Learning Strategies and Writing Processes of Proficient vs. Less‐Proficient1 Learners of Arabic

By S. Khaldieh. 2000

95 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/03536ae49b8c0643cc73f09eb5ad5611631d6c9f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Hussein M. Elkhafaifi
2. A. U. Chamot
3. Larry Vandergrift
4. Fakieh Alrabai
5. Lian Zhang
6. Aek Phakiti
7. Lawrence Jun Zhang
8. Aijiao Wu

In Education

1. Hussein M. Elkhafaifi
2. A. U. Chamot

In Language and Linguistics

1. Hussein M. Elkhafaifi
2. A. U. Chamot
3. Larry Vandergrift
4. Fakieh Alrabai
5. Aek Phakiti
6. Lian Zhang
7. Lawrence Jun Zhang
8. E. Macaro

Citations in the corpus

• ISSUES IN LANGUAGE LEARNING STRATEGY RESEARCH AND TEACHING (2004, background): “Higher levels of language proficiency have also been associated with less anxiety and more confidence, indicating that affective factors in addition to learning strategies can influence performance on a task (Khaldieh, 2000).”
• LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, background): “…less effective language students have revealed a recurring finding that less successful learners do use learning strategies, sometimes even as frequently as more successful peers, but that their strategies are used differently (Chamot & El-Dinary, 1999; Khaldieh, 2000; Vandergrift, 1997a, 1997b).”
• Listening Comprehension and Anxiety in the Arabic Language Classroom (2005, background): “significantly to the reduction of tension and anxiety in the classroom (Ryding, 1993). Stevick (1980) described several aspects of FL learner characteristics, including reluctance to take risks and fear of embarrassment in class, and suggested practical ways for instructors to reduce student anxiety”