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Introduction

Students differ in the approach they take to learning and in the cognitive processes they engage in when performing academic tasks, and these differences are of interest because they correlate with differences in the quality of academic outcome. The basic idea is to identify the features of more successful learning as well as the best ways to develop them. There has been much confusion and different meanings associated with the term learning strategies (LS) as well as different terms to describe similar processes. This discussion will take as a starting point the arguments of van Dijk and Kintsch (1983) regarding strategies of discourse comprehension. According to them, a strategy is ‘the idea of an agent about the way to act in order to reach a ...

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