In this study, the role of reflective practice and collaborative learning practice in promoting learner autonomy (LA) and improving reflective thinking skills (RT) and related learner perceptions were explored. A mixed-method design was preferred to investigate the issue, with participants enrolled in an Academic English Skills (EAP) course (N =…

This study engaged a group of Taiwanese English-as-a-Foreign-Language (EFL) adolescent learners as multimodal composers who used PPT slides to retell important elements of Roald Dahl's classic novel, Matilda (1988). A total of 158 slides were made by 9 groups of students, and a detailed analysis of the slides revealed that text was often…

Flipped classrooms emphasise a learner-centred and results-oriented approach. They have been widely adopted in recent years, to enhance the effectiveness of student learning and encourage students to understand and apply new information. This approach is also regarded as a type of blended learning, given that tutors decide on the pre-class work,…

Constituting a more specific form of online collaboration, eTandem Language Learning (eTLL) shows great potential for non-formal, self-directed language learning. Research in this field, particularly regarding task design, is still scarce. Focusing on their beliefs and attitudes, this article examines what learners think about how…

This paper discusses the design and implementation of a pedagogical intervention aimed at raising sociopragmatic awareness in the context of Spanish as a foreign language in Denmark. The intervention consists of a blended-learning environment where the three main components are synchronous telecollaboration via Skype, reflection sessions in groups…