Currently, numerous educators and policymakers are advocating for a move away from “teacher-centered” models of instruction and toward more “learner-centered” and “community-based” models. However, at present the word “community” is at risk of losing its meaning. We have little appreciation and few criteria for distinguishing between a community of learners and a group of students learning coll...

In today’s new economy characterized by industrial change, globalization, increased intensive competition, knowledge sharing and transfer, and information technology revolution, traditional classroom education or training does not always satisfy all the needs of the new world of lifelong learning. Learning is shifting from instructor-centered to learner-centered, and is undertaken anywhere, fro...

e-learning, shows much promise in accessibility and opportunity to learn, due to its asynchronous nature and its ability to transmit knowledge fast and effectively. However without a universal standard for online learning and teaching, many systems are proclaimed as “e-learning-compliant”, offering nothing more than automated services for delivering courses online, providing no additional enhan...

This study attempted to evaluate and compare language learning apps and the related traditional books on the same subject. The apps included Murphy’s English Grammar and Cambridge Discovery Readers and the traditional materials were English Grammar in Use and Developing Reading Skills. The study, thus, aimed to do a comparative analysis between traditional ELT materials and the digital versions...

  Abstract Autonomy is the ability to take charge of one’s own learning. However, this ability is not inborn and must be acquired by formal instruction (Holec, 1981). Therefore, to offer a systematic approach to the devel-opment of learner autonomy in language learning process, Benson (2001) argues that learner autonomy is described in terms of learners’ control over the three dimensions of lea...

Language learning strategies, “the techniques or devices which a learner may use to acquire knowledge” (Rubin, 1975, p. 43) or more pertinently “complex, dynamic thoughts and actions, selected and used by learners with some degree of consciousness in specific contexts” (Oxford, 2017, p. 48), have been widely researched and discussed for more than forty years since the mid-1970s. Shifting the fo...

This study examines potential designs in the usage of synchronous computer-mediated communication (SCMC) for communicative language learning in learner-centered communication. In this study, we compared four types of SCMC: text-based chat with and without interlocutors’ image, video conferencing, and audio conferencing, each supporting of the use of formulaic expressions concerning communicatio...