Element contents
Series: Elements in Language Teaching
Technology and Language Teaching
Published online by Cambridge University Press: 31 March 2022
Summary
This Element is a practical guide for language teachers intending to upgrade their online teaching. During the COVID-19 pandemic many teachers were forced to move their teaching online without proper preparation and support. This has led to frustration and stress, and sometimes decisions based not on sound pedagogy but on technological constraints, requirements and opportunities. To balance this negative experience, a research-based, pedagogy-focussed approach has been taken in this volume: step-by-step, teachers are shown how to make decisions about the choice and usage of online tools, how to adapt their pedagogy and teaching strategies to fit with online learning environments, and how to create a positive learning experience for their students. In six sections this Element takes teachers from epistemological considerations to learning theories, from teacher-centred to learner-centred online tuition, and from technological needs to pedagogic choice, ending with suggestions on how to future-proof language teaching.
Keywords
- Type
- Element
- Information
- Series: Elements in Language TeachingOnline ISBN: 9781108874403Publisher: Cambridge University PressPrint publication: 28 April 2022
References
Adams, D. (1995). The Hitchhiker’s Guide to the Galaxy: A Trilogy in Five Parts. London: Random House.Google Scholar
Allwright, D. (2003). Exploratory Practice: Rethinking Practitioner Research in Language Teaching. Language Teaching Research, 7(2), 113–41.Google Scholar
Androutsopoulos, J. (2011). Language Change and Digital Media: A Review of Conceptions and Evidence. Standard Languages and Language Standards in a Changing Europe, 1, 145–59.Google Scholar
Aydin, S. (2016). Webquests as Language-Learning Tools. Computer Assisted Language Learning, 29(4), 765–78. https://doi.org/10.1080/09588221.2015.1061019.CrossRefGoogle Scholar
Bartels, N. (2003). How Teachers and Researchers Read Academic Articles. Teaching and Teacher Education, 19(7), 737–53.CrossRefGoogle Scholar
Batardière, M. T., and Jeanneau, C. (2020). Towards Developing Tandem Learning in Formal Language Education. Recherche et pratiques pédagogiques en langues de spécialité. Cahiers de l’Apliut, 39(1). https://journals.openedition.org/apliut/7842.Google Scholar
Bax, S. (2003). CALL – Past, Present and Future. System, 31(1), 13–28. https://doi.org/10.1016/s0346-251x(02)00071-4.CrossRefGoogle Scholar
Bax, S. (2011). Normalisation Revisited: The Effective Use of Technology in Language Education. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(2), 1–15.Google Scholar
Bax, S. (2013). The Cognitive Processing of Candidates During Reading Tests: Evidence from Eye-Tracking. Language Testing, 30(4), 441–65.Google Scholar
Block, D. (2000). Revisiting the Gap between SLA Researchers and Language Teachers. Links & Letters, (7), 129–43.Google Scholar
Borg, S. (2009). English Language Teachers’ Conceptions of Research. Applied Linguistics, 30(3), 358–88.Google Scholar
Brammerts, H. (1996). Language Learning in Tandem Using the Internet. In Warschauer, M. (ed.), Telecollaboration in Foreign Language Learning: Proceedings of the Hawaii Symposium, vol. 12. Honolulu: University of Hawai`i Second Language Teaching and Curriculum Center, 121–30.Google Scholar
Brammerts, L. (2003). Autonomous Language Learning in Tandem: The Development of a Concept. In Lewis, T. and Walker, L. (eds.), Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Publications, 27–36.Google Scholar
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters.Google Scholar
Bytheway, J. (2015). A Taxonomy of Vocabulary Learning Strategies Used in Massively Multiplayer Online Role-Playing Games. CALICO Journal, 32(3), 508–27.Google Scholar
Cappellini, M. (2016). Roles and Scaffolding in Teletandem Interactions: A Study of the Relations between the Sociocultural and the Language Learning Dimensions in a French–Chinese Teletandem. Innovation in Language Learning and Teaching, 10(1), 6–20.Google Scholar
