Tutoring systems are a common tool for delivering educational content and recent advances in this field include the detection of and reaction to learners’ motivation. A data set derived from interactions in a tutoring system and its motivationally-aware variant provided opportunities to discover patterns of behavior in connection with motivational feedback. The data collected consists of indivi...

This paper presents the Smiley Model as a framework for designing engaging learning experiences in games. In a design-based research project, student game designers learned inside a gamified learning design while designing and implementing learning goals from curriculum into small digital games. Project participants were adult students in an upper secondary general education program. The Smiley...

although filling the gap in reading comprehension gained momentum with the rise of the top-down approach, vygotsky’ concept of scaffolding and the dual code  theory provided a strong support for the use of paratext to enhance comprehension. scaffolding is dependent on other-regulation, one type of which is object-regulation. from this vantage-point, various types of paratext can function as sou...

"That [fundamental] task [of UNESCO] is to help the emergence of a single world culture, with its own philosophy and background of ideas, and with its own broad purpose. This is opportune, since this is the first time in history that the scaffolding and the mechanisms for world unification have become available, and also the first time that

abstract the role of efl lecturers’ first language (l1) in the efl courses has been an ongoing debate. a monolingual approach to efl suggests that the use of the target language solely in foreign language (fl) classroom improves learning of the target language. accordingly, the purpose of the present study was to investigate the attitude of iranian lecturers and efl learners towards using l1 as...

This study examined the effect of the ZPD-based discourse scaffolding on EFL learners' co-construction of L2 metadiscourse performing collaborative writing tasks and explored the discourse scaffolding dynamics. The participants were 160 EFL students that were assigned to four different treatment conditions: (i) formal teaching, (ii) input enhancement, (iii) non-ZPD interaction, and (iv) ZPD-bas...

The present study aimed at investigating the effect of peer and teacher scaffolding through a process approach in a technology-enhanced environment on vocabulary learning among high and low self-regulated learners. Participants of the study were 120 English as a Foreign Language (EFL) learners who were selected based on their scores on a sample copy of the Oxford Placement Test (OPT). T...