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Highlighting the complex and dynamic nature of learning English as a
Foreign Language (EFL) from the perspective of the well-being theory and
following an intact group design, this study analyzed Iranian MA TEFL
students' (N = 37) language learning histories with regard to their language
learning strategy use, multiple intelligences, language learn...
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In spite of the noticeable transition from relying on conventional resources to online ones for academic purposes, very little research to date has compared the use of academic reading strategies in printed and online formats. Academic success of English as a Foreign Language (EFL) students at university level hinges on their academic reading strat...
![Figure 1. Classification of Language Learning Strategies [24]](profile/Ranjeeva-Ranjan/publication/339051175/figure/fig1/AS:855221106380801@1580912009920/Classification-of-Language-Learning-Strategies-24_Q320.jpg)
The research in the field of language
learning highlights two major paradigm shifts in the past
few decades. First, the shift is from teacher-centered
learning to learner-centered teaching and second related to
learning processes through which learning occurs. In this
second shift, research carried out in the field of language
learning strategies (...
This study aims at investigating the correlation between language learning strategies (LLSs) and writing achievement, the correlation between motivation and writing achievement, and the correlation between LLSs combined with motivation and writing achievement. It involved one-hundred English as a foreign language (EFL) students of a senior high sch...
Language learning strategies (LLS) research began in the mid-1970s with the main
idea of individual differences in learning a foreign language focusing primarily on
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Citations
Good character is a principal area in Positive Psychology. The current thesis assesses character strengths with mixed method: quantitative though factor analysis and qualitative using content analysis. Main purpose is evaluate and analyze the character strengths factors in participants from Ecuador, Peru and Paraguay to identify whether international findings are replicated; and verify replication in each country independently. A non probabilistic intentional sample was used: 854 university students (273 Ecuadorians, 277 Peruvians and 304 Paraguayan). Participants completed Inventario de Virtudes y Fortalezas del Carácter IVyF (Cosentino & Castro Solano, 2012) and Protocolo de Cualidades Positivas (Castro Solano & Cosentino, 2013). Main results show three character strengths factors: moderation, progress and fraternity. Secondly, this three factor model is the most parsimonious and replicable despite some differences. Finally, dimensional structure has intercultural differences because each countries have specific relations. Main conclusion show three factors of character strengths and intercultural differences in dimensional structure of each country. Data has limitations: used sample could not be an average citizen of each culture and countries were considered as national culture. Future studies should research intracultural differences in character strengths, identify causes of intercultural differences in each population and analyze character strengths in others Latin-American countries.
