This quasi-experimental study examines the extent to which research findings from teacher Corrective Feedbacks (CFs) and SLA concerning the efficiency of Focus-on-Form (FoF) pedagogy is transferable to the context of foreign language learning in Iranian schools. To investigate how "grammar instruction with FoF-oriented error treatment" functions as a matrix in which English  learning takes plac...

Two studies compared children’s attention to sample composition – whether a sample provides a diverse representation of a category of interest – during teacher-led and learner-driven learning contexts. In Study 1 (n = 48), 5-year-olds attended to sample composition to make inferences about biological properties only when samples were presented by a knowledgeable teacher. In contrast, adults att...

This paper focuses on two main research topics we axe investigating. First, we investigate how agents can learn strategic behavior in a teacher-learner model. The notion of the teacher here should be understood as a "trainer". We present the general teacher-learner model together with results from experiments performed in the traffic hghts domain. Second, we investigate how agents can learn to ...

The current observational and descriptive study makes an attempt to present the interactional discourse patterns of corrective feedback (CF) and uptake occuring in a communicative adolescent EFL class. Using Lyster and Ranta’s corrective discourse model (1997), this study intends to investigate, describe, and analyze the discourse patterns of corrective feedback utilized by an Iranian teacher a...

This article discusses the concept of student ownership of knowledge and seeks to determine how to move students from knowledge acquisition to knowledge application and ultimately to knowledge generation in a virtual setting. Instructional strategies for fostering student engagement in a virtual environment are critical to the learner’s strategic ownership of the knowledge. A number of relevant...