Coleman, J. A., Hampel, R., Hauck, M., and Stickler, U. (2010). Collaboration and Interaction: The Keys to Distance and Computer-Supported Language Learning. In Levine, G., and Phipps, A. S. (eds.), Critical and Intercultural Theory and Language Pedagogy. Boston: Heinle, 161–80.Google Scholar
Comas-Quinn, A. (2011). Learning to Teach Online or Learning to Become an Online Teacher: An Exploration of Teachers’ Experiences in a Blended Learning Course. ReCALL, 23(03), 218–32.Google Scholar
Compernolle, R. A. van, and Williams, L. (2013). Sociocultural Theory and Second Language Pedagogy. Language Teaching Research, 17(3), 277–81. https://doi.org/10.1177/1362168813482933.Google Scholar
Cziko, G. A. (2004). Electronic Tandem Language Learning (eTandem): A Third Approach to Second Language Learning for the 21st Century. CALICO Journal, 22(1), 25–40.Google Scholar
Daniels, P. (2021). ‘A Case Study Exploring Freelance English Language Teachers’ Engagement with and Informal Learning through Open Educational Practices in Switzerland’. EdD thesis. The Open University.Google Scholar
Deleuze, G., and Guattari, F. (1987). A Thousand Plateaus: Capitalism and Schizophrenia. Vancouver/Minneapolis: University of Minnesota.Google Scholar
Denzin, N. K. (2009). The Elephant in the Living Room: Or Extending the Conversation about the Politics of Evidence. Qualitative Research, 9(2), 139–60.Google Scholar
Develotte, C., Guichon, N., and Vincent, C. (2010). The Use of the Webcam for Teaching a Foreign Language in a Desktop Videoconferencing Environment. ReCALL, 22(3), 293–312.CrossRefGoogle Scholar
Downes, S. (2019). Recent Work in Connectivism. European Journal of Open, Distance and E-Learning (EURODL), 22(2), 113–32.Google Scholar
Elam, J. R., and Nesbit, B. (2012). The Effectiveness of Project-Based Learning Utilizing Web2.0 Tools in EFL. JALTCALL Journal, 8(2), 113–27.Google Scholar
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.Google Scholar
Ernest, P., and Heiser, S. (In press). Teacher Training in Times of Covid. In Stickler, U. and Emke, M. (eds.), Online Language Teaching: Crises and Creativities. London: Castledown.Google Scholar
Ertmer, P. A., and Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255–84.Google Scholar
Fearn, L. J. (2021). ‘An Enquiry into English as a Foreign Language and Online Community Projects in Secondary School Education’. EdD thesis. The Open University.Google Scholar
Fischer, R. (2007). How Do We Know What Students Are Actually Doing? Monitoring Students’ Behavior in CALL. Computer Assisted Language Learning, 20(5), 409–42.Google Scholar
Gasser, M. (1990). Connectionism and Universals of Second Language Acquisition. Studies in Second Language Acquisition, 12(2), 179–99.Google Scholar
Germain-Rutherford, A., and Ernest, P. (2015). European Language Teachers and ICT: Experiences, Expectations and Training Needs. In Hampel, R. and Stickler, U. (eds.), Developing Online Language Teaching. London: Palgrave Macmillan, 12–27.Google Scholar
Germain-Rutherford, A., Stickler, U., Hampel, R. et al. (2021). Language Teachers in the 21st Century: Perspectives and Trajectories. Featured symposium presentation. AILA 2021, Groningen and online. 15–20 August. https://aila2021.dryfta.com/program/program/128/s139-ren-language-teachers-in-the-21st-century-perspectives-and-trajectories.Google Scholar
Gibson, J. J. (1979). The Theory of Affordances. In Gibson, J. J., The Ecological Approach to Visual Perception. Boston: Houghton Mifflin, 127–36.Google Scholar
Glasersfeld, E. von (2007). Key Works in Radical Constructivism (Larochelle, M., ed.). Rotterdam: Sense Publishers.Google Scholar
Godwin-Jones, R. (2009). Speech Tools and Technologies. Language Learning & Technology, 13(3), 4–11.Google Scholar
Godwin-Jones, R. (2015). The Evolving Roles of Language Teachers: Trained Coders, Local Researchers, Global Citizens. Language Learning & Technology, 19(1), 10–22.Google Scholar
