Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 87-91).

This study aims to find out teachers&rsquo / and learners&rsquo / perception of language learning strategies (LLSs). Three psycho-social variables regarding the teachers&rsquo / use of strategy instruction at BaSkent University were considered: 1. Level of awareness of language learning strategies 2. Beliefs in the effectiveness of language learning strategies 3. Ease of strategy instruction. These results were compared with the students&rsquo / reported use of LLSs to increase our awareness of students&rsquo / strategy use and needs so that teachers would be able to help learners facing problems in learning English. This study employed both qualitative and quantitative research tools. The relevant data were obtained by means of two questionnaires: a teacher and a student version of Strategy Inventory for Language Learning (SILL, Oxford, 1990), and a semistructured interview. A total of 70 teachers teaching at the English language department of BaSkent University and 100 students studying in the same department were involved in the study. Data collected from the questionnaire were analyzed quantitatively by employing descriptive statistics, such as frequencies, percentages, means, and standard deviations. Content analysis was performed to analyze the interview data. v The results of the study suggest that for most of the items in the strategy inventory, if the teachers are aware of learning strategies, believe in the effectiveness of LLSs instruction and find them easy to apply in the classroom, they may use them more often in their classes. Furthermore, in variance analysis, the only variable that made a difference in teachers&rsquo / perceptions of LLSs was found to be the level of education, Finally, when the teachers&rsquo / and students&rsquo / frequency of LLSs use was compared, it was found out that teachers reported a higher frequency of LLSs use than their learners. However, there was a great similarity between the two parties in terms of frequency of strategy use in the most and least preferred strategy categories. It is essential to find the reasons for the difference in the frequency of LLSs among the two parties before planning a LLSs training.

The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to determine if there is a correlation between the amount of formal educational courses taken by ATEP faculty and their students' evaluations of instruction; and (3) to determine if there is a relationship between faculty's approach to teaching and students' evaluations of instruction. The population for the study was certified athletic trainers working as full-time faculty in ATEPs in the State of Florida. Data were generated using all eligible faculty from 10 of the 13 universities in Florida that offer Athletic Training Educational Programs. The study included faculty who teach in large and small ATEPs. Faculty from public and private, large and small universities were also represented. The faculty completed questionnaires that included demographic information, the Approaches to Teaching Inventory (ATI-R) and the Students' Evaluation of Educational Quality (SEEQ) questionnaire. Based on the research findings, there is clear evidence that there is a lack of uniformity among ATEP faculty in the area of formal exposure to pedagogy and curriculum. 17.6% (n = 3) of respondents earned a bachelor's degree in physical education and 18.8% (n = 3) of respondents earned a master's degree in education, health education, or physical education. Of the 77.8% (n = 14) of respondents who completed or were in progress with a doctoral degree, 42.9% (n = 6) degrees were related to education. Faculty reported completing a mean of 9.25 courses related to education (SD = 7.39). The number of educational courses taken ranged from 0 to 25 courses. The study demonstrates that there is a correlation of large effect size between the amount of formal educational coursework and the SEEQ subscale value of "Assignments/Readings." In addition, the "Assignments/Readings" and "Learning/Academic Value" subscale scores on the SEEQ were significantly higher when instructors had completed more than 10 educational courses. The study found moderate and large correlations and medium and large effect sizes between the scores of 7 of the 8 remaining SEEQ subscales and the number of education courses taken by faculty. In addition, there was a moderate correlation and medium effect size between the total score of the SEEQ and the number of education courses taken by faculty. Though statistically non-significant, each of these correlations were positive and may demonstrate a need for the study to be replicated using greater statistical power.