Learner autonomy stands on the top priorities of scholars due to its pivotal role in fostering student-centered learning methods. It empowers the learners to be in charge of their learning process and be the center of...Learner autonomy stands on the top priorities of scholars due to its pivotal role in fostering student-centered learning methods. It empowers the learners to be in charge of their learning process and be the center of attention in language learning education. For this purpose, different AI tools were used and implemented in pedagogy to narrow the divide in promoting learning/teaching approaches. This study aims to gauge the impact of using LLM-ChatGPT to teach EFL learners the present simple tense autonomously via providing automated feedback, and chances for regular drillings without over reliance on teacher. It also aims to investigate the EFL learners’ perception of using LLM-ChatGPT as a reinforcement approach to learner autonomy. A cohort comprising 50 EFL learners would participate in the study and a between subject design method using control and experimental groups would be implemented. The findings of the study indicated that learners who were taught present simple tense’s rule through using LLM-ChatGPT application, with less teacher’s dominance, scored grades similar to those who were taught the same tense’s rule by the teacher (sage on the stage approach). This substantiates the idea that LLM-Chat GPT acts a role akin to teachers in teaching grammatical rules. Moreover, the learners felt that LLM-ChatGPT application had a positive impact on fostering autonomous learning.展开更多
This study proposes a learner profile framework based on multi-feature fusion,aiming to enhance the precision of personalized learning recommendations by integrating learners’static attributes(e.g.,demographic data a...This study proposes a learner profile framework based on multi-feature fusion,aiming to enhance the precision of personalized learning recommendations by integrating learners’static attributes(e.g.,demographic data and historical academic performance)with dynamic behavioral patterns(e.g.,real-time interactions and evolving interests over time).The research employs Term Frequency-Inverse Document Frequency(TF-IDF)for semantic feature extraction,integrates the Analytic Hierarchy Process(AHP)for feature weighting,and introduces a time decay function inspired by Newton’s law of cooling to dynamically model changes in learners’interests.Empirical results demonstrate that this framework effectively captures the dynamic evolution of learners’behaviors and provides context-aware learning resource recommendations.The study introduces a novel paradigm for learner modeling in educational technology,combining methodological innovation with a scalable technical architecture,thereby laying a foundation for the development of adaptive learning systems.展开更多
Language education has predominantly focused on classroom instruction and pedagogical strategies,yet the sociological aspects of learning-especially the family’s role-are often overlooked in English as a Foreign Lang...Language education has predominantly focused on classroom instruction and pedagogical strategies,yet the sociological aspects of learning-especially the family’s role-are often overlooked in English as a Foreign Language(EFL)contexts.This study explores how parental attitudes,support systems,and disciplinary approaches influence Turkish university students’oral fluency in English.While educators and curricula are frequently held accountable for low communicative competence,this paper posits that sociocultural factors originating from the home environment play a crucial role.Utilizing a qualitative-dominant mixed-methods design with 210 undergraduate EFL learners and 24 lecturers from four Turkish universities,data were gathered through questionnaires,interviews,and parental focus groups.Findings indicate that students with supportive and engaged parents exhibit greater self-efficacy,confidence,and linguistic agency in communication tasks.In contrast,those from indifferent or authoritarian families experience anxiety,low motivation,and stagnation in oral skills.Grounded in Bourdieu’s social capital theory,Bronfenbrenner’s ecological systems theory,and Coleman’s social context of learning,this study conceptualizes the family as an“invisible classroom”where linguistic habits,discipline,and cultural aspirations are cultivated.The paper concludes by proposing a Family-Engaged EFL Fluency Model(FE-EFM)that integrates learner development within a framework of sociological co-responsibility involving parents,educators,and institutions.展开更多
Online interactive learning plays a crucial role in improving online education quality.This grounded theory study examines:(1)what key factors shape EFL learners’online interactive learning,(2)how these factors form ...Online interactive learning plays a crucial role in improving online education quality.This grounded theory study examines:(1)what key factors shape EFL learners’online interactive learning,(2)how these factors form an empirically validated model,and(3)how they interact within this model,through systematic analysis of 9,207 discussion forum posts from a Chinese University MOOC platform.Results demonstrate that learning drive,course structure,teaching competence,interaction behavior,expected outcomes,and online learning context significantly influence EFL online interactive learning.The analysis reveals two key mechanisms:expected outcomes mediate the effects of learning drive(β=0.45),course structure,teaching competence,and interaction behavior(β=0.35)on learning outcomes,while online learning context moderates these relationships(β=0.25).Specifically,learning drive provides intrinsic/extrinsic motivation,whereas course structure,teaching competence,interaction behavior,and expected outcomes collectively enhance interaction quality and sustainability.These findings,derived through rigorous grounded theory methodology involving open,axial,and selective coding of large-scale interaction data,yield three key contributions:(1)a comprehensive theoretical model of EFL online learning dynamics,(2)empirical validation of mediation/moderation mechanisms,and(3)practical strategies for designing scaffolded interaction protocols and adaptive feedback systems.The study establishes that its theoretically saturated model(achieved after analyzing 7,366 posts with 1,841 verification cases)offers educators evidence-based approaches to optimize collaborative interaction in digital EFL environments.展开更多
