This paper presents a theoretical grounding and a conceptual proposal aimed at providing support in the initial stages of sustained behavioural change. We explore the role that learning analytics and/or open learner models can have in supporting lifelong learners to enhance their food literacy through a more informed curation process of relevant-content. This approach grounds on a behavioural c...

Learners working on the creation of conceptual maps become involved in a creative learning activity that involves “making sense” of new concepts and their relationships through modelling. These models can be seen as representations of the learners’ understanding of a particular topic domain. During subsequent learning activities, students can reflect upon the models they have built. In addition...

Multiple representations in learning materials are usually employed in order to foster understanding. However, they also impose high demands on the learners (e.g., need for integration). By embedding multi-representations in workedout examples, cognitive capacity is released that can be used for self-explanations on the integration and understanding of multiple representations. The effects of t...

The main problem addressed in this paper is how to help learners construct knowledge in exploring existing hypermedia/hypertext based learning resources on the Web. Our approach to this problem is to provide a learning tool, which affords knowledge construction activities involving reflection on the exploration process. In this paper, we describe an interactive history that encourages learners ...

although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (sla), little research has addressed the effects of instructional interventions on the two knowledge types (r. ellis, 2005).this study examined the relative effectiveness of explicit and implicit types of form-focused instruction (ffi) on the acquisit...

Veryfew attempts have been made in the past to develop instruments to measure pragmatic knowledge of second language (L2) learners. The absence of such instruments in the literature of English language teaching (ELT) underscores the need for the researchers to develop new tests that are specifically designed to assess this crucial but less explored aspect of language learners’ (LLs) knowledge. ...

the purpose of the present study was to identify any significant relationship between critical thinking ability, l2 vocabulary knowledge, and l2 vocabulary learning strategies of iranian efl learners. to this aim, the productive vocabulary levels test was administered to measure the learner’s l2 vocabulary knowledge and observe homogeneity in terms of vocabulary knowledge. at the second stage, ...

This paper analyzes some frequently occurring problems concerning pronunciation of English learners in China. Factors leading to these problems are interference of Chinese, learners’ age, attitude, and their insufficient knowledge of phonology and phonetics systems of the English language, etc.

interlanguage pragmatics (ilp) has witnessed a growing body of research in the past two decades. one of the under-explored domains of l2 pragmatics is the role of learning strategies specifically tailored for the development of ilp knowledge. therefore, this investigation aimed to determine the significant interlanguage pragmatic learning strategies (ipls) used by high vs. low l2 pragmatic achi...

This study investigated the effects of two types of written feedback – direct corrective feedback (DCF) and metalinguistic explanation (ME) - on Iranian EFL learners’ implicit and explicit knowledge of English definite and indefinite articles. Assigned to three groups of DCF, ME, and control groups, the participants took four tests in three testing phases: pretest, posttest, and delayed posttes...