Titlebook: Language Education in Digital Spaces: Perspectives on Autonomy and Interaction; Carolin Fuchs,Mirjam Hauck,Melinda Dooly Book 2021 Springe

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Exploring Self-Regulated Learning Through Flipped Instruction with Digital Technologies: An Intermeimplementation of a four-skill integration approach and the use of various digital tools. Twenty-two intermediate Spanish language students from a large public university in the Northeast of the United States participated in the study over the course of one semester. Students carried out a variety o

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Supporting Autonomy in an Exam-Based Context: Results from a Hong Kong-U.S. Telecollaboration,his Hong Kong – U.S. project is to promote autonomy in undergraduate education in the Hong Kong context. Participants include 55 undergraduate English majors at a public research university in Hong Kong who engage via social media with 19 undergraduate professional writing students at a private rese

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,Where Multimodal Literacy Meets Online Language Learner Autonomy: “Digital Resources Give Us Wings”ompetencies in interpreting, employing and interacting with various semiotic resources, of which language is just one (Kress, van Leeuwen, Multimodal discourse: the modes and media of contemporary communication. Arnold, London, 2001). This is best captured by the concept of multimodal literacy, unde

osteoclasts

From Autonomous Learners to Self-Directed Teachers in Telecollaboration: Teachers Look Back and Ref-based collaboration between geographically distant classes (one in the USA, the other in Spain; often known as telecollaboration) as part of the course program. This study has been produced in part under the framework of the PhD program on Education from the Universitat Autònoma de Barcelona. The h

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Learner and Teacher Autonomy Through Virtual Exchange: The Use of Videoconferencing Recorded Sessio; O’Dowd, ReCALL 12(1): 49–61, 2000) can be beneficial for language development, this current study adds to the growing body of knowledge of apprenticeship virtual exchanges by partnering L2 learners of English with English teacher candidates and having participants utilize the recorded synchronous

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,Structured Reflection to Support Pre-Service Language Teachers’ Autonomy Development,n course. It provides evidence of the development of pedagogical, technological and professional competencies in a year-long course for pre-service teachers (PSTs) of languages in New Zealand that aimed to foster an attitude of inquiry in the PSTs through an experiential approach to learning how to

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Learnful L2 Gaming: The Wisdom of the Wild,al, sometimes incidental purpose of L2 use and practice. The introduction discusses the reasons for this widespread practice and the background section surveys associated theory and research, focusing specifically on informal learning, the notions of learnfulness and gamefulness, and L2 learning wit

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