This study investigates the correlation between musical competence and English prosodic production as well as the associations among their internal components.Eighty Chinese EFL learners in college took the musical pe...This study investigates the correlation between musical competence and English prosodic production as well as the associations among their internal components.Eighty Chinese EFL learners in college took the musical perception test,musical production test and English prosodic production test in sequence.In order to take a closer look at the prosodic performance,taking native English speakers as a reference,we also conducted an in-depth acoustic analysis of the English prosody produced by six cases in both high and low musical competence groups with the aid of Praat and ToBI.Our results indicate that students with high musical competence tend to outperform those with low musical competence in English prosodic production.However,musical perception competence seems to have a greater correlation with English prosodic competence than musical production competence.In addition,beat alignment or tempo(related to time and stress)could be the most associated component in musical competence with English prosody,while melody in music was double confirmed to be unhelpful.It was also spotted that cases with high musical competence performed more native-like patterns of phrase accent,boundary tones,intonational phrases as well as placement of stress.The results have important theoretical implications for the construct interpretation of musical competence,and also suggest that rhythmic perception training could be the most effective way to transfer music achievement to English speech prosody.展开更多
This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was signif...This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.展开更多
It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English...It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English(BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers(MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners(TECCL).Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly,well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates.展开更多
The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the dis...The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the discussion, the author finds that second language learners＇ lexical competence includes the following aspects： the ability to recall the words which are similar to the target words in spelling and pronunciation; the ability to recall the synonyms of the target words; the ability to recall the antonyms of the target words; and the ability to recall the related words which come together with the target words in a context. Meanwhile it advances some strategies to develop the corresponding competence.展开更多
This paper is committed to exploring the importance of learner learner interaction for language learning. It starts with a discussion of the roles that learner learner interaction plays in language learning from two p...This paper is committed to exploring the importance of learner learner interaction for language learning. It starts with a discussion of the roles that learner learner interaction plays in language learning from two points of view pedagogic and psycholinguistic, which is followed by a brief guideline for organizing group work in class.展开更多
Learner centered design programs typically focus on analyzing the needs of students or encouraging more students to participate in classroom activities.This paper argues that the real learner centered approach should ...Learner centered design programs typically focus on analyzing the needs of students or encouraging more students to participate in classroom activities.This paper argues that the real learner centered approach should consider allowing learners to play a greater role in learning management,learning methods and learning opportunities by providing selection for the learners.This opportunity can be introduced into the traditional classroom with minimize the problems.The learner's choice as a more basic aspect of language curriculum can be provided by establish autonomous learning center.Teachers'and learners'attitudes to the centre are discussed,and it is suggested that we should do more things to guide both teachers'and learners'expectations in order to make learner choices an active feature of foreign language study.展开更多
This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects...This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects: frequency of use, location, semantic prosody. The study shows that the use of the two words are greatly different between China's English learners and English native speakers. In addition, this study discusses about causes of obvious differences and teaching enlightenments.展开更多
Previous studies abroad and at home on learner autonomy have provided a variety of definitions from different perspectives as a framework of reference for the essence of LA. Therefore, based on the characteristics of ...Previous studies abroad and at home on learner autonomy have provided a variety of definitions from different perspectives as a framework of reference for the essence of LA. Therefore, based on the characteristics of LA, ways such as cultivation of LA beliefs and learning strategies, construction of a favorable LA environment and promotion of learner autonomy through teacher autonomy can be employed to foster students'autonomous learning ability.展开更多
