Learners

The current study explored the effects of a personalized reading software program designed based on language learners’ learning style on the development of their reading comprehension. Forty Iranian K-9 students were selected through convenience sampling and were assigned into control (n=20) and experimental (n=20) groups. Both groups’ entry level of English reading proficiency was assessed by reading paper of Cambridge A2 Key exam. Reading was taught to both groups for 10 sessions using a researcher-developed software program. The experimental group used the reading software designed based on users’ cognitive profile (visual, auditory and kinesthetic) with customized instructional scenarios. The control group used a version of the same software that did not include any user-tailored teaching materials. Both groups took part in reading paper of A2 Key again at the end of the experiment. The data were analyzed using One-way Analysis of Covariance (ANCOVA). The results revealed a significant difference between participants’ reading comprehension at the end of the experiment in favor of the experimental group. The finding highlighted the role of learners’ diversity in the success of computer-assisted learning environments, and has certain implications for software developers and language pedagogues.

Introduction: Online learning is a technologically facilitated learning process using web sites, personal computers (PCs), tablet, cell phones, learning management system (LMS), televisions (TVs), radios, computers, mobile phone, laptop, desktop etc. from a remote distance. Online learning has changed the learning experience for many learners. Rather than sitting on traditional classroom and taking notes, learners are taking advantage of online classes and other forms of online learning. Online learning allows the widespread distribution of electronic learning materials to many learners simultaneously anywhere and anytime from a remote location. Materials and Methods: This is a questionnaire-based study on online learning and its effects on the teaching and learning process during the COVID-19 pandemic. Investigators collated the samples from different teachers and students with regard to their gender, age, community, location, working streams, qualification and experiences. Results: Based on the results obtained, online-learning has a positive effects on teaching-learning process of the learners. Conclusion: Overall, traditional learning is expensive and takes a long time, and the results can vary. Online-learning offers an alternative that is faster, cheaper, and potentially better. Online-learning has to be implemented and made available to everyone easily.

The landscape of education has been revolutionized by the rapid advancements in digital technology, presenting both opportunities and challenges for educators and learners. In this context, the integration of technology into teaching and learning is no longer sufficient; educators must also embrace the power of networked learning to foster knowledge construction in a connected world. This expository article introduces the innovative framework of Connective TPACK, which seamlessly combines technology, pedagogy, content knowledge, and networked learning. By exploring the key elements of Connective TPACK and its implications for education, this article aims to empower educators and learners in navigating the networked environment and constructing knowledge collaboratively. From fostering connections and collaboration to nurturing a culture of self-directed learning, the Connective TPACK Framework paves the way for authentic, global, and learner-centered education. Embracing this holistic approach enables educators to leverage technology and networked learning effectively, preparing learners to thrive in the interconnected world with confidence and agency.

This study focused on the importance of Vocabulary Learning Strategies (VLSs) in English for Academic Purposes (EAP) and how Iranian EAP students learn academic vocabulary. The study used a predominantly quantitative approach by gathering data from 238 participants through online self-report VLS questionnaires, which were analyzed using SPSS-26. A triangulation approach was used to ensure accuracy and consistency, with qualitative data gathered through semi-structured interviews with 20 students. The analysis revealed that participants frequently used strategies for incorporating new vocabulary into their repertoire. Additionally, teacher-related, student-related, and material-related themes emerged through coding the participants’ beliefs. The results indicated that raising learners’ consciousness of VLSs, training teachers, providing tasks for all language skills, using technology, materials revision, and developing autonomous and independent learning can help with vocabulary acquisition and the satisfaction of EAP students. Overall, this study highlights the importance of VLSs in EAP and provides insights into effective strategies for acquiring academic vocabulary.

In keeping with Control-Value Theory (CVT), learners’ achievement emotions and language achievement can affect e ach other. The flexibility of learners in academic settings can be a refugee from academic difficulties, and protect learners from discouragement after a negative emotional experience about achievement. Review of the literature proved the existence of several studies that have been conducted to support this theory. In this study, the possible contributions of eight achievement emotions (pride, hope, enjoyment, shame, anxiety, boredom, anger, and hopelessness) to language achievement in EFL context were examined to see if there was a relationship between them and learners’ language achievement. Accordingly, 279 advanced EFL learners (148 male and 131 female) of Iran Language Institute (ILI) took part. The Achievement Emotions Questionnaire (AEQ) was used to collect the data about the learners’ emotions and participants’ Grade Point Average (GPA) as evidence for their language achievement was employed to see how much of their achievement emotions could be contributed to their language achievement. The results of multiple linear regression revealed that enjoyment, hope, and anxiety were the three significant emotion factors predicting EFL learners’ language achievement and among them anxiety was the strongest predictor. In addition, based on the results of the independent-samples t-test, there was a statistically significant difference between the female and male learners’ achievement emotions scores. The learners’ emotions in language classes can be dealt with so that they can experience a better language learning experience. The findings are beneficial for EFL teachers, learners, and course designers.