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Showing 151 - 160 results of 312 for Learner Autonomy

Triadic scaffolds: Tools for teaching english language learners with computers
...learner involvement in their language and literacy learning ("immersion in a community of practice"); and (b) instructional language ("overt focusing and scaffolding…[to] focus learners on the most ...

by Carla Meskill
in Volume 09 Number 1, January 2005

Global reach and local practice: The promise of MOOCs
...learner models for use in adaptive learning systems. Of particular interest are “open learner profiles”, which are built principally from learner interactions with the system, but which are also ope...

by Robert Godwin-Jones
in Volume 18 Number 3, October 2014

Training teachers in data driven learning: Tackling the challenge
...learner or a group of learners for their projects. These could be either real learners that they were teaching, had taught, or would teach, or hypothetical learners. Trainees were given guidelines r...

by Agnieszka Leńko-Szymańska
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

From particular to popular: Facilitating EFL mobile-supported cooperative reading
...learners’ reading abilities. The results revealed that the adaptation and use of the MCER system was successful and that it might facilitate the acquisition of reading abilities by young learners if...

by Yu-Ju Lan, Yao-Ting Sung, Kuo-En Chang
in Volume 17 Number 3, October 2013 Special Issue on MALL

Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
...autonomy in oral skill acquisition. In J. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning innovation and leadership in English language teaching (pp. ...

by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL

Review of Moodle 2.0
...learners get to decide the flow of the content, while the role of the instructor can be as facilitator rather than as primary information giver. This module can enable learners to bring different pe...

by Tsun-Ju Lin
in Volume 15 Number 2, June 2011

Using chatbots to support EFL listening decoding skills in a fully online environment
...learners (Siegel, 2014) due to EFL learners’ weak ability to recognize words (Wong et al., 2017), especially in natural speech. Words in natural speech tend to blend into each other compared to word...

by Weijiao Huang, Chengyuan Jia, Khe Foon Hew, Jia Guo
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Review of Informal digital learning of English: Research to practice
...Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25. https://doi.org/10125/44667 Isbell, D. R. (2018). Online informal language learning: Insights from a Ko...

by Lucas Kohnke
in Volume 26 Number 1, 2022

Exploring multimodality in technology-mediated collaborative writing: An activity theory
...learner autonomy (Tan, 2023). Collectively, the studies provide valuable insights into the multidimensional aspects of technology-mediated L2 writing. As a result, understanding learner dynamics has...

by Annita Stell
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Review of Technology in second language writing: Advanced in composing, translation, writing pedagogy and data-drive learning
...autonomy. Ultimately, the results of the studies presented in Chapters 5 and 6 signal that peer-to-peer and teacher-student interactions remain crucial in learner development, and they cannot be enti...

by Siqi Li, Huafeng Wang, Lin Jiang
in Volume 28 Number 1, 2024