The Strategy Inventory for Language Learning (SILL) [Oxford, R.L. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle] has been a widely used instrument for self-assessing the frequency of language learning strategy use across cultures and levels of education for some 30 years. Despite the fact that its…

This study compares language learning strategy (LLS) use between Greek L2 and English FL and a possible variation in the frequency and type of LLSs employed in the two languages in order to depict the strategic profiles of the multilingual learners aged 12-15 (n = 307). It also observes the effect of gender in relation to a second vs. foreign…

Introduction: The present study examined the effect of action control (i.e., disengagement, initiative, and persistence) and dispositional hope (i.e., pathways thought, and agency thinking) on self-regulated learning strategy use (i.e., cognitive, metacognitive, and resource management) and course achievement. Method: A total of 275 undergraduate…

Do some forms of student (and school) assessment hinder the introduction of innovative educational practices and the development of innovation skills in education systems? This report focuses on the impact of high-stake summative assessment on innovation and argues that it is possible to reconcile high-stakes assessments and examinations through…

Describes a theoretical framework based on cognitive/developmental research. Argues that science learning is a gradual process during which initial conceptual structures based on children's everyday experiences are continually restructured. Contains 46 references. (DDR)