Instructional planning (IP) technology has begun to reach large online environments. However, many approaches rely on having centralized metadata structures about the learning objects (LOs). For dynamic open-ended learning environments (DOELEs), an approach is needed that does not rely on centralized structures such as prerequisite graphs that would need to be continually rewired as the LOs cha...

Different external representations for learning and solving mathematical operations may affect learning and transfer. To explore the effects of learning representations, learners were each introduced to two new operations (b↑n and b↓n) via either formulas or graphical representations. Both groups became adept at solving regular (trained) problems. During transfer, no external formulas or graphs...

The present study focuses on a specific learner characteristic in the management of time – procrastination-, and its role in an online learning environment. More specifically, it was expected that procrastination would influence the successfulness of online learning and that this could be explained by the level of participation of learners in discussion forums. A study was conducted to test thi...

Previous research on implicit focus on form (FonF) has shown that target forms are not always noticed by learners, suggesting that externally-created salience (by the teacher) does not necessarily guarantee learners’ internally-generated salience (Sharwood Smith, 1991, 1993). In an attempt to explore ways of promoting both types of salience, an input enhancement study was conducted in order to ...

This study examines evidence for the hypothesis (e.g., Muñoz, 2006) that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written pe...

Psychological theory and research has contributed to the characterisation and resolution of numerous applied problems in educational and technological contexts. In this chapter, the authors consider psychological theory and research concerning time and discuss how it can inform the understanding of the temporal dimension of mobile learning. Mobile learning presents a number of specific psycholo...

In contrast to native language acquisition, adult second-language (L2) acquisition occurs under highly variable learning conditions. Although most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition ...

Previous research suggests that intonation is a particularly challenging aspect of L2 speech learning. While most research focuses on speech production, we widen the focus and study the perception of intonation by L2 learners. We investigate whether advanced German learners of English have knowledge of the appropriate English intonation patterns in a narrative context with different sentence ty...

in the process of english learning, each learner has his/her own attitude towards learning. in this path, s/he should feel free to be responsible for what s/he wants and seeks to learn which shows how autonomous the learner is. this study is based on the hypotheses that there is a relationship between what the learner feels towards english language learning and his/her level of autonomy. for th...