- Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies
-
...and constructivist models of task
and project-based learning. It shows how individual teachers’ approaches are shaped by a
variety of factors, such as teachers’ teaching and learning experience, ped...
by Euline Cutrim Schmid, Shona Whyte
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL
- Autonomous learning through task-based instruction in fully online language courses
-
...learning.
Computer Assisted Language Learning, 20(5), 471–492.
Rubio, F., & Thomas, J. J. (Eds.). (2012). Hybrid language teaching and learning: Exploring theoretical,
pedagogical, and curricular i...
by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Review of ActiveChinese: Chinese language skills for the business world
-
...and in
charge of their own learning. Such language learners usually have specific goals for their own learning,
and, furthermore, they are motivated and responsible for planning their learning acti...
by Scott Chien-Hsiung Chiu
in Volume 12 Number 3, October 2008
- How a Web-Based Course Facilitates Acquisition of English for Academic Purposes
-
...anding of Web-based course interactions and
implementation for language acquisition in general and EAP learning in particular. To illustrate the theory
and design of our system, we have presented and ...
by Jin Chen, Safia Belkada, Toshio Okamoto
in Volume 08 Number 2, May 2004
- A Funny Thing Happened on the Way to the Forum: Electronic Discussion and Foreign Language Learning
-
...and is inflected by cultural
and generic expectations. We suggest that successful participation on Internet fora depends on
awareness of such cultural and generic mores and an ability to work within a...
by Barbara Hanna, Juliana de Nooy
in Volume 07 Number 1, January 2003
- Willingness to communicate and oral communicative performance through asynchronous video discussions
-
...andards and the course learning goals. The task design employed a three-stage
process which describes the (a) language learning outcomes, (b) assessment evidence, and (c) learning plan.
First, the d...
by Nadia Jaramillo Cherrez, Larysa Nadolny
in Volume 27 Number 1, 2023
- Pre-service EFL teachers’ online participation, interaction, and social presence
-
...and graduate courses in teacher education and
second and foreign language teaching methodology. Her research focuses on pre-service language
education and second and foreign language teaching pedago...
by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018
- Review of Language teacher education and technology: Approaches and practices
-
...and so Kessler has opted to frame the
course to emphasize the ubiquity of technology and to adapt it to language learning and teaching. Students
are introduced to the history of CALL research and th...
by Jeffrey Maloney
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Review of The mouton interactive introduction to phonetics and phonology (Jürgen Handke) & phonetics: An interactive introduction (Nicholas Reid with Helen Fraser)
-
...and
video clips of the physical, acoustic, and auditory aspects of speech production and perception, and in the
case of the Mouton title, of more abstract phonological concepts, representations, and t...
by Eric Holt
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Realizing constructivist objectives through collaborative technologies: Threaded discussions
-
...learning. Learners have different strategies, approaches, and capabilities
for learning that are a function of prior experience and heredity.
13. Learning and diversity. Learning is most effective wh...
by Donald Weasenforth, Sigrun Biesenbach-Lucas, Christine Meloni
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
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