This document introduces the LLVM compiler infrastructure and instruction set, a simple approach that enables sophisticated code transformations at link time, runtime, and in the field. It is a pragmatic approach to compilation, interfering with programmers and tools as little as possible, while still retaining extensive high-level information from source-level compilers for later stages of an ...

This study seeks to investigate the impact of symmetrical (S) and Asymmetrical (AS) scaffolding, which are two types of scaffolding, on students' reading comprehension achievement of English as a Foreign Language (EFL). The study was done in two phases: In the first phase after administering a Pre-test, 52 homogeneous intermediate students were selected, and they were divided into two experimen...

Adding gesture to spoken instructions makes those instructions more effective. The question we ask here is why. A group of 49 third and fourth grade children were given instruction in mathematical equivalence with gesture or without it. Children given instruction that included a correct problem-solving strategy in gesture were significantly more likely to produce that strategy in their own gest...

The choice of a meaningful baseline condition is a crucial issue for each experimental design. In the case of cognitive emotion regulation, it is common to either let participants passively view emotional stimuli without any further specific instructions or to instruct them to actively attend to and permit any arising emotions, and to contrast one of these baseline conditions with a regulation ...

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...

Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups.  Over a 16-week semester, the control group students (n = 21) were taught ba...

Explicit instruction in a problem-solving strategy accelerated learning not only in the domain where it was taught but also in a second domain where it was not taught. We present data from a study in which students learned two unrelated deductive domains: probability and physics. During the probability instruction, the Strategy group was trained with an Intelligent Tutoring System (ITS) that ex...

The effects of two systematic methods of phonics instruction for children with significant cognitive disability were compared. Fifty-two participants, aged 5–12 years were randomly assigned to one of three treatment groups: (i) a synthetic phonics instruction, (ii) an analogy phonics instruction group, and (iii) a control group. Participants in the synthetic and analogy phonics groups received ...

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...