Teacher cognition–the unobservable dimension of teachers' professional lives–has been
the focus of empirical and practical interest in language teaching since the mid-1990s. This …

This study attempts to synthesise the scholarship on second language (L2) motivation and
systematically examines the theoretical approaches, methods, research instruments, and …

Based on the framework of self-determination theory (SDT), this two-wave longitudinal
empirical investigation examined the actual practicality of certain strategies that have been …

This study investigated teachers' beliefs regarding grammar instruction integrated into
communicative teaching in an English-as-a-foreign-language (EFL) context, with a focus on …

Abstract Often, second/foreign (L2) language learners receive little opportunity to interact
orally in the target language. Interactive, conversation-based spoken dialog systems (SDSs) …

The notion of learner autonomy has attracted the close attention of scholars, teachers, policy
makers and researchers in various countries. In Indonesia, while its scope remains limited …

Student response systems (SRS) have been used to provide teachers with immediate
feedback on learners' performance to understand their weaknesses and strengths. This …

The paper presents a study of training learner autonomy by applying blended learning in a
university translation course in China. In the study, the author has constructed a blended …

Recent longitudinal studies have contributed substantially to the understanding of teacher
learning. Yet, research on learning to teach English pronunciation is still in its infancy with …

Autonomous learning has been identified as an effective mechanism for learning. Its
importance in learning has mainly been studied by placing its diverse elements and …