HIGHLIGHTS
SUMMARY
Therein lies the need for the teacher to reflect on learners within their context (Düornyei, 2009), to understand their complex individual differences and respond with appropriate contextual and pedagogic realisation (Jolly and Bolitho, 2011, p 108). On the A1, beginners` French course, there existed a low percentage of learners completing the course and sitting the summative assessments, which suggested that there were more individually desirable learning outcomes and course content than simply demonstrating CEFR A1 level of competence. That being said, DI raised my awareness of learner readiness and what seems necessary is . . .
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