The learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. Users learning software systems were observed in a usability laboratory where eye tracking data could also be recorded. Insights emerged, from data analysis, showing different tactics when children and adults approached unfamiliar software and revealing aspects of interfaces they approached differently. The findings will help designers distinguish varying needs of users and improve learnability. An additional subprinciple of learnability, „engageability‟, is proposed. Factors that make products engaging for children are different from those engaging adults. / Computing / M. Sc. (Information Systems)

This diploma thesis deals with the topic of the students' learning strategies at a primary school. The strategies are demonstrated at an example of a foreign language. Based on this example, more general rules for using strategies in other areas are being searched. The strategies are understood as specific steps and methods used in the learning process. They are anchored in the curriculum documents, in particular under the learning competence. The theoretical part of the thesis is based on existing literature and it analyses learning styles and strategies of students at a primary school with the focus on a foreign language. The aim of the thesis is to find out to what extent students of the fifth grade use language strategies and what role a teacher's support plays. For the research, the questionnaire "Strategie učení se cizímu jazyku" was used. The thesis is also based on qualitative research consisting of observations and interviews with the teachers. The results show that the fifth-grade primary school students use the foreign language learning strategies to a limited degree. However, the teachers' support has an effect on the usage. KEYWORDS Learning strategies, learning styles, learning competence, support of the learning strategies, foreign language, metacognitive strategies

This study replicated and extended previous research I had performed that suggested that a student success course is an effective intervention to assist student-athletes in the adjustment to college. Participants in the current study included 4 groups of students, including (1) non-athletes and (2) student-athletes who were mandated and enrolled in the student success course, and (3) non-athletes and (4) student-athletes who were not mandated and did not enroll in the student success course. Overall, results from the current study suggested that the student success course was effective in helping non-athletes and student-athletes learn key cognitive strategies that are necessary for college success. In addition, results indicated that after taking the student success course, academically at-risk students earned equivalent grades, percentage of hours passed, and retention rates compared to their peers who were not classified as being academically underprepared. Finally, adjustment patterns of all groups were examined, with particular emphasis on the decrease in adjustment over the course of the semester that was demonstrated by the student-athletes. Intervention implications and future research directions are discussed, specifically in terms of how to address the unique needs of college freshmen student-athletes.

In the last thirty years, language learning strategies have been used in the field of English as a Second Language (ESL) to help learners autonomously improve their English listening, speaking, reading, and writing. However, language learning strategies have not been applied to pronunciation learning in a large scale manner. This study attempted to bridge this gap by investigating the usage of pronunciation learning strategies among adult ESL learners. A strategic pronunciation learning scale (SPLS) was administered to 183 adult ESL learners in an Intensive English Program. Their scores on the SPLS were compared with their scores of spontaneous pronunciation on a program-end speaking assignment. A stepwise regression analysis showed that frequently noticing other's English mistakes, asking for pronunciation help, and adjusting facial muscles all correlated significantly with higher spontaneous pronunciation skill. Other analyses suggested that strong pronunciation learners used pronunciation learning strategies more frequently than poorer learners. Finally, a taxonomy is proposed that categorizes pronunciation learning strategies into pedagogically-founded groups based on Kolb's (1984) learning construct and four stages of pronunciation acquisition: input/practice, noticing/feedback, hypothesis forming, and hypothesis testing. This taxonomy connects language learning strategies to pronunciation acquisition research.

The Huang and Van Naerssen (1987) survey in Southern China proved conclusively that the more fluent Chinese L2 learners ofEnglish used more communicative strategies than their not :fluent counterparts. This study was an attempt to repeat the Huang and Van Naerssen study in a different setting with L2 learners of different ethnic and cultural backgrounds. L2 learners of English at secondary level were chosen from four countries in which I had recently lived and worked. In addition an attempt was made to empirically test the validity of Schumann•s (1978) acculturation hypothesis on models for which it was not originally intended. A correlation was being sought between the level of acculturation ofL2 learners and their fluency in English. A cloze test was given to the one hundred and twenty-five L2 learners in the study in order to gauge their level of proficiency in English. A survey was then presented to L2 learners in all four countries, Chile, Paraguay, South Africa and Botswana. Part One of the survey asked questions related to acculturation. Part Two asked the same communicative questions used in the South China study. The results from the survey were inconclusive though the raw data for the communicative strategies and acculturation helped to show that the more proficient the student in English, the more likely he or she was to use communicative strategies or show a higher level of acculturation. The results were not statistically significant. / English Studies / M.A. (English)

The learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. Users learning software systems were observed in a usability laboratory where eye tracking data could also be recorded. Insights emerged, from data analysis, showing different tactics when children and adults approached unfamiliar software and revealing aspects of interfaces they approached differently. The findings will help designers distinguish varying needs of users and improve learnability. An additional subprinciple of learnability, „engageability‟, is proposed. Factors that make products engaging for children are different from those engaging adults.

This paper presents a case study carried through with interviews from three remedial teachers in English working with students with dyslexia at public schools in the south of Sweden. The aim of the study was to investigate the learning strategies used by remedial teachers in order to help students with dyslexia to facilitate their learning process and reach higher grades in English as a foreign language. The results of this study indicated an agreement between the remedial teachers and previous research found regarding the use of technological learning aids, the adjustment made for students with dyslexia as well as using formative assessment. However, the remedial teachers appeared to show a divided approach to the aspect of focusing on grading requirements when supporting student with dyslexia in English. Since previous research on the area of working on grades appeared to be deficient, these finding could indicate a need for research of effective strategies to support students with dyslexia in developing and reaching higher grades in English. This study therefore concludes the necessity of further and wider research within the area of supporting student with dyslexia in the process of learning a foreign language.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics