Computers are promising tools for providing educational experiences that meet individual learning needs. However, delivering this promise in practice is challenging, particularly when automated feedback is essential and the learning extends beyond using traditional methods such as writing and solving …

L2 pronunciation training should unequivocally be linked to complex daily life experiences (Derwing 2017). Each client comes from a different background, participates in a different environmental context and engages in different activities within those contexts (Threats 2008). This is a particularly …

The maker movement is increasingly finding its way into informal and formal educational settings. This chapter welcomes that trend and reflects on the cases in this book through five lenses, whereby informal and formal settings are contrasted. The first lens focuses on the development of a maker identity. …

This study reports on strategies to indicate plural referents in hearing learners of Sign Language of the Netherlands. This is the first explorative study that focuses on L2 expressions of plurality in a sign language. Using data from two datasets, I examined when learners start to express plural and …

Researchers worldwide have identified affective benefits of improvisational drama techniques (IDTs) on foreign language (FL) learners. Yet the characteristics of professional development programmes (PDPs) that could lead to long-term integration of drama among FL teachers appear largely undiscovered. …

We investigate how interactive representations can be used to support learners while learning about the circular motion of celestial bodies. We present the developed representation and accompanying lesson, and report on the effect.

Researchers worldwide have identified affective benefits of improvisational drama techniques (IDTs) on foreign language (FL) learners. Yet the characteristics of professional development programmes (PDPs) that could lead to long-term integration of drama among FL teachers appear largely undiscovered. …

Digital support during self-regulated learning can improve metacognitive knowledge and skills in learners. Previous research has predominantly focused on embedding metacognitive support in domain-specific content. In this study, we examine a detached approach where digital metacognitive support is offered …

The potential for Artificial Intelligence is widely proclaimed. Yet, in everyday educational settings the use of this technology is limited. Particularly, if we consider smart systems that actually interact with learners in a knowledgeable way and as such support the learning process. It illustrates …

Metacognitive knowledge and metacognitive skills are at the heart of learning: they represent how learners think of their own learning process and how they attempt to improve the outcomes of that process. In this presentation we will discuss and demonstrate our playful approach and the tools we created …