With the popularity of e-learning,personalization and ubiquity have become important aspects of online learning.To make learning more personalized and ubiquitous,we propose a learner model for a query-based personaliz...With the popularity of e-learning,personalization and ubiquity have become important aspects of online learning.To make learning more personalized and ubiquitous,we propose a learner model for a query-based personalized learning recommendation system.Several contextual attributes characterize a learner,but considering all of them is costly for a ubiquitous learning system.In this paper,a set of optimal intrinsic and extrinsic contexts of a learner are identified for learner modeling.A total of 208 students are surveyed.DEMATEL(Decision Making Trial and Evaluation Laboratory)technique is used to establish the validity and importance of the identified contexts and find the interdependency among them.The acquiring methods of these contexts are also defined.On the basis of these contexts,the learner model is designed.A layered architecture is presented for interfacing the learner model with a query-based personalized learning recommendation system.In a ubiquitous learning scenario,the necessary adaptive decisions are identified to make a personalized recommendation to a learner.展开更多
It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while...It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.展开更多
文摘Learner autonomy stands on the top priorities of scholars due to its pivotal role in fostering student-centered learning methods. It empowers the learners to be in charge of their learning process and be the center of attention in language learning education. For this purpose, different AI tools were used and implemented in pedagogy to narrow the divide in promoting learning/teaching approaches. This study aims to gauge the impact of using LLM-ChatGPT to teach EFL learners the present simple tense autonomously via providing automated feedback, and chances for regular drillings without over reliance on teacher. It also aims to investigate the EFL learners’ perception of using LLM-ChatGPT as a reinforcement approach to learner autonomy. A cohort comprising 50 EFL learners would participate in the study and a between subject design method using control and experimental groups would be implemented. The findings of the study indicated that learners who were taught present simple tense’s rule through using LLM-ChatGPT application, with less teacher’s dominance, scored grades similar to those who were taught the same tense’s rule by the teacher (sage on the stage approach). This substantiates the idea that LLM-Chat GPT acts a role akin to teachers in teaching grammatical rules. Moreover, the learners felt that LLM-ChatGPT application had a positive impact on fostering autonomous learning.
基金This work is supported by the Ministry of Education of Humanities and Social Science projects in China(No.20YJCZH124)Guangdong Province Education and Teaching Reform Project No.640:Research on the Teaching Practice and Application of Online Peer Assessment Methods in the Context of Artificial Intelligence.
文摘This study proposes a learner profile framework based on multi-feature fusion,aiming to enhance the precision of personalized learning recommendations by integrating learners’static attributes(e.g.,demographic data and historical academic performance)with dynamic behavioral patterns(e.g.,real-time interactions and evolving interests over time).The research employs Term Frequency-Inverse Document Frequency(TF-IDF)for semantic feature extraction,integrates the Analytic Hierarchy Process(AHP)for feature weighting,and introduces a time decay function inspired by Newton’s law of cooling to dynamically model changes in learners’interests.Empirical results demonstrate that this framework effectively captures the dynamic evolution of learners’behaviors and provides context-aware learning resource recommendations.The study introduces a novel paradigm for learner modeling in educational technology,combining methodological innovation with a scalable technical architecture,thereby laying a foundation for the development of adaptive learning systems.
文摘Language education has predominantly focused on classroom instruction and pedagogical strategies,yet the sociological aspects of learning-especially the family’s role-are often overlooked in English as a Foreign Language(EFL)contexts.This study explores how parental attitudes,support systems,and disciplinary approaches influence Turkish university students’oral fluency in English.While educators and curricula are frequently held accountable for low communicative competence,this paper posits that sociocultural factors originating from the home environment play a crucial role.Utilizing a qualitative-dominant mixed-methods design with 210 undergraduate EFL learners and 24 lecturers from four Turkish universities,data were gathered through questionnaires,interviews,and parental focus groups.Findings indicate that students with supportive and engaged parents exhibit greater self-efficacy,confidence,and linguistic agency in communication tasks.In contrast,those from indifferent or authoritarian families experience anxiety,low motivation,and stagnation in oral skills.Grounded in Bourdieu’s social capital theory,Bronfenbrenner’s ecological systems theory,and Coleman’s social context of learning,this study conceptualizes the family as an“invisible classroom”where linguistic habits,discipline,and cultural aspirations are cultivated.The paper concludes by proposing a Family-Engaged EFL Fluency Model(FE-EFM)that integrates learner development within a framework of sociological co-responsibility involving parents,educators,and institutions.
