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In 202511
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Emmanuel Senior Tenakwah; Gideon Boadu; Emmanuel Junior Tenakwah; Michael Parzakonis; Mark Brady; Penny Kansiime; Shannon Said; Sarah Eyaa; Raymond Kwojori Ayilu; Ciprian Radavoi; Alan Berman – Knowledge Management & E-Learning, 2025
The development and introduction of AI language models have transformed the way humans and institutions interact with technology, enabling natural and intuitive communication between humans and machines. This paper conducts a competence-based analysis of ChatGPT's task responses to provide insights into its language proficiency, critical analysis…
Descriptors: Higher Education, Evaluation Methods, Artificial Intelligence, Computer Software
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Maria Nielsen Stewart; Noah Brown; Amber Candela; Samuel Otten; Zandra de Araujo – Mathematics Teacher: Learning and Teaching PK-12, 2025
The authors developed an instructional nudges as part of a larger research project. These instructional nudges are designed to be small but powerful changes to teachers' existing practices. Some instructional nudges focus on modifying tasks used in classrooms. In this article, the authors share Rate and Review. The goal of Rate and Review is to…
Descriptors: Teaching Methods, Mathematics Instruction, Persuasive Discourse, Task Analysis
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Calah J. Ford; Ellen L. Usher – Social Psychology of Education: An International Journal, 2025
Self-efficacy, the beliefs learners hold about what they can do, develops largely from whether learners perceive and interpret their experiences as successful (i.e., perceived mastery). In mathematics, the relationship between perceived mastery and self-efficacy has been well established. Less is known about the factors that may influence…
Descriptors: Early Adolescents, Mastery Learning, Mathematics Skills, Task Analysis
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Di Liu; Alison McGregor; Beth Zielinski; Marnie Reed; Colleen Meyers – Language Awareness, 2025
The present study investigated six experienced English as a second language (ESL) teachers' metalinguistic knowledge of the English intonation system through analysis of their metalanguage. Participants' metalanguage related to intonation was collected while completing three tasks: (1) a semi-structured interview, (2) a simulated teaching…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Intonation
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Mahmoud Abdi Tabari; Xiaofei Lu; Yizhou Wang – Language Awareness, 2025
This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-­directing variables. The essays were first analysed for textual…
Descriptors: Difficulty Level, Second Language Learning, Second Language Instruction, English (Second Language)
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Dilek Girit Yildiz; Esila Müftüoglu – Turkish Journal of Education, 2025
The aim of this study is to reveal and evaluate the attending and interpreting skills of student thinking of prospective teachers, as well as their instructional suggestions as responding skills. The current study was conducted with 29 prospective mathematics teachers (PMTs) within a qualitative design in the context of probability. First, three…
Descriptors: Thinking Skills, Preservice Teachers, Probability, Middle School Students
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María Luquin; María del Pilar García Mayo – Studies in Second Language Learning and Teaching, 2025
This study investigated how the inclusion of model texts as a feedback technique affected students' task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The…
Descriptors: Task Analysis, English (Second Language), Second Language Learning, Second Language Instruction
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Hoa T. Vinh Le; Nicole Ziegler – Language Learning & Technology, 2025
Numerous empirical studies and syntheses have explored technology-mediated task-based language teaching (TMTBLT) (for example, Chong & Reinders, 2020; Kim & Namkung, 2024; Lai & Li, 2011; Ziegler, 2016), with findings highlighting the affordances of technology for interaction and its associated benefits. However, few studies have…
Descriptors: Blended Learning, Teaching Methods, Task Analysis, Second Language Learning
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Kristen Michelson; James F. Lee; Mourad Abdennebi – Language Teaching Research, 2025
Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering 'textual thinking', understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon…
Descriptors: Protocol Analysis, Second Language Instruction, Second Language Learning, Semiotics
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Masoud Rahimi; Jalil Fathi; Di Zou – Education and Information Technologies, 2025
Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Tests
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Okim Kang; Maria Kostromitina; Xun Yan; Ron I. Thomson; Talia Isaacs – Language Assessment Quarterly, 2025
There has been much debate in assessment research about the inclusion of Global English accents in high-stakes listening tests. This study explored test-takers' attitudes toward the inclusion of different English accents in the Duolingo English Test (DET) 2021 test version and their associations with listening test scores. One hundred sixty…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Computer Software