The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 str...

This paper explores male and female students' and teachers' perceptions of the role of grammar instruction and corrective feedback. A questionnaire, administered to 60 male and female intermediate EFL students (30 males and 30 females) and 40 teachers (20 males and 20 females), elicited student and teacher perceptions concerning the role of explicit grammar instruction and corrective feedback i...

Web-based asynchronous learning systems have revolutionized the learning environment. Rapid advances in computer technology, the Internet and transmission technology have created new opportunities for delivering instruction. It is anticipated that these technologies will dramatically change the way instruction will be imparted throughout the educational system. One example is asynchronous learn...

Studies have shown that when learning occurs in an environment that uses animated pedagogical agents and personalized instruction, the learner learns the material more deeply and can recall it easier when compared to learning without an agent. Thus, an effective learning system creates personalized contexts for each learner. The “one size fits all” concept is not very effective across a large n...

In safety-critical embedded real-time systems the timing behaviour is of highest importance, because applications underlie timing constraints that have to be met. Otherwise the system might fail causing harm to humans, the environment, or the system itself. Therefore, such hard real-time systems have to provide timing guarantees. Since the timing behaviour of the system does not only depend on ...