文摘Online interactive learning plays a crucial role in improving online education quality.This grounded theory study examines:(1)what key factors shape EFL learners’online interactive learning,(2)how these factors form an empirically validated model,and(3)how they interact within this model,through systematic analysis of 9,207 discussion forum posts from a Chinese University MOOC platform.Results demonstrate that learning drive,course structure,teaching competence,interaction behavior,expected outcomes,and online learning context significantly influence EFL online interactive learning.The analysis reveals two key mechanisms:expected outcomes mediate the effects of learning drive(β=0.45),course structure,teaching competence,and interaction behavior(β=0.35)on learning outcomes,while online learning context moderates these relationships(β=0.25).Specifically,learning drive provides intrinsic/extrinsic motivation,whereas course structure,teaching competence,interaction behavior,and expected outcomes collectively enhance interaction quality and sustainability.These findings,derived through rigorous grounded theory methodology involving open,axial,and selective coding of large-scale interaction data,yield three key contributions:(1)a comprehensive theoretical model of EFL online learning dynamics,(2)empirical validation of mediation/moderation mechanisms,and(3)practical strategies for designing scaffolded interaction protocols and adaptive feedback systems.The study establishes that its theoretically saturated model(achieved after analyzing 7,366 posts with 1,841 verification cases)offers educators evidence-based approaches to optimize collaborative interaction in digital EFL environments.
文摘This study investigates the correlation between musical competence and English prosodic production as well as the associations among their internal components.Eighty Chinese EFL learners in college took the musical perception test,musical production test and English prosodic production test in sequence.In order to take a closer look at the prosodic performance,taking native English speakers as a reference,we also conducted an in-depth acoustic analysis of the English prosody produced by six cases in both high and low musical competence groups with the aid of Praat and ToBI.Our results indicate that students with high musical competence tend to outperform those with low musical competence in English prosodic production.However,musical perception competence seems to have a greater correlation with English prosodic competence than musical production competence.In addition,beat alignment or tempo(related to time and stress)could be the most associated component in musical competence with English prosody,while melody in music was double confirmed to be unhelpful.It was also spotted that cases with high musical competence performed more native-like patterns of phrase accent,boundary tones,intonational phrases as well as placement of stress.The results have important theoretical implications for the construct interpretation of musical competence,and also suggest that rhythmic perception training could be the most effective way to transfer music achievement to English speech prosody.
文摘This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.
文摘It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English(BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers(MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners(TECCL).Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly,well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates.
文摘The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the discussion, the author finds that second language learners＇ lexical competence includes the following aspects： the ability to recall the words which are similar to the target words in spelling and pronunciation; the ability to recall the synonyms of the target words; the ability to recall the antonyms of the target words; and the ability to recall the related words which come together with the target words in a context. Meanwhile it advances some strategies to develop the corresponding competence.
文摘This paper is committed to exploring the importance of learner learner interaction for language learning. It starts with a discussion of the roles that learner learner interaction plays in language learning from two points of view pedagogic and psycholinguistic, which is followed by a brief guideline for organizing group work in class.
文摘Learner centered design programs typically focus on analyzing the needs of students or encouraging more students to participate in classroom activities.This paper argues that the real learner centered approach should consider allowing learners to play a greater role in learning management,learning methods and learning opportunities by providing selection for the learners.This opportunity can be introduced into the traditional classroom with minimize the problems.The learner's choice as a more basic aspect of language curriculum can be provided by establish autonomous learning center.Teachers'and learners'attitudes to the centre are discussed,and it is suggested that we should do more things to guide both teachers'and learners'expectations in order to make learner choices an active feature of foreign language study.
文摘This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects: frequency of use, location, semantic prosody. The study shows that the use of the two words are greatly different between China's English learners and English native speakers. In addition, this study discusses about causes of obvious differences and teaching enlightenments.
文摘Previous studies abroad and at home on learner autonomy have provided a variety of definitions from different perspectives as a framework of reference for the essence of LA. Therefore, based on the characteristics of LA, ways such as cultivation of LA beliefs and learning strategies, construction of a favorable LA environment and promotion of learner autonomy through teacher autonomy can be employed to foster students'autonomous learning ability.
基金This work was supported by the College of Computer and Information Sciences,Prince Sultan University,Saudi Arabia.
文摘With the popularity of e-learning,personalization and ubiquity have become important aspects of online learning.To make learning more personalized and ubiquitous,we propose a learner model for a query-based personalized learning recommendation system.Several contextual attributes characterize a learner,but considering all of them is costly for a ubiquitous learning system.In this paper,a set of optimal intrinsic and extrinsic contexts of a learner are identified for learner modeling.A total of 208 students are surveyed.DEMATEL(Decision Making Trial and Evaluation Laboratory)technique is used to establish the validity and importance of the identified contexts and find the interdependency among them.The acquiring methods of these contexts are also defined.On the basis of these contexts,the learner model is designed.A layered architecture is presented for interfacing the learner model with a query-based personalized learning recommendation system.In a ubiquitous learning scenario,the necessary adaptive decisions are identified to make a personalized recommendation to a learner.
文摘It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.
