Research literature is reviewed, identifying a need to design instruction to support multi-digit mental computation and critiquing conventional place value instruction. A distinctive instructional domain is proposed, called conceptual place value (CPV)--incrementing and decrementing numbers by units of ones, tens and hundreds. A design research…

Technology has been shown to positively influence student learning when students explore technology-rich tasks that simultaneously require them to use higher-order thinking skills (HOTS), such as analyzing or evaluating information or creating new representations of knowledge. Educational technology researchers have posited that in order for…

The self-teaching hypothesis proposes that orthographic learning takes place via phonological decoding in meaningful texts, that is, in context. Context is proposed to be important in learning to read, especially when decoding is only partial. However, little research has directly explored this hypothesis. The current study looked at the effect of…

Two experiments investigated primary and secondary school students' Web menu selection strategies using simulated Web search tasks. It was hypothesized that students' selections of websites depend on their perception and integration of multiple relevance cues. More specifically, students should be able to disentangle superficial cues (e.g.,…

This paper presents findings from an exploratory study into a science teacher education initiative that seeks to build the foundations on which novice teachers can begin developing their pedagogical content knowledge (PCK). The initiative involved the use of Content Representations (CoRes), which were originally developed as part of a strategy for…

Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers' "misconceptualizations" of "imported" methods, including Communicative Language Teaching (CLT), are often blamed,…

In response to the research priorities of members of TESOL (Teachers of English to Speakers of Other Languages), this study investigated language learners' realworld tasks in mobile-assisted language learning (MALL) to inform the future development of pedagogic tasks for academic English as a second language (ESL) courses. The data included…

Under task-based language teaching (TBLT), language learners engage in purposeful, problem-oriented, and outcome-driven tasks that are comparable to real-world activities. This qualitative case study discusses the integration of a task-based approach into a TESOL course in a language teacher education program in Taiwan with regard to 39…

Wikis have been extensively used in language teaching for collaborative writing. However, there are very few studies about wikis as holistic learning environments. To fill this niche, the present research project aimed to explore the potential of the wiki as a platform for knowledge building and personalized learning that may enhance lifelong…

This article discusses how the ESL program at an ethnically/linguistically diverse community college (between San Diego and the Mexican border) moved from a general, grammar-based ESL curriculum to a content-based instruction (CBI) curriculum. The move was designed to better prepare 1st- and 2nd-generation immigrant students for freshman…

The paper presents findings of primary school children's performance on classification and generalisation tasks to demonstrate the fundamental connection between their verbal thinking processes and problem-solving, on the one hand, and the practical activities of their society and culture, on the other. The results reveal that, although children…

This paper reports on two projects which investigated graded readers (GRs) as meaningful input for learners of Japanese as a foreign language (JFL). Project One examined the intentions of six writers of Japanese GRs. A focus group interview demonstrated that the writers had a genuine communicative intent in the writing process. Project Two…

The present study investigated the effect of form-focused and non-form-focused tasks on EFL learners' vocabulary learning through written input. The form-focused task aimed to draw students' attention to the word itself through word recognition activities. Non-form-focused tasks were divided into (a) the comprehension question task, which required…

Task-supported language teaching can help provide L2 learners communicative practice in EFL contexts. Additionally, it has been suggested that repetition of tasks can help learners develop their accuracy and fluency (Bygate, 2001; Gass, Mackey, Fernandez, & Alvarez-Torres, 1999; Lynch & Maclean, 2000). The purposes of the study were to investigate…

The iGeneration is radically different from any previous generation of students and a variety of existing technologies can be used to engage and excite them in the learning process. The iGeneration is a creative, multimedia generation. They think of the world as a canvas to paint with words, sights, sounds, video, music, web pages, and anything…