Framed in a cognitive approach to task-supported L2 vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of Iranian EFL learners. The goal was to investigate the way that the construct of involvement load is related to the Input Hypothesis (Krashen, 1985) and the Output ...

The Open University's repository of research publications and other research outputs Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme Journal Article How to cite: Hampel, Regine and de los Arcos, Beatriz (2013). Interacting at a distance: a critical review of the role of ICT in developing the learner–c...

following the widespread acceptance of multiple intelligences theory, thomas armstrong (1984), in the initiative action, integrated it with bloom's taxonomy and enriched the theory. actually, armstrong helped remarkable by this integration to classify each of multiple intelligences in each of the six levels of cognitive domain, as well as better planning and targeting and designing curricu...

The Open University's repository of research publications and other research outputs Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme Journal Article How to cite: Hampel, Regine and de los Arcos, Beatriz (2013). Interacting at a distance: a critical review of the role of ICT in developing the learner–c...

How deeply a word is processed has long been considered as a crucial factor in the realm of vocabulary acquisition. In literature, two frameworks have been proposed to operationalize the depth of processing, namely the Involvement Load Hypothesis (ILH) and the Technique Feature Analysis (TFA). However, they differ in the way they have operationalized it specially in terms of their attentional c...

The Open University's repository of research publications and other research outputs Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme Journal Article How to cite: Hampel, Regine and de los Arcos, Beatriz (2013). Interacting at a distance: a critical review of the role of ICT in developing the learner–c...

The Open University's repository of research publications and other research outputs Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme Journal Article How to cite: Hampel, Regine and de los Arcos, Beatriz (2013). Interacting at a distance: a critical review of the role of ICT in developing the learner–c...

The Open University's repository of research publications and other research outputs Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme Journal Article How to cite: Hampel, Regine and de los Arcos, Beatriz (2013). Interacting at a distance: a critical review of the role of ICT in developing the learner–c...

Instead of treating the facial landmark detection task as a single and independent problem, we investigate the possibility of improving detection robustness through multi-task learning. Specifically, we wish to optimize facial landmark detection together with multiple facial attributes learning. This is non-trivial since different tasks have different learning difficulties and convergence rates...