a significant share of classroom interaction occurs between teachers and language learners. therefore, the individual characteristics of teachers could play facilitative or impeding roles thus encouraging or discouraging learners from getting engaged in interaction and meaning negotiation attempts when interacting with their teachers. surprisingly however, this area has attracted scant attentio...

We introduce a formal model of teaching in which the teacher is tailored to a particular learner, yet the teaching protocol is designed so that no collusion is possible. Not surprisingly, such a model remedies the non-intuitive aspects of otehr models in which the teacher must successfully teach any consistent learner. We prove that any class that can be exactly identified by a deterministic po...

We introduce a formal model of teaching in which the teacher is tailored to a particular learner, yet the teaching protocol is designed so that no collusion is possible. Not surprisingly, such a model remedies the non-intuitive aspects of otehr models in which the teacher must successfully teach any consistent learner. We prove that any class that can be exactly identified by a deterministic po...

Open or inspectable learner models have been used to support reflection, knowledge awareness, learner model accuracy, and negotiated assessment. Current systems employ many different mechanisms to present and to support human interaction with the learner model. This paper explores the interactions between learners and inspectable learner models using various guidance mechanisms (i.e. following ...

Web 2.0 tools have created fresh opportunities for governments, education, businesses and individuals to enhance efficiency and improve effectiveness while executing respective professional duties. The key features of these tools include online character and access through a web browser, supportive for open content licenses, open sharing and social interaction, and often free to use or support ...

We present a computational model of language learning via a sequence of interactions between a teacher and a learner. Experiments learning limited sublanguages of 10 natural languages show that the learner achieves a high level of performance after a reasonable number of interactions, the teacher can produce meaning-preserving corrections of the learner’s utterances, and the learner can detect ...

The present research aimed at investigating the interaction of the classroom talk to have a better understanding of the teachers’ practice teaching which can pave the way for reflection on teaching. The study benefitted from conversation analytic perspective to qualitatively and interpretively examine the classroom discourse of the teacher-learner interaction. The classroom talk was analyzed th...

During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Kelle...

This paper investigates learner-initiated responses to English language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. Classroom discourse research has largely neglected learner init...

In this paper, we make an important step towards the black-box machine teaching by considering the cross-space teaching setting, where the teacher and the learner use different feature representations and the teacher can not fully observe the learner’s model. In such scenario, we study how the teacher is still able to teach the learner to achieve a faster convergence rate than the traditional p...