Even though the importance of corrective feedback (CF) is widely recognized, there is no agreement on the most effective type of CF for promoting self-regulation. Thus, this study adopts a... Show More

Even though the importance of corrective feedback (CF) is widely recognized, there is no agreement on the most effective type of CF for promoting self-regulation. Thus, this study adopts a sociocultural perspective on learning and employs dynamic assessment (DA) as a CF form. DA is considered a theoretically promising approach to CF as it focuses on the learning process rather than the end product. Instead of the common teacher-learner interaction, this study initiates a teacher-learner group interaction with the support of text chat. Text chat helps teachers to cater to all students in the class simultaneously through several chat groups. This longitudinal study was part of an ongoing, university-level three-month English-as-a-second-language course. The findings demonstrate that this collaborative approach facilitates self-regulation through teacher mediation and peer scaffolding, and that the text chat supports implementing DA in the classroom while its features support mediational and reciprocity moves of the DA process.

This critical participatory action research explored undergraduate female Saudi students' perspectives on the implications of a self-organised learning environment (SOLE) via their mobile devices.... Show More

This critical participatory action research explored undergraduate female Saudi students' perspectives on the implications of a self-organised learning environment (SOLE) via their mobile devices. Data was gathered from interviews and focus groups using a convenience sample of 27 undergraduate students and the researcher's reflective journals. The proposed intervention gave students opportunities for engagement and enhanced a spirit of cooperation, which led to the students enjoying their classes. Furthermore, SOLE encouraged the students to evaluate their ideas before posting them. Participating in SOLE helped the students to understand and recall the relevant course content. However, some challenging aspects, e.g., misleading information, emerged during the study's first phase, along with some technical issues.

The COVID-19 pandemic has provided an opportunity for implementing blended learning in Chinese secondary schools. However, teachers have encountered several problems and challenges with the new... Show More

The COVID-19 pandemic has provided an opportunity for implementing blended learning in Chinese secondary schools. However, teachers have encountered several problems and challenges with the new pedagogical paradigm. Therefore, this study aims to identify the factors influencing the implementation of blended learning in urban and rural secondary schools from the perspective of secondary school teachers and to examine the teachers' different responses to these factors. Interview data were collected from 13 secondary school teachers in Guangdong Province, China. The findings identify seven factors influencing the implementation of blended learning from the teachers' perspective, including blended learning curriculum design, teaching resources, teaching ability, teacher-student interactive behavior, teacher motivation, students' ability, and workload. The distinct differences between urban and rural teachers' responses to the aforementioned influential factors provide a reference for the government and schools to establish a moderating mechanism for blended learning implementation.