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Showing 281 - 290 results of 312 for Learner Autonomy

Lexical behaviour in academic and technical corpora: Implications for ESP development
...learner-centred reading tasks. The design of the corpus can be carried out by both instructor and learner alike; the former directs operations according to language interests, and the latter contribut...

by Alejandro Curado Fuentes
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning

A mixed-methods study of feedback modes in EFL writing
...learners about the difference between their current and desired level of knowledge. According to a broader conceptualization, it informs learners not only about their learning goals but also about t...

by Arif Bakla
in Volume 24 Number 1, February 2020

Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies
...learners: “the surge in interest in teaching languages to young learners in recent years has not been matched by studies of cognitions and practices in this area” (Borg, 2006, p. 274). The integrati...

by Euline Cutrim Schmid, Shona Whyte
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Asynchronous group review of EFL writing: Interactions and text revisions
...learner to a less capable learner, but also a bidirectional assistance which is reciprocally provided and received by novice learners while accomplishing their tasks (de Guerrero & Villamil, 2000; H...

by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017

An exploratory study of pauses in computer-assisted EFL writing
...learner self-assessment, metacognitive awareness, and learner autonomy in L2 writing. LIMITATIONS AND SUGGESTIONS First, findings of this exploratory study may not be generalized to other EFL write...

by Cuiqin Xu, Yanren Ding
in Volume 18 Number 3, October 2014

Exploring AI-Generated text in student writing: How does AI help?
...learner’s writing development because the tools do not meet that learner’s needs (Vygotsky, 1978). Furthermore, learners may have lacked strategies to navigate the tools and other elements of their ...

by David James Woo, Hengky Susanto, Chi Ho Yeung, Kai Guo, April Ka Yeng Fung
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Language Development and Scaffolding in a Sino-American Telecollaborative Project
...learner of the language within a learner’s zone of proximal development (ZPD) is also indispensable to the learner’s development. In particular, scaffolding from an expert can help a learner gradual...

by Li Jin
in Volume 17 Number 2, June 2013

Automatic pronunciation assessment vs. automatic speech recognition: A study of conflicting conditions for L2-English
...learners (e.g., L1-Spanish learners of English), the recurrence of specific and expected pronunciation difficulties might play a role in automatic assessment. There were a number of limitations to t...

by Enrique Cámara-Arenas, Cristian Tejedor-García, Cecilia Judith Tomas-Vázquez, David Escudero-Mancebo
in Volume 27 Number 1, 2023

How competitive, cooperative, and collaborative gamification impacts student learning and engagement
...learners, it could have the opposite effects on learners with lower achievement levels because of cognitive overload (Yang et al., 2020). For lower- achieving learners or those with low self-efficacy...

by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024

The types and effects of peer native speakers’ feedback on CMC
...learner uptake in the context of synchronous CMC chat. He investigated 24 intermediate learners and concluded that there is no relationship between learner uptake and lexical acquisition. Yilmaz and...

by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012