|
一、中文部分 丁雪茵、鄭伯壎、任金剛(1996)。質性研究中研究者的角色與主觀性。本土心理學研究,6,354-376。 尹慧中(2015)。宏碁舞雙劍 衝商用業績。2016年2月23日,取自http://udn.com/ news/story/7253/1409158 江明修(1992)。社會科學多重典範的爭辯:試論質與量研究方法的整合。國立政治大學學報,64,315-344。 周中天(1985)。編序式電腦輔助教學課程軟體設計之商榷。教學與研究,7,213-225。 林佩璇(2002)。行動研究的知識宣稱—教師實踐知識。國立臺北師範學院學報,15,189-210。 林佩璇(2009)。課程行動研究的實踐論述-從自我到社會文化。教育實踐與研究, 22(2),95-122。 林佩璇(2012)。課程行動研究—實踐取向的研究論述。台北市:洪葉。 孫志麟(2003)。教師專業成長的另類途徑:知識管理的觀點。國立臺北師範學院學報,16(1),229-252。 財團法人語言訓練測驗中心(無日期)。全民英檢、企業英檢教學資源手冊。2014年3月30日,取自https://www.gept.org.tw/WebFile/DOC/%E5%85%A8%E6% B0%91%E8%8B%B1%E6%AA%A2%E6%95%99%E5%AD%B8%E8%B3%87%E6%BA%90%E6%89%8B%E5%86%8A.pdf 高雄市政府教育局(2013)。103年資訊教育推動細部計畫-高雄市政府教育局國中小行動學習試辦計畫。取自2013年11月13日高雄市政府教育局函。 高雄市政府教育局(2014)。103-104學年推動『行動學習教師專業社群』實施計畫」。取自2014年10月28日高雄市政府教育局函。 國立台灣師範大學心理與教育測驗研究發展中心(2014)。國中教育會考問與答。2014年12月30日,取自http://www.bctest.ntnu.edu.tw/documents/104cap Q&A.pdf 國家科學委員會(無日期)。一個想法改變世界──網際網路的誕生與發展。2014年3月2日,取自http://web1.nsc.gov.tw/ct.aspx?xItem=7971&ctNode=286 張武昌(2006)。台灣的英語教育:現況與省思。教育資料與研究雙月刊,69, 129-144。 張武昌、葉錫南、鄭錦桂、黃宗嫻、張麗滎、張立之、林國華、何奕慧、陳雅君(2007)。九年一貫課程之教科書總評鑑:設計理念、能力指標與連貫性:語文領域(英語)教科書評鑑報告。台北市:中華民國課程與教學學會。 張春興(2013)。教育心理學-三化取向的理論與實踐。台北市:東華。 教育部(2014)。104年資訊教育推動細部計畫-國中小行動學習推動計畫實施方案。2014年10月2日,取自http://mlearning.ntue.edu.tw/ 符碧真(2012)。如何讓傳統講述教學法更有效率。2015年12月11日,取自http://ctld.ntu.edu.tw/_epaper/news_detail.php?nid=285 許育齡、梁朝雲、林志成(2013)。教師發揮教學設計想像力的心理與環境因素探究。當代教育研究季刊,21(2),113-148。 陳向明(2011)。社會科學質的研究。台北市:五南書局。 陳美如(2007)。課程理解--教師取向之研究。台北市:五南書局。 陳貞君 (2011)。應用部落格輔助分散式班級經營之行動研究。論文發表於2011台灣教育研究學會國際學術研討會(TICE 2011),高雄市。 陳貞君(2013)。來聽一首跨國交響曲:一位國中英語教師在國際專案教學的實踐與轉化歷程。教育實踐與研究,26(2),67-102。 陳麗珍(2007)。教科書中文化內容之探討:以國中英語課本為例。碩士論文,國立中正大學外國語文學系。 陶蕃瀛(2004)。行動研究:一種增強權能的助人工作方法。應用心理研究,23,33-48。 黃志順(2004)。行動研究與課程教學革新之間?一個行動研究者的反省。應用心理研究,21,91-111。 黃孟婷(2011)。國中英語教科書之用後評估。碩士論文,國立台灣師範大學英語學系在職進修碩士班。 黃春木(2008)。台灣社會升學主義的發展與解決對策(1945-2007)。博士論文,師大教育系。 黃國禎、蘇俊銘、陳年興(2012)。數位學習導論與實務。新北市:博碩。 廖柏森 (2004)。英語全球化脈絡裡的臺灣英語教育。英語教學,29(1),107-121。 劉顯親(2013)。台灣應用電腦及網路科技於英文教學之發展。載於柯華葳(主編),語文數位學習(頁1-22)。台北市:高等教育。 蕭昭君(2004)。國內教育行動研究解放了什麼?-一個師資培育者的閱讀與困惑。載於潘慧玲(主編),教育研究方法論(頁457-494)。台北市:心理。 簡良平(2004)。教師即課程決定者—課程實踐的議題。課程與教學季刊,7(2),95-114。 簡梅瑩(2008)。促進反思教學發展與實施之行動研究。中等教育,59(1),22-35。 簡瑋成(2013)。從自我導向學習觀點探討大學生如何網路學習。教育人力與專業發展,30(5),41-51。 二、英文部分 Aimin, L. (2013). The study of second language acquisition under socio-cultural theory. American Journal of Educational Research, 1(5), 162-167 Andrews, R., & Haythornthwaite, C. (2009). Introduction to e-learning research. In R. Andrews & C. Haythornthwaite (Eds.), The Sage handbook of e-learning research (pp. 1-52). Thousand Oaks, CA: Sage. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. Battro, A. M. (2004). Digital skills, globalization, and education. In M. Suarez-Orozco & D. B. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium (pp. 78-96). Berkeley and Los Angeles, CA: University of California Press. Bauer, B., de Benedette, L., Furstenberg, G., Levet, S., & Waryn, S. (2006). Internetmediated intercultural foreign language education: The Cultura project. In J. A. Belz & S. L. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp. 31-62). Boston, MA: Heinle & Heinle. Bax, S. (2003). CALL— past, present and future. System, 31, 13-28. Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. IJCALLT, 1(2), 1-15. Bennett, S., & Lockyer, L. (2008). A study of teachers’ integration of interactive whiteboards into four Australian primary school classrooms. Learning, Media and Technology, 33(4), 289-300. