The success of the proposed HIV testing and counselling (HTC) initiative among learners at high school in South Africa depends on their acceptability of the service, which may be influenced by their HIV/AIDSknowledge, perceptions, and attitudes. The study assessed high school learners’ HIV knowledge and attitudes towards learners infected with HIV. The survey was part of formative evaluation wi...

This study investigates the effects of two prior knowledge activation strategies, namely, mobilisation and perspective taking, on learning. It is hypothesised that the effectiveness of these strategies is influenced by learners’ prior domain knowledge. More specifically, mobilisation is expected to be the most effective activation strategy at lower levels of prior knowledge. Mobilisation is a b...

This study aimed to investigate the effects of Systemic Theoretical Instruction (STI), grounded in Socio-cultural Theory and proposed by Gal’perin, on developing Iranian EFL learners’ knowledge of English tense-aspect system. To this end, two low-intermediate classes, including 24 and 21 language learners aged between 12-19, were taught the distinction between simple past and present perfect te...

To evaluate how top-down and bottom-up processes contribute to learning from animated displays, we conducted four experiments that varied either in the design of animations or the prior knowledge of the learners. Experiments 1–3 examined whether adding interactivity and signaling to an animation benefits learners in developing a mental model of a mechanical system. Although learners utilized in...

This study aimed to investigate the impact of textual enhancement and metalinguistic explanation as focus-on-form tasks tending to encourage the acquisition of nominal clauses (NCs) in English. It explored (a) whether textual enhancement and metalinguistic explanation would promote and enhance the knowledge of NCs, (b) whether these two tasks would differ in terms of enhancing learners' knowled...

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...

The current study is an attempt to investigate the impact of decision-making (selecting and matching) tasks and production (creation of sentences and completion of sentences) tasks on the collocational knowledge of Iranian intermediate EFL learners. To this end, sixty EFL learners were divided into two experimental (decision-making and production) groups. To determine the effects of the tasks, ...

Adaptive Educational Hypermedia Systems aim to increase the functionality of hypermedia by making it personalised to individual learners. The adaptive dimension of these systems mainly supports knowledge communication between the system and the learner by adapting the content or the appearance of hypermedia to the knowledge level, goals and other characteristics of each learner. The main object...