Reflection On Lifelong Learning

sentences in the form of a short story. Some words are missing and the test takers have to put them in the blanks. In the third part, participants have to decide how to reply to a short sentence. The fourth part contains a text which follows by some questions and must be answered with” yes/no “or” don't say”. The fifth part is a cloze test and the participants should select the right word among four different choices. In the sixth part participants read the description and guess the word for each item. The first letter is already there. There is one space for each other letter in the word. In the seventh part, again test takers must fill in missing words, but this time no choices are given. Finally, in the eighth part, they have to fill in

For this purpose the teacher explained to them how to plan, monitor, solve their learning problems, and evaluate their learning process. According to Wang (2010), all the teachers must be lifelong learners, and all the students are worthy individuals. All students are able to succeed, and teachers can ensure that they do. Lessons should encourage learners to become actively involved in the creation of their own knowledge. Gardner and Miller (2011) argued that teachers need to relinquish some of the control over learners. Ding Fang (2006) believed that the teacher’s role can be described as a source of managing roles, adviser and facilitator of learning, class atmosphere creator, evaluator or even the example of the

The researcher provided autonomy supported by engaging students in reading activities for their own enjoyment. According to DE Naeghel et al. autonomous reading is associated with more outcomes, more reading engagement and better reading comprehension. The instructor tried to promote the motivation for reading by giving students age-appropriate choices, connect with students’ interests.

The participants in experimental group 2 on the other hand were taught through the thinking together approach. The goal was to improve their reading comprehension by maximizing students’ involvement. Here, the teacher acted as a model. Students were divided into groups of three or four. They were allowed to interact and di scover everything by exploratory talk. They could talk with each other, with the members of the other groups or even with their teacher, so they would learn how to help each other (Mercer & Howe,