and incorrect perception of task difficulty and one's achievement appeared to be equally widespread, which we found surprising as one would expect a higher level of among university students. Task 3 difference between and made of made from – answers were evaluated on a scale from 0 to 3: 0 - no Students’ answer or completely wrong, 1- fair, 2 - good, and 3 - very good. The overview of their answers and journal comments is presented in the Table 3. Quality No. of Perceived level of Strategies applied students of difficulty answers No effort made - no 0 14 An easy task difference noticed Strategies applied led to 1 14 An easy task mistaken conclusions Difference briefly explained 10 An easy task 2 (from dictionary) Correct definitions provided with good examples of 13 A difficult task 3 usage and explanation of approach / one’s analytical the logic applied Table 3: Students' answers to Task 3: deducting the difference in meaning between made of and made from The quality of answers was inversely proportionate to students’ the perceived level of task difficulty: the students who invested
and incorrect perception of task difficulty and one's achievement appeared to be equally widespread, which we found surprising as one would expect a higher level of among university students. Task 3 – difference between made of and made from Quality of answers No. of students Strategies applied Perceived level of difficulty 0 14 No effort made - no difference noticed An easy task 1 14 Strategies applied led to mistaken conclusions An easy task 2 10 Difference briefly explained (from dictionary) An easy task 3 13 Correct definitions provided with good examples of usage and explanation of one’s analytical approach / the logic applied A difficult task Students’ answers were evaluated on a scale from 0 to 3: 0 - no answer or completely wrong, 1- fair, 2 - good, and 3 - very good. The overview of their answers and journal comments is presented in the Table 3. Table 3: Students' answers to Task 3: deducting the difference in meaning between made of and made from The quality of students’ answers was inversely proportionate to the perceived level of task difficulty: the students who invested
651892.AELFE_2013-KBorenic-Marinov-MSalluzzo.docx