To date, very limited research interest has been given to the strategies English-medium instruction (EMI) teachers or lecturers deploy provide corrective feedback (CF) on language use their students during class interaction. In other words, when EMI incidentally focus students’ problematic use, how do they correct it – providing explicit correction using recast elicitation? This article reports...

We focus on a class of models used for representing the dynamics between a discrete set of probabilistic events in a continuous-time setting. The proposed framework offers tractable learning and inference procedures and provides compact state representations for processes which exhibit variable delays between events. The approach is applied to a heart sound labeling task that exhibits long-rang...

Artifact flow represents an important aspect of teaching/learning processes, especially in CSCL situations in which complex relationships may be found. However, explicit modeling of CSCL processes with artifact flow may increase the cognitive load and associated effort of the teachers-designers and therefore decrease the efficiency of the design process. The empirical study, reported in this pa...

Research on the effect of implicit and explicit instruction on developing learners’ explicit knowledge by the use of measures of explicit knowledge abounds in the literature. However, measuring learners’ implicit knowledge employing fine-grained measures has rarely been the concern of researchers in the field. Therefore, the present study is an attempt to scrutinize the effectiveness of implici...