Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-23T06:08:51.058Z Has data issue: false hasContentIssue false
  • English
  • Français

How to empirically and theoretically incorporate digital technologies into language learning and teaching

Published online by Cambridge University Press:  28 September 2021

Qing Ma Open the ORCID record for Qing Ma [Opens in a new window]  and
Jiahao Yan
Qing Ma*
Affiliation:
The Education University of Hong Kong, Hong Kong SAR, P. R. China
Jiahao Yan
Affiliation:
The Education University of Hong Kong, Hong Kong SAR, P. R. China
*
Address for correspondence: Qing Ma, Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Peer Commentaries
Information
Bilingualism: Language and Cognition , Volume 25 , Issue 3 , May 2022 , pp. 392 - 393
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Chun, D (2019) Current and Future Directions in TELL. Journal of Educational Technology & Society 22, 14–25.Google Scholar
Li, P and Lan, Y-J (2021). Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain. Bilingualism: Language and Cognition 1–18. https://doi.org/10.1017/S1366728921000353CrossRefGoogle Scholar
Li, P, Legault, J, Klippel, A and Zhao, J (2020) Virtual reality for student learning: understanding individual differences. Human Behaviour and Brain 1, 28–36. doi:10.37716/HBAB.2020010105CrossRefGoogle Scholar
Ma, Q and Chiu, MM (2021, August) What factors will influence English teachers’ intention and use of corpus technology in classroom teaching. Paper presented at the EUROCALL 2021 Conference, Paris, France.Google Scholar