Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity (Baddeley, 1992). To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner’s competence level and perceived task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55)...

Motivation can be identified as a dimension that determines learning success and causes the high dropout rate among online learners, especially in complex e-learning environments. It is argued that these learning environments represent a new challenge to cognitive load researchers to investigate the motivational effects of instructional conditions and help instructional designers to predict whi...

The quasi-experimental classroom study reported in this paper compared the eff ectiveness of three adult EFL course delivery modes – face-to-face group classes, one-to-one private tutoring and online self-study by analysing learners’ cognitive engagement, understood as level participation, involvement ort learners each mode they completed same language tasks. was conducted within a Vygotskian s...

The primary purpose of this study was to examine whether a group of university students would report role entrapment of people who stutter (PWS) in the form of occupational stereotyping. The study also examined whether severity of stuttering (mild or severe) and level of therapy involvement (choosing or not choosing to attend therapy) affected the perceptions of role entrapment. To examine thes...

Investigating the “knowing”, a module of the KARDS model proposed by Kumaravadivelu (2012) for teacher education, of Iranian teachers of learner autonomy, this study is an attempt to illuminate some of the yet unexplored areas of teachers’ various types of knowledge of learner autonomy. Furthermore, it attempts to illustrate how Iranian Non-EFL teachers’ knowing affects their practices with reg...

this paper examines the theoretical rationales and practical aspects of task-based language teaching (tblt) with particular reference to research findings in efl/esl contexts. the definitional scope of the term ‘task’, polarizations in terms of task vs. non-task, and its relation to different language teaching approaches have engendered conceptual and methodological ambiguities.  moreover, fact...

Introduction This survey review considers seven recent publications relating to autonomy in language learning. For the purpose of this review, they have been grouped into three categories, as follows: 1) Collections of articles about autonomy in language learning, and research studies in the field 2) Books intended as practical guides on implementing specific aspects of autonomy in language lea...

this study investigated the effect of applying the dynamic system theory (dst) and cognitive linguistics (cl) insights into grammar instruction on efl learners’ learning of english prepositions and learner autonomy. sixty iranian efl learners at the lower-intermediate level of language proficiency were randomly assigned to 1 experimental and 1 control group. the 2 groups filled out an autonomy ...

Successful second language acquisition presumes a sustained active involvement of the learner. The approach suggested is to complement and enhance the strategic teaching of new language. Development of students’ autonomy through focused augmentation of awareness in language learning in general and individual learning style in particular is emphasized. Detailed description of implementation and ...