Godwin-Jones, R. (2019). In a World of SMART Technology, Why Learn Another Language? Journal of Educational Technology & Society, 22(2), 4–13.Google Scholar
Goodier, T., Germain-Rutherford, A., Laurence, G., and Piccardo, E. (2021). A Platform for Celebrating Plurilingualism – Insights from the Lincdire LITE E-Portfolio Project. Conference presentation. AILA 2021, Groningen and online. 15–20 August. https://aila2021.dryfta.com/program/program/128/s139-ren-language-teachers-in-the-21st-century-perspectives-and-trajectories.Google Scholar
Hampel, R. (2015). Theoretical Approaches and Research-Based Pedagogies for Online Teaching. In Hampel, R. and Stickler, U. (eds.), Developing Online Language Teaching. London: Palgrave Macmillan, 134–49.Google Scholar
Hampel, R. (2019). Disruptive Technologies and the Language Classroom. London: Springer International Publishing.Google Scholar
Hampel, R., and de los Arcos, B. (2013). Interacting at a Distance: A Critical Review of the Role of ICT in Developing the Learner–Context Interface in a University Language Programme. Innovation in Language Learning and Teaching, 7(2), 158–78.Google Scholar
Hampel, R., Germain-Rutherford, A., and Stickler, U. (2014). The Need for Training in Online Language Teaching. Presentation at the AILA 2014 conference in Brisbane, Australia. 10–14 August.Google Scholar
Hampel, R., and Stickler, U. (2005). New Skills for New Classrooms. Training Tutors to Teach Languages Online. Computer Assisted Language Learning, 18(4), 311–26.Google Scholar
Hampel, R., and Stickler, U. (2012). The Use of Videoconferencing to Support Multimodal Interaction in an Online Language Classroom. ReCALL, 24(2), 116–37. https://doi.org/10.1017/S095834401200002X.Google Scholar
Hanna, B., and De Nooy, J. (2003). A Funny Thing Happened on the Way to the Forum: Electronic Discussion and Foreign Language Learning. Language Learning & Technology, 7(1), 71–85.Google Scholar
Heath, P., and Carroll, L. (1974). The Philosopher’s Alice: Alice’s Adventures in Wonderland & Through the Looking-glass. New York: Saint Martin’s.Google Scholar
Heins, B., Duensing, A., Stickler, U., and Batstone, C. (2007). Spoken Interaction in Online and Face-to-Face Language Tutorials. Computer Assisted Language Learning, 20(3), 279–95.Google Scholar
Heiser, S., Stickler, U., and Furnborough, C. (2013). Student Training in the Use of an Online Synchronous Conferencing Tool. CALICO Journal, 30(2), 226–51.Google Scholar
Henshaw, F. (2020). Online Translators in Language Classes: Pedagogical and Practical Considerations. The FLTmag.com. Online. 15 July . https://fltmag.com/online-translators-pedagogical-practical-considerations/ (last accessed 14 September 2021).Google Scholar
Hu, Z., and McGrath, I. (2011). Innovation in Higher Education in China: Are Teachers Ready to Integrate ICT in English language Teaching? Technology, Pedagogy and Education, 20(1), 41–59.CrossRefGoogle Scholar
Jung, U. O. H. (2005). CALL: Past, Present and Future – A Bibliometric Approach. ReCALL, 17(1), 4–17.CrossRefGoogle Scholar
Kan, Q. (2013). The Use of ICT in Supporting Distance Chinese Language Learning – Review of the Open University’s Beginners’ Chinese Course. Technology and Chinese Language Teaching, 4(1), 1–13.Google Scholar
Kern, R., Ware, P., and Warschauer, M. (2008). Network‐Based Language Teaching. In May, S. and Hornberger, N. H., eds., Encyclopedia of Language and Education, vol. 4, 281–92. https://doi.org/10.1007/978-0-387-30424-3_105.Google Scholar
Kincheloe, J. L. (2005). Critical Constructivism. New York/Washington, DC: Peter Lang.Google Scholar
Koenraad, T. (2006). LanguageQuest Design and Telecollaboration. Teaching English with Technology, 6(3).Google Scholar
Kop, R., and Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distance Learning, 9(3), 1–13. https://doi.org/10.19173/irrodl.v9i3.523.Google Scholar
Krämer, S. (2010). Was sind Kulturtechniken? Kleines Plädoyer für ein ‘Handwerk des Geistes’, Schulmagazin 5-10. Impulse für kreativen Unterricht. Heft 9, 2010, 7–11.Google Scholar
