaas, muitos licenciados incorporam a visão acadêmica predominante no curso, repetindo o modelo dos professores que tiveram. Apontamos a necessidade de que a formação inicial trabalhe tanto o domínio dos conteúdos específicos como das melhores formas de mediá-lo, formando um intelectual capaz de discutir e re-elaborar suas ações educativas em uma perspectiva de transformação da realidade / Abstract: The research aimed to identify and analyze how does the approach of teaching and learning strategies in the disciplines of an initial formation course for science teachers and what the possible influences of this formation in manifest intentions on the future pedagogical practice of these educators. We developed a case stuy, working on a qualitative approach, and analysis focused in documents, questionnaires and interviews with teachers and studentes of the course. The data indicate reduced diversity of strategies in the disciplines of the specific area, with prevalence of expository classes and laboratory. In addition, teachers seem to believe that to teach it's needed only a good preparation in term of specific content, focusing on the formation of a specialist and not an educator. Despite the pedagogical discipline explore diverse practices, many students incorporate the academic view prevaliling in the course of formation, repeating the pattern of them teachers. We pointed out the need that the initial formation works both aspects, the domain of the specific contents and the best ways to mediate them, forming an intellectual able to discuss and redraw his educative actions in a perspecive of transformation or the reality / Doutor