This study explores the relationship between the experience of confusion and the outcomes of Chinese character learning by learners of Chinese as a heritage language (CHL). Based on the claim that impasses triggering confusion can lead to deeper learning of conceptually difficult material, the study employed three impasse-driven tasks. The tasks…

Teacher feedback has been reported to be challenging for learners to understand and use productively in revising their writing, especially when it is provided in a monologic manner. There have thus been calls for teachers to ensure feedback is more 'dialogic' or 'interactive', encouraging students to become active respondents to feedback rather…

This paper focuses on code-switching (CS) in postcolonial (P-C) classrooms (e.g. Africa, Asia and Asia-Pacific) where the use of English has increased not only as a subject matter, but also as the language of instruction across all subjects. CS, a common behaviour among bilinguals and polyglots, refers broadly to the alternation between two or…

Studies of reflective practices among pre-service teachers focus mostly on teaching practice and very rarely on the acquisition of academic knowledge. The aim of this study was to examine the reflections of 25 pre-service teachers in online forums and weblogs focused on their learning in two literary pedagogical courses. A total of 97 online forum…