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...35-40
    3.2 The Effects of Guessing-strategies-based Instruction......... 40-45
    3.3 Feedback on SBI......... 45-47
    3.4 Other Findings .........47-51
Chapter Four Conclusion......... 51-52
    4.1 Pedagogical Implication......... 51
4.2 Limitations of the Study......... 51-52

Conclusion

The Study was undertaken to determine whether strategies-based instruction shouldhave a role in the College English classroom. It would seem that despite the limitations ofthe study, the results speak in favour of such a role. If instructors systematically introduceand reinforce strategies that can help students leam vocabulary, their students may wellimprove their performance. The findings of the study would also suggest that explicitlydescribing, discussing, and reinforcing strategies in the classroom can have a direct payoffon student outcomes.
The study also seems to endorse the notion of integrating strategy training directlyinto the classroom instructional plan and embedding strategies into daily language learning.In this way, the students get accustomed to having the teacher teach both the languagecontent and the language learning and language use strategies at the same time. Such anapproach calls for training the teachers in how to deliver strategies-based instruction sothat the strategies become an integral part of the fiber of the course, while preserving theexplicit and overt nature of the strategy training. In this manner, the students should bemore able to consciously transfer specific strategies to new contexts.

Bibliography
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