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Autonomy of English language learners: A scoping review of research and practice ...
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Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-3-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-1-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-2-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-3-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-2-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-1-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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A critical review of design features of LMOOCs
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Abstract:
This project is funded by the Teaching Development Grant, the Education University of Hong Kong (T0226). ; There has been an exponential growth in Language Massive Open Online Courses (LMOOCs) in the past decade. LMOOCs have also become an emergent and topical area of research in CALL, in particular, vis-a-vis learners’ perceptions and experiences. However, not much attention has been paid to analysing the features of LMOOCs. We argue that a systematic investigation of LMOOC design features is vital, especially in light of recent criticisms by some CALL and language education scholars regarding the incompatibility between LMOOC designs and language teaching and learning theories and methodologies. This systematic review, which employs Hall’s (2013) framework of web-based instruction, addresses this gap by analysing instructional and assessment features of 100 LMOOCs on edX and Coursera. The synthesised findings suggest three strengths of LMOOCs: Most LMOOCs are introductory, suitable for beginning language learners (directionality). Most are easy to navigate because of their consistency in format and features. And most employ a range of multimodal instructional materials (multimodality). Three limitations are also identified: There are few opportunities for instructor-learner and learner-learner interaction (interactivity) and learner-centred, formative assessments (accountability). Besides, LMOOCs are designed with a prescribed learning sequence without addressing individual learner differences (adaptability). Based on our analysis, practical suggestions for LMOOC developers are discussed. ; Publisher PDF ; Peer reviewed
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Keyword:
AC; L; L Education; Learning; LMOOC; MOOC review; Web-based language
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URL: http://hdl.handle.net/10023/24986 https://doi.org/10.1080/09588221.2022.2038632
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Technology-mediated task-based language teaching : a qualitative research synthesis
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Technology-mediated task-based language teaching: A qualitative research synthesis
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Chong, Sin Wang; Reinders, Hayo. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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The Internet of Things : and its implications for learning beyond the classroom
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The Internet of Things : and its implications for learning beyond the classroom
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The Internet of Things : and its implications for learning beyond the classroom
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Social learning analytics in online language learning: Challenges and future directions
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Making Asian learners talk : encouraging willingness to communicate
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Vongsila, Vatsana; Reinders, Hayo. - : AGE Publications for Southeast Asian Ministers of Education Organisation (SEAMEO), Regional Language Centre (RELC), 2016
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Making Asian learners talk : encouraging willingness to communicate
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Vongsila, Vatsana; Reinders, Hayo. - : AGE Publications for Southeast Asian Ministers of Education Organisation (SEAMEO), Regional Language Centre (RELC), 2016
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