the current study examined the correlation among iranian efl learners’ emotional intelligence (ei), critical thinking (ct) ability, and l2 vocabulary knowledge (vk). to this end, surveys were administered to 75 iranian advanced efl participants. analyses of the data revealed a mutual relationship between the iranian efl learners’ ei and their l2 vk. similarly, a positive correlation was found b...

Self-regulated learning (SRL) can be measured in different ways (e.g., eye-tracking) and can be impacted by individual differences (e.g., prior knowledge) as college students learn with MetaTutor, an intelligent hypermedia system. In this study (N = 30), we examined fixation and duration data on interface-related areas of interest (AOI)-pairs as indicators of cognitive and metacognitive SRL str...

Metacognitive knowledge is knowledge about learning. Recent research suggests that metacognitive knowledge plays an important function in cognitive activities concerning language use and acquisition. This paper aims to investigate the role of metacognitive knowledge in the English writing of Chinese EFL learners. The present study involves 120 non-English major freshmen in China as participants...

English) Abstract: The present study investigated how different graphical overviews affected learning with hypertexts, given differing levels of learners’ prior knowledge, on N = 87 students. Overall, the learners seemed to profit more from global overviews (of the overall structure) than from local overviews (of several substructures). This was true in particular when the subject of investigat...

Collaboration scripts can help learners to engage in argumentation and knowledge acquisition. However, they might have differential effects for learners holding differently structured knowledge (internal scripts) on argumentation. We investigated how external scripts interact with learners’ internal scripts concerning collaborative argumentation. 98 students from two secondary schools participa...

In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. Knowledge convergence can be conceptualised as knowledge equivalence and as shared knowledge prior to, during, and subsequent to collaborative learning. Knowledge equivalence refers to learners becoming more similar to their learning ...

Inclusive Design of knowledge transfer aims to involve different learners and coaches into the transfer process of knowledge in a way that actively supports learning. In this paper we elaborate some benefits for learners and coaches when applying major principles of Maria Montessori along the transfer process of knowledge. Benefits stem from learners’ self control and individualised learning ex...

Computer-supported collaborative learning (CSCL) environments may encourage learners to engage in argumentative knowledge construction. Argumentative knowledge construction means that learners work together to elaborate on concepts by constructing arguments and counterarguments. This is achieved through discourse with the goal of acquiring knowledge within a specific domain. However, learners m...