This study aimed to examine the impact of an online writing system (OWS) providing individualized corrective feedback (CF) on learners' self-correction of grammatical errors (GE). It consisted of two phases: the pilot and the formal phases. Four EFL (English as a Foreign Language) Taiwanese university students participated in the study at the…

The relationship between second language (L2) listening presage and process variables was examined in a large cross-sectional study. A formal model of learning beliefs was adapted to create a structural equation model testing the interrelationships of individual difference (gender, practice, experience with native teachers) and trait variables…

The present study aims to verify the impact of dynamic aids on learning L2 prepositions in relation to individual learner variables. Situated within the cognitive linguistics (CL) framework and differing from previous research, the present study hypothesizes that dynamic (animated) aids are not equally effective for all learners; rather, their…

This paper describes a narrative-based design framework that organizes three narrative elements (i.e., storyline, character, and quest) to support a contextual game-based environment for language learning. Using this design framework, a PlanetAdventure system was developed to examine its feasibility and its effects on student language learning. A…

The Content and Language Integrated Learning (CLIL) approach has been broadly adopted and extensively researched at different educational levels across European contexts. It is also becoming popular in Asian settings due to its dual focus on developing both language skills and content knowledge. It aims to empower learners with high mobility and…

The study proposed a mix-mode peer response, the E-Peer Response (EPR), to overcome the bias of a single mode, and examined how students with different levels of ability react to the EPR. Two classes participated in this study. One was the experimental group (EG) with the EPR; the other was the control group (CG) with a teacher-centered writing…

With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate…