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...

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...

The prevailing pattern of classroom interaction is a tripartite exchange structure known as IRF (teacher initiation, student response, teacher follow-up/feedback; Sinclair & Coulthard, 1975). Although it has its own contributions to classroom discourse, it has been criticized on several grounds, particularly for affording minimum learner participation opportunities (Kasper, 2001). An alternativ...

This paper describes a method for learner modelling for use within simulation-based learning environments. The goal of the learner modelling system is to provide the learner with advice on discovery learning. The system analyzes the evidence that a learner has generated for a specific hypothesis, assesses whether the learner needs support on the discovery process, and the nature of that support...

Learner preferences of students have been analysed within two modules that have been given in the department of media using Röll’s learner preference model. A qualitative analysis of the results of an online learner preference test based on this model has been conducted. This analysis showed that for the majority of the students the revealed results were valid. Starting from current methods use...

This paper discusses a data-driven learning (DDL) tool, which consists of a learner corpus for L2 learners of German. The learner corpus, in addition to submissions from ongoing current users, has been constructed from millions of submissions from a variety of activity types of approximately 5000 learners who used the E-Tutor CALL system over a period of five years. By following a cyclical proc...

This paper considers learner misconceptions information which is presented to the learner in an open learner model. We suggest that specific information about misconceptions may be of benefit to the learner, to help them reflect on their knowledge and understanding. We investigate acceptance of their misconceptions presented as animations and step-by-step text descriptions by two groups of user...

Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universit...

We have implemented ubiquitous computing technology in a primary school setting to support rich classroom activities particularly in the field of early literacy. After initial tests have corroborated the benefit of this technology with respect to attaining curricular goals and to better supporting learner-centred classroom methodologies, we are now exploring specific intelligent support mechani...