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This study investigates the effectiveness of three kinds of word learning exercises in terms of Nation and Webb's (2011) technique feature analysis. Three commonly used vocabulary learning tasks: r...

The rationales of using assessment to enhance learning have been highly recognised. However, the issue of assessment literacy deficiency and insecurity about effective assessment implementation among pre-service and in-service teachers has been documented, which inevitably weakens the effectiveness of using assessment to improve learning. In this study, a deep learning approach with a core component of peer assessment of peer assessment plan was implemented to enhance the assessment literacy of a group of pre-service teachers. The design was informed by the taxonomy of learning in the cognitive domain and affective domain. Results show that they were able to prepare peer assessment plans in good quality. After conducting the activity of peer assessment on peer assessment plan, they demonstrated a deep level of attitude change and explicitly expressed their willingness to implement peer assessment in their future teaching. The deep learning approach to a great extent enhanced teachers' assessment literacy.

The development of big data techniques has created great opportunities for more powerful e-learning systems. Online platforms such as MOOCs, distance learning communities and mobile learning applications are therefore able to have larger data capacity and allow more users to access. However, a big challenge accompanied with the rapid development of e-learning systems is information overload for learners. Users may get lost in such a large volume of learning resources. To address this issue, it is essential to have a model for better understanding of user intentions, preferences and prior knowledge. Therefore, in this article, a flexible graph-based model for users is proposed by incorporating various relationships in this context. By consolidating various kinds of relationships in a unified graph model for the users, the model can then facilitate digital learning activities in e-learning systems. Additionally, some examples of using this model are discussed for the future studies on the model.

How to recommend appropriate and effective learning tasks based on the characteristics of a second language learner is a vital question in the field of second language acquisition. In this research, we investigate the issue by dividing it into two sub-questions: how to model the characteristics of language learners as different learners may have varied expertise on and subjective preferences of many topics; and how to select learning tasks according to the constructed learner model. Research on the second sub-question has been widely conducted in domains such as recommender systems, and we focus on the first sub-question in this study from the perspective of how to model the preferred learning contexts of a learner in a non-intrusive manner. We conducted an experiment among eighty-two students, and the results showed that our proposed framework outperformed other systems as it provides significantly more effective and enjoyable word learning experience.

Playing an important role in assisting vocabulary acquisition, dictionary use has been studied from various perspectives, among which, investigation of the facilitative effects of dictionary consultation in promoting word learning is a particular focus. However, no research has ever been conducted to compare the effectiveness of various approaches to dictionary consultation (e.g., the pure use of either paper or electronic dictionary, or the hybrid use of both). The present research, therefore, responds to this call and conducts two experiments among 185 language learners to examine the facilitative effects of diverse methods of dictionary use. We also interview the participants to inspect their perceptions of dictionary use. The empirical results demonstrate the superiority of the paper dictionary over the electronic dictionary, the usefulness of repetition, and the greater effectiveness of the hybrid use of both paper and electronic dictionary than the pure use of either. The results also shed light on the factors that are of concern to language learners while using dictionaries. We further conclude this study by highlighting the importance of processing for constructing memory, repetition for consolidating memory, and diversity for reinforcing memory in promoting word learning.

Social networking (SN) provides people with multiple ways to connect, share experiences and insights, and engage with one another. It can also be an ideal platform for online learning community with great potential to facilitate students' learning. Thus, more and more higher education institutes are integrating e-learning into their standard pedagogy. In this paper, we will present findings from a small scale study exploring the post-secondary students' experiences on social networking usage and their perception on using it for e-learning. The preliminary findings indicate that students prefer to utilise social networking for performing many tasks including learning activities.

Nowadays, Facebook is not only an ideal platform for social networking, but also has great potential in supporting student guidance and counselling work. In this paper, we present findings from a small scale study exploring the potential benefits of Facebook on learning and teaching. Data were collected from surveys, interviews and the messages written by the students on the Facebook. The results indicated that both students and teachers would benefit from this new approach. The potential benefits of social networking for students are not only limited to academic development but also extended to personal/social development and career development.