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efl teachers multiple intelligences and learning strategies

MI, Learning Styles...

MI, Learning Styles & Strategies,SBI and Language Proficiency level

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EFL Teachers' Multip...

EFL Teachers' Multiple Intelligences and Learning Strategies

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Multiple Intelligenc...

Multiple Intelligences in EFL: Exercises for Secondary and Adult Students

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Towards Guidelines f...

Towards Guidelines for TEFL in Jordan

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Learning Style and S...

Learning Style and Strategy in EFL Context

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Multiple Intelligenc...

Multiple Intelligences Theory in Teaching Reading Comprehension: A Training Program for developing the reading comprehension teaching skills of EFL Teachers

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EFL education at the...

EFL education at the tertiary level

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The Washback Effects...

The Washback Effects Of EFL Tests

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Grammar Instruction:...

Grammar Instruction: Multiple Intelligence-based Focus on Form

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Multiple Intelligenc...

Multiple Intelligences and Language Acquisition

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EFL Learners’ VLS Us...

EFL Learners’ VLS Use and Their English Language Achievement

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Language Learning St...

Language Learning Strategies

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IELTS Listening Test...

IELTS Listening Test Strategy Research

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Sense of Efficacy an...

Sense of Efficacy and Learning Beliefs of Pre-service EFL Teachers

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Communication Strate...

Communication Strategies

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Cooperative Learning...

Cooperative Learning in EFL Classroom

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Для информации:

The study was designed to ascertain the learning strategies the students would usually use to learn English as a foreign language (EFL), determine associations between teachability and learnability, raise strategic awareness of the students and teachers, and promote strategy instruction by empirical evidence. The findings revealed that the students employed ‘metacognitive learning strategies’ including self-management, self-monitoring, self-evaluation, etc, ‘cognitive strategies’ covering note taking, grouping, repeating, guessing, etc, and ‘socio-affective strategies’, such as getting information from teachers and others, use of English in real-life situations, feeling anxious and so forth. It was also discovered that the EFL teachers were not always sufficiently aware of the commonly used and effective learning strategies. That is, the study discovered very weak associations between teachability and learnability. Based on the findings, it is recommended that the EFL teachers be aware of and understand what learning strategies their students employ so as to cope with learning and acquiring the language skills so that they can plan and adopt appropriate teaching strategies.