since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. the question of whether teachers should provide feedback on grammar in the writing assignments of english as a foreign language students, and if so how, has been a matter of considerable debate in the field of secon...

The traditional principles of adult learning are being subject to critical reconsideration from new adult teaching approaches and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in online communicative activities and the transmission of codified or explicit knowledge. On the o...

This paper presents an approach and architecture for Dynamic Course Generation, based on applying AI planning techniques to a structured representation of the domain knowledge and allowing explicit representation of teaching expertise. An individual course is generated automatically for a given teaching goal and is dynamically adapted at run time to the student's individual progress and prefere...

the necessity of conducting more studies addressing the development of pragmatic profciency and strong pragmatic awareness for english language learners has made the role of instruction and feedback in teaching pragmatic knowledge of utmost importance. the present study evaluates the relative effectiveness of four types of instruction for teaching some pragmatic markers including topic change m...