Haga clic aquí para la traducción al español (Google Translate) Introduction In Computer-Assisted Language Learning (CALL), curriculum design decisions increasingly occur in technology-saturated environments where platforms, tools, & analytics promise efficiency & innovation. Instructional designers are persistently bombarded with demands by pundits & the EdTech industry to adopt the latest buzzword technology or risk becoming… Continue reading Backward design vs. technology-first adoption, or why EdTech will not save you
Category: Feedback
Report: The cognitive & pedagogical implications of generative AI in education
Haga clic aquí para la traducción al español (Google Translate) Introduction This report synthesises findings from recent research on the application & impact of Large Language Models (LLMs) in educational settings. The evidence indicates that while LLMs present opportunities for efficiency, their integration poses significant cognitive hazards for learners & complex pedagogical challenges for educators.… Continue reading Report: The cognitive & pedagogical implications of generative AI in education
Explicit instruction vs. corrective feedback
Haga clic aquí para la traducción al español (Google Translate) Introduction Feedback is often portrayed as the pedagogical heart of writing instruction. Orthodox “process writing” practices encourage teachers to respond extensively to student drafts, conference individually, & guide students through multiple rounds of revision. However, this model implicitly assumes that learning happens primarily after students… Continue reading Explicit instruction vs. corrective feedback
Making the student writing process transparent: Version control as a practical & pedagogical response to LLM enabled academic misconduct
Haga clic aquí para la traducción al español (Google Translate) Introduction: From policing to process Since the release of ChatGPT to the general public in late 2022, large language models (LLMs) have progressively blurred the lines between authentic student writing & ‘LLM assisted’ writing. Such writing is not entirely the student’s own work & does… Continue reading Making the student writing process transparent: Version control as a practical & pedagogical response to LLM enabled academic misconduct
Rethinking error correction: More effective pathways for grammatical development
Haga clic aquí para la traducción al español (Google Translate) Introduction The role of error correction in second language (L2) instruction has long divided scholars & practitioners. On one side, researchers such as Dana Ferris (1995, 1997, 1999, 2012; Ferris & Roberts, 2001) contend that selective & focused corrective feedback can promote accuracy & aid… Continue reading Rethinking error correction: More effective pathways for grammatical development