- Multinational telecollaboration in language teacher education: Teacher educators’ perspectives
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...Bannink, 2018), and by
educators’ communication and class discussions; however, as was revealed in our narratives, the problem
was only partly solved.
In relation to RQ2, further themes that emerg...
by Aleksandra Wach, Shannon Tanghe, De Zhang
in Volume 28 Number 1, 2024
- Task-based language teaching online: A guide for teachers
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...Bannink, 2014).
These challenges aside, offering online classes is a good thing. Online classes give language learning
opportunities to people that otherwise would not be able to study a language, s...
by Melissa Baralt, José Morcillo Gómez
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Telecollaboration as an approach to developing intercultural communication competence
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...Bannink, A. (2018). Reversal of participation roles in NS-NNS synchronous
telecollaboration. CALICO Journal, 35(2), 162–181.
van der Zwaard, R., & Bannink, A. (2019). Towards a comprehensive model o...
by Robert Godwin-Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- The evolving roles of language teachers: Trained coders, local researchers, global citizens
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...Bannink, 2010) or learning management approaches (Reeder, Macfadyen, Roche &
Chase, 2004). Teacher training programs that further national or regional goals and in which government
or school officia...
by Robert Godwin-Jones
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Teacher role in synchronous oral interaction: Young learner telecollaboration
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...Bannink, 2014, for CALL examples). Task-in-process takes on particular significance in the
young learner classroom, especially participant roles, or “the part that learners and teachers are expected ...
by Ciara R. Wigham, Shona Whyte
in Volume 28 Number 1, 2024
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