Kutlay, N. (2013). A Survey of English Language Teachers’ Views of Research. Procedia-Social and Behavioral Sciences, 70, 188–206.Google Scholar
Lantolf, J. P. (2000). Introducing Sociocultural Theory. In Lantolf, J. P. (ed.), Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press, 1–26.Google Scholar
Lantolf, J. P., Thorne, S. L., and Poehner, M. E. (2014). Sociocultural Theory and Second Language Development. In van Patten, B. and Williams, J. (eds.), Theories in Second Language Acquisition. New York: Routledge, 207–26. https://doi.org/10.4324/9780203628942-16.Google Scholar
Levy, M., and Hubbard, P. (2005). Why Call CALL ‘CALL’? Computer Assisted Language Learning, 18(3), 143–9. https://doi.org/10.1080/09588220500208884.Google Scholar
Lewin, K. (1948). Resolving Social Conflicts. Selected papers on group dynamics. New York: Harper.Google Scholar
Lewis, T. (2004). The Effective Learning of Languages in Tandem. In Coleman, J. A. and Klapper, J. (eds.), Effective Learning and Teaching in Modern Languages. London: Routledge, 179–86.Google Scholar
Lewis, T. (2006). When Teaching is Learning: A Personal Account of Learning to Teach Online, CALICO Journal, 23(3), 581–600.Google Scholar
Lewis, T. (2020). From Tandem Learning to E-Tandem Learning: How Languages Are Learnt in Tandem Exchanges. In Gola, S., Pierrard, M., Tops, E., and Van Raemdonck, D. (eds.), Enseigner et apprendre les langues au XXIe siècle. Méthodes alternatives et nouveaux dispositifs d’accompagnement. GRAMM-R. Brussels: P.I.E. Peter Lang.Google Scholar
Lewis, T., and Walker, L. (2003). Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Press.Google Scholar
Li, C. (Chenxi). (2021). Negotiating for Meaning in Audio- and Video Synchronous Computer Mediated Communication. PhD thesis. The Open University.Google Scholar
Lindeiner-Stráský, K. von, Barkanyi, Zs., Gargett, A., et al. (2021). An Investigation into Web-Based Machine Translation (WBMT) in the Use of Digital Language Learning, Teaching, and Assessment. Final project report. Internal document. The Open University.Google Scholar
Lindeiner-Stráský, K. von, Pulker, H., and Vialleton, E. (In press). ‘Moving Your Language Teaching Online’ Toolkit: Teachers’ Early Reflections on their Experience and Skills. In Stickler, U. and Emke, M. (eds.), Online Language Teaching: Crises and Creativities. London: Castledown.Google Scholar
Lindeiner-Stráský, K. von, Stickler, U., and Winchester, S. (2020). Flipping the Flipped. The Concept of Flipped Learning in an Online Teaching Environment. Open Learning: The Journal of Open, Distance and e-Learning, 1–17.Google Scholar
Little, D. (2001). Learner Autonomy and the Challenge of Tandem Language Learning via the Internet. In Chambers, A. and Davies, G. (eds.), ICT and Language Learning: A European Perspective. Lisse: Swets & Zeitlinger, 29–38.Google Scholar
Lund, A., Furberg, A., Bakken, J., and Engelien, K. L. (2014). What Does Professional Digital Competence Mean in Teacher Education? Nordic Journal of Digital Literacy, 9(4), 280–98.CrossRefGoogle Scholar
Mezirow, J. (1981). A Critical Theory of Adult Learning and Education. Adult Learning, 32(1), 3–24.Google Scholar
Michel, M., and Cappellini, M. (2019). Alignment During Synchronous Video Versus Written Chat L2 Interactions: A Methodological Exploration. Annual Review of Applied Linguistics, 39, 189–216.Google Scholar
Michel, M., and O’Rourke, B. (2019). What Drives Alignment During Text Chat with a Peer vs. a Tutor? Insights from Cued Interviews and Eye-Tracking. System, 83, 50–63.Google Scholar
Michel, M., and Smith, B. (2017). Measuring Lexical Alignment during L2 Chat Interaction: An Eye-Tracking Study. In Gass, S. M., Mackey, A., Spinner, P., and Behney, J. (eds.), Salience in Second Language Acquisition. London: Routledge, 244–68.Google Scholar
Millwood, R. (2013). Learning Theory. Online resource. Blog entry (10 May). https://blog.richardmillwood.net/2013/05/10/learning-theory/.Google Scholar
