Digital technologies promote active, interactive, collaborative, and immersive learning but the challenge of how to prepare teachers effectively for digital technology utilisation in the instructional process remains a pertinent problem for education institutions. Guided by task-technology fit theory, this research delves into technology use by…

Technology can play a pivotal role in mathematics education. Qualitative methods were used to report on how a Year 1-2 teacher incorporated "Conveyance technology" (iPads), to support the teaching and learning of mathematics through student reasoning and problem-solving. The study was conducted in Australia. A single case was chosen,…

Young children tend to rely on reactive cognitive control (e.g. strongly slow down after an error), even when task accuracy would benefit from proactive cognitive control (taking a slower task approach up front). We investigated if giving young primary school children opportunities to repeatedly experience tasks where success rates depend on…

Multitasking which has been reported to occur more frequently in online learning classes compared to traditional face-to-face settings has been found to have negative effects on students' learning. Albeit extensive research has been carried out on the effect of multitasking in education, there is scant research that sheds light on multitasking…

Research on how the use of social robots helps improve English as Foreign Language (EFL) young learners' pronunciation and willingness to communicate (WTC) is understudied. This study developed a robot and tangible objects (R&T) learning system and examined its impact on elementary EFL learner's English pronunciation and WTC. The R&T…

The aim of this research is to propose indicators of epistemic and mediational suitability to assess tasks designed in a mobile learning context, using theoretical and methodological elements of the onto-semiotic approach (OSA) and the SAMR model (substitution, augmentation, modification, and redefinition). With these indicators, 110 tasks…

This research was triggered by the identified need in literature for large-scale studies about the kinds of designs that teachers create for mobile learning (m-learning). These studies require analyses of large datasets of learning designs. The common approach followed by researchers when analyzing designs has been to manually classify them…

In Switzerland, national educational goals were implemented in 2011. They cover various fields, including listening. The goals specify the competencies Swiss students should have at certain points in their school career. The pupils' achievement of these goals is tested regularly. This review of basic competencies takes place on tablet. In order to…

Many learners of English as a foreign language often feel that learning spoken English is frustrating and quite difficult, especially when they have to talk to English-speaking foreigners. In general, because they are unfamiliar with the spoken mode of English and are worried about making grammatical errors, they often feel very scared to speak…

Scholars indicated that learners who are strategic with their language learning (e.g., selfregulated learning [SRL], cognitive and meta-cognitive strategies) tend to be more efficient, resourceful, and flexible, and thus have better language learning outcomes (Oxford, 2016; Heo et al., 2012; Plonsky, 2011). Besides focusing on the knowledge,…

Aim/Purpose: This study examines the effects of the mobile-assisted task-based language teaching (M-TBLT) approach on EFL learners' oral production. It evaluates three key second language acquisition measures: complexity (syntactic and lexical), accuracy (error-free clauses and correct verb forms), and fluency (unpruned and pruned speech rates).…

Employing a CA-inspired methodological approach, this study investigates L2 learners' interactional competence for dyadic interaction via text chat. Fifty-three dyads of Japanese learners of English at three proficiency levels (high, mid, and low) participated in this study, where they worked on three discussion tasks in L2 English. The data were…

This study examined the validity of data collected from a novel online story retell task. The task was specifically designed for use by junior school teachers with the support of speech-language therapists or literacy specialists. The assessment task was developed to monitor children's oral language progress in their first year at school as part…

The main purpose of the present study is to propose a framework for implementing group dynamic assessment (DA) using students' smartphones for improving and assessing EFL learners' ability to produce well-formed and appropriate requests. This study focuses on five learner reciprocity moves during DA interactions to get deeper insights into the…

Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich, 2010), suggesting a need for outside the classroom, occupation-specific language…