This paper discusses a data-driven learning (DDL) tool, which consists of a learner corpus for L2 learners of German. The learner corpus, in addition to submissions from ongoing current users, has been constructed from millions of submissions from a variety of activity types of approximately 5000 learners who used the E-Tutor CALL system over a period of five years. By following a cyclical proc...

This paper considers learner misconceptions information which is presented to the learner in an open learner model. We suggest that specific information about misconceptions may be of benefit to the learner, to help them reflect on their knowledge and understanding. We investigate acceptance of their misconceptions presented as animations and step-by-step text descriptions by two groups of user...

Abstract Self-assessment and reflective thinking (RT) can arm learners to monitor evaluate their learning progress. Despite the long history of core self-assessment (CSA) RT, little is known about how they may contribute learner enjoyment (LE) immunity (LI). Therefore, current research attempted propose a model depict interplay among CSA, LE, LI. To this end, Core Self-Assessment Questionnaire ...

Abstract Students may better keep tabs on their own development by engaging in self-assessment (S-A), academic buoyancy (AB) construction, and reflective thinking (RT). Although S-A, AB, RT have been known for a long time, very little is regarding potential effects test-taking anxiety (TTA) learner enjoyment (LE). Therefore, this study aimed to present framework depicting the dynamic interactio...

Academic learning can essentially be seen as a constructivist process. This of course, is an alternative approach to traditional university teaching, insofar as learning is facilitated rather than taught. In consequence, learning in online constructivist environments has to be supported by appropriate resources and requires a number of specific skills from both tutor and learners, that is, onli...

The present study is aimed at investigating the relationship among Iranian EFL teachers’ reflective teaching, reflective thinking and classroom management ability. To this purpose, 102 male and female EFL teachers, aged between 25 and 40, with different academic background who were teaching at different levels, were chosen to fill in three questionnaires on reflective thinking, reflective teach...

this study examined the effects of cooperative learning techniques (clt) on vocabulary achievement of reflective/impulsive iranian efl learners. from among 130 students at fajr institute in dehdasht, kohkiloyeh and boyer ahmad province, iran, 90 participants were selected based on their performance on the oxford placement test (opt). the participants were then divided into two experimental grou...

Concept maps can be used as both a cognitive and constructivist learning strategy in teaching and learning in adult education and human resource development. The maps can be used to understand course readings, analyze case studies, develop reflective thinking and enhance research skills. The creation of concept maps can also be supported by the use of the CmapTools software. Concept maps, a tea...

The purpose of this study was to examine how four teachers used the seven processes of videotape analysis to develop an analytic approach and reflective thinking towards their teaching. The study was organized within video clubs and was used to describe the interactions among four teachers about their experiences at a language institute. Data were gathered through videotaped recordings of lesso...

Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universit...