Mitchell, R., Myles, F., and Marsden, E. (2019). Second Language Learning Theories. London: Routledge.Google Scholar
Noakes, N. (n.d.). Getting Started with Action Research. Online resource. http://cei.hkust.edu.hk/teaching-resources/action-research.Google Scholar
O’Dowd, R., and Ritter, M. (2006). Understanding and Working with ‘Failed Communication’ in Telecollaborative Exchanges. CALICO Journal, 23(3), 623–42.Google Scholar
OECD (2018). TALIS 2018 Results: Teachers and School Leaders as Lifelong Learners (Volume I). OECD Library. https://doi.org/10.1787/1d0bc92a-en.CrossRefGoogle Scholar
O’Rourke, B. (2007). Models of Telecollaboration (1): eTandem. In O’Dowd, R. (ed.), Online Intercultural Exchange. An Introduction for Foreign Language Teachers. Clevedon: Multilingual Matters, 41–61.Google Scholar
O’Rourke, B., Prendergast, C., Shi, L., Smith, B., and Stickler, U. (2015). Eyetracking in CALL–present and future. In Sanz, A. M. G., Levy, M., Blin, F., and Barr, D. (eds.), WorldCALL: Sustainability and Computer-Assisted Language Learning. London: Bloomsbury, 285–98.Google Scholar
O’Rourke, B., and Stickler, U. (2017). Synchronous Communication Technologies for Language Learning: Promise and Challenges in Research and Pedagogy. Language Learning in Higher Education, 7(1), 1–20. https://doi.org/10.1515/cercles-2017-0009.Google Scholar
Piccardo, E. (2010). From Communicative to Action-Oriented: New Perspectives for a New Millennium. Contact, 36(2), 23–35.Google Scholar
Pulker, H., Stickler, U., and Vialleton, E. (2021). Well-Rounded–Graduates: What Languages Can Do. In Plutino, A. and Polisca, E. (eds.), Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19. Voillans: Research-Publishing Net, 23–35.Google Scholar
Sampurna, J. (2019). Exploring the Implementation of Online Non-Formal Project-Based Language Learning in the Indonesian Context. PhD thesis. The Open University.Google Scholar
Sandhu, P., and Higgins, Ch. (2016). Identity in Post-colonial Contexts. In Preece, S. (ed.), The Routledge Handbook of Language and Identity. London: Routledge,179–94.Google Scholar
Satar, H. M. (2011). Social Presence in Online Multimodal Communication: A Framework to Analyse Online Interactions between Language Learners. PhD thesis. The Open University.Google Scholar
Seargeant, P. (2021). The Future of Language. OpenLearn. Online resource. www.open.edu/openlearn/languages/the-future-languageGoogle Scholar
Searle, J. R. (1969). Speech Acts. An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.Google Scholar
Shen, D., Liversedge, S. P., Tian, J., et al. (2012). Eye Movements of Second Language Learners When Reading Spaced and Unspaced Chinese Text. Journal of Experimental Psychology: Applied, 18(2), 192–202.Google Scholar
Shi, L., and Stickler, U. (2018). Interaction Patterns in Synchronous Chinese Tutorials. Innovation in Language Learning and Teaching, 12(1), 6–23. https://doi.org/10.1080/17501229.2018.1418612Google Scholar
Shi, L., and Stickler, U. (2019). Using Technology to Learn to Speak Chinese. In Shei, C., Zikpi, M. E. M., and Chao, D. L. (eds.), The Routledge Handbook of Chinese Language Teaching. London: Routledge, 509–25.CrossRefGoogle Scholar
Shi, L., and Stickler, U. (2021). Eyetracking a Meeting of Minds: Teachers’ and Students’ Joint Attention during Synchronous Online Language Tutorials. Journal of China Computer-Assisted Language Learning, 1(1), 145–69.Google Scholar
Shi, L., Stickler, U., and Lloyd, M. E. (2017). The Interplay between Attention, Experience and Skills in Online Language Teaching. Language Learning in Higher Education, 7(1), 205–38.Google Scholar
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Elearnspace.org. (online)Google Scholar
Siemens, G., and Conole, G. (2011). Connectivism: Design and Delivery of Social Networked Learning. International Review of Research in Open and Distance Learning, 12(3), i–iv. https://doi.org/10.1016/s0031-3203(02)00056-0Google Scholar
