Writing at EAP and ESP

Introduction The introduction of Computer Assisted Language Learning (CALL) to the English classroom in the 1980s brought the implementation of software programs in the first place and the emergence of “applications, online blogs and vblogs (video blogs), virtual learning environments, online courses, and more” (Gafni, Achituv, & Rachmani, 2017, p. 303) afterwards. Following CALL, Mobile Assisted Language Learning (MALL, also known as m-learning) was introduced in the 21st century. Studies demonstrated that MALL provided students with immediacy, portability, spontaneity, connectivity and, in turn, meaningful learning “since learners can take their handheld computers into authentic learning environments such as a museum or a zoo” (Luque-Agulló & Martos-Vallejo, 2015, p. 83). According to Gafni, Achituv and Rachmani (2017), “learning through mobile applications provides easy access to learning materials, individual place and time of study, immediate feedback, and self-tes...

Since there is great concern as to the way professors from Universidad Nacional de Mar del Plata, Argentina, understand the teaching-learning process, an analysis of the content and nature of the teaching and learning concepts has been carried out based on implicit theories (Thadani, Breland, & Dewar, 2015). However, little has been said about the theories that prevail among these faculty members. The purpose of the present study is to examine the variables concepts about learning and consistency index from a descriptive standpoint. This paper is organized as follows. First, the researchers examine previous bibliography on the subject. Then, a dilemma questionnaire is completed by 100 participants and included as an appendix. Finally, the results and conclusions are presented. Reference Thadani, V., Breland, W., & Dewar, J. (2015). Implicit theories about teaching skills predict university faculty members' interest in professional learning.  Learning and individua...