Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process

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bitstream:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/fb48f2d7-7121-4c62-9b9b-a48c0d5f7b52/download', '15_02_dooly.pdf']]

bitstream_txt:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/d440f16c-e1bc-42d7-b263-278695083e74/download', 'full_text']]

collection:

Volume 15 Number 2, June 2011

contributor.author:

Dooly, Melinda

date.accessioned:

2017-06-14T02:44:42Z

date.available:

2017-06-14T02:44:42Z

date.issued:

2011-06-01

endingpage:

91

identifier.citation:

Dooly, M. (2011). Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process. Language Learning & Technology, 15(2), 69–91. https://doi.org/10.64152/10125/44252

identifier.doi:

https://doi.org/10.64152/10125/44252

identifier.issn:

1094-3501

identifier.uri:

http://hdl.handle.net/10125/44252

number:

2

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center Michigan State University Center for Language Education and Research

site_url:

/item/10125-44252/

startingpage:

69

title:

Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process

type:

Article

type.dcmi:

Text

volume:

15