Stickler, U. (2001). Using Counselling Skills for Language Advising. In Mozzon-McPherson, M. and Vismans, R. (eds.), Beyond Language Teaching towards Language Advising. London: CILT, 40–52.Google Scholar
Stickler, U. (2003). Student-Centred Counselling for Tandem Learning. In Lewis, T. and Walker, L., (eds.), Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Publications, 115–22.Google Scholar
Stickler, U. (2004). ‘ … And Furthermore I Will Correct Your Mistakes’: Kulturelle Unterschiede bei der Fehlerkorrektur im Tandem. Theorie und Praxis: Österreichische Beiträge zu Deutsch als Fremdsprache, 8, 79–93.Google Scholar
Stickler, U., and Emke, M. (2011). Tandem Learning in Virtual Spaces: Supporting Non-formal and Informal Learning in Adults. In Benson, Ph and Reinders, H. (eds.), Beyond the Language Classroom. New York: Palgrave Macmillan, 146–60.Google Scholar
Stickler, U., and Hampel, R. (2015). Transforming Teaching: New Skills for Online Language Learning Spaces. In Hampel, R. and Stickler, U. (eds.), Developing Online Language Teaching. London: Palgrave Macmillan, 63–77.Google Scholar
Stickler, U., and Hampel, R. (2019). Qualitative Research In Online Language Learning: What Can It Do?. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 9(3), 14–28.Google Scholar
Stickler, U., Hampel, R., Beaven, T., and Heiser, S. (2021). Supporting Language Teachers in Europe to Teach Online. REF 2021 Impact Case for Education (C23). Internal document. The Open University.Google Scholar
Stickler, U., Hampel, R., and Emke, M. (2020). A Developmental Framework for Online Language Teaching Skills. Australian Journal of Applied Linguistics, 3(1), 133–51.Google Scholar
Stickler, U., and Hauck, M. (eds.) (2006) Special Issue: What Does It Take to Teach Online? Towards a Pedagogy for Online Language Teaching and Learning. CALICO Journal, 23(3).Google Scholar
Stickler, U., and Shi, L. (2016). TELL us about CALL: An Introduction to the Virtual Special Issue (VSI) on the Development of Technology Enhanced and Computer Assisted Language Learning Published in the System Journal. System, 56, 119–26.Google Scholar
Stickler, U., and Shi, L. (2017). Eyetracking Methodology in SCMC: A Tool for Empowering Learning and Teaching. ReCALL, 29(2), 160–77.Google Scholar
Stickler, U., StJohn, E., and Kotschi, S. (2021). Jena CALLing. Presentation at the NALC Online Conference. The Open University, February.Google Scholar
Thorne, S. L. (2003). Artifacts and Cultures-of-Use in Intercultural Communication. Language Learning & Technology, 7(2), 38–67.Google Scholar
Tseng, J. J., Chai, C. S., Tan, L., and Park, M. (2020). A Critical Review of Research on Technological Pedagogical and Content Knowledge (TPACK) in Language Teaching. Computer Assisted Language Learning, 1-24.Google Scholar
Twining, P., Heller, R. S., Nussbaum, M., and Tsai, C. C. (2017). Some Guidance on Conducting and Reporting Qualitative Studies. Computers in Education, 106, A1–A9.Google Scholar
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard: Harvard University Press.Google Scholar
Warschauer, M., and Healey, D. (1998). Computers and Language Learning: An Overview. Language Teaching, 31(2), 57–71.Google Scholar
Wertsch, J. V. (2002). Computer Mediation, PBL, and Dialogicality. Distance Education, 23(1), 105–8. https://doi.org/10.1080/01587910220124008.Google Scholar
Wertsch, J. V. (2007). Mediation. In Daniels, H., Cole, M., and Wertsch, J. V (eds.), The Cambridge Companion to Vygotsky. Cambridge: Cambridge University Press, 178–92.Google Scholar
Whorf, B. L. (2012/1956). Language, Thought, and Reality: Selected writings of Benjamin Lee Whorf. Cambridge: MIT press.Google Scholar
Wittgenstein, L. (1974/1922). Tractatus logico-philosophicus. London: Routledge & Kegan Paul.Google Scholar
Zinger, D., Tate, T., and Warschauer, M. (2017). Learning and Teaching with Technology: Technological Pedagogy and Teacher Practice. In Clandinin, D. J. and Husu, J. (eds.), The SAGE Handbook of Research on Teacher Education. London: Sage, 577–93.Google Scholar
- 16
- Cited by