This paper aims to update a method of understanding the domain in question. It is the outcome of a research carried out by a Working Group on Distance Education and e-Learning (GT-EADEL), based on the principles and initiatives stated by the executive board of the University of Minho’s Institute of Education. This study was based on the need to identify perceptions, concepts, teaching practices...

Syntactic complexity as an indicator in the study of English learners’ language proficiency has been frequently employed in language development assessment. Using the Syntactic Complexity Analyzer, developed by Lu (2010), this article collected data representing the syntactic complexity indexes from the writing of Chinese non-English major students and from the writing of proficient users of En...

This paper deals with determining the linguistic competence of university students in EFL classes that are part of an English Studies degree. It suggests a language deficiency analysis (i.e., a combination of their target situation and their actual situation) to aid in the selection of language content to be taught. The proposed needs analysis makes use of the Oxford Placement Test (OPT), which...

There are numerous language scholars who believe that computer assisted language learning (CALL) has salient effect on vocabulary achievement. To this end, the present research project seeks to investigate the results of a study of the effect of computer assisted language learning (CALL) on vocabulary achievement of Iranian university students EFL Learners. The research was designed so that it ...

The aim of this study was to investigate the influence of faculty affiliation and teaching experience on the use of the Internet by faculty members in six first generation universities in Southern Nigeria. A total of 476 faculty members from nine faculties across the six universities participated in the study. The data for the study was collected by means of a questionnaire survey and this was ...

I argue that although university lecturers delve into the “shallow waters” of e-learning, they do not do so in sufficient depth and resign themselves to the perpetuation of cognitivist, behaviorist, and objectivist forms of knowledge without discovering more about the medium that could possibly liberate their restricted epistemologies. In this article, I explore possible reasons for varying eng...