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the ASEE National Conference Proceedings, Atlanta, GA. Bower, J., & Kawaguchi, S. (2011). Negotiation of meaning and corrective feedback in Japanese/English eTandem. Language Learning & Technology, 15(1), 41-71. Brown, H. D. (2000). Principles of language learning and teaching. White Plains, NY : Longman. Burns, R. B. (2000). Introduction to research methods. Thousand Oaks, CA: SAGE. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters. Byram, M. (2012). Language awareness and (critical) cultural awareness-relationships, comparisons and contrasts. Language Awareness, 21(1-2), 5-13. Byram, M., Gribkova, B. & Starkey, H. (2002). Developing the intercultural dimension in language teaching. A practical introduction for teachers. Strasbourg: Council of Europe Publishing, Language Policy Division. Also available at http://www.coe.int/t/dg4/linguistic/Source/Guide_dimintercult _EN.pdf (last accessed April 15, 2013) Carlorosi, S., Helm, F., Marini-maio, N., & Kmcmahon, K. (2008). Confronting new technologies: A cross-cultural telecollaborative project across the ocean. In E. Occhipinti (Ed.), New approaches to teaching Italian language and culture: Case studies from an international perspective (pp. 173-209). Newcastle upon Tyne: Cambridge Scholars Publishing. Cavanaugh, C. S. (2001). The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis. International Journal of Educational Telecommunications, 7(1), 73-88. Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalisation. System, 31, 465-479. Chen, J. J., & Yang, S. C. (2014). Fostering foreign language learning through technology-enhanced intercultural projects. Language Learning & Technology 18(1), 57–75. Chen, J. J., & Yang, S. C. (2016). Promoting cross-cultural understanding and language use in research-oriented Internet-mediated intercultural exchange. Computer Assisted Language Learning, 29(2), 262–288. Chomsky, N. (1957). Syntactics structures. The Hague, the Netherlands : Mouton. Chomsky, N. (1959). A review of BF Skinner''s verbal behavior. Language, 35(1), 26-58. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. Conole, G., Oliver, M., Falconer, I., Littlejohn, A., & Harvey, J. (2007). Designing for learning. In G. Conole & M. Oliver (Eds.), Contemporary perspectives in e-learning research: Themes, methods and impact on practice (pp. 101-120). New York, NY: Routledge. Cooper, H. M. (2010). Research synthesis and meta-analysis: A step-by-step approach. Los Angeles, CA : Sage. Cox, S. M. (2008). A conceptual analysis of technological pedagogical content knowledge. (Doctoral dissertation, Brigham Young University). Retrieved from http://scholarsarchive.byu.edu/cgi/viewcontent.cgi?arti cle=2481&context=etd Crystal, D. (1997). English as a global language. Cambridge, the UK: Cambridge University Press. Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. Department of Health and Human Services. (2009). Protection of human subjects. Retrived from http://www.hhs.gov/ohrp/policy/ohrpregulations.pdf Dewey, M. (2007). English as a lingua franca and globalization: An interconnected perspective. International Journal of Applied Linguistics, 17(3), 332-354. Dewey, M., & Leung, C. (2010). English in English language teaching: Shifting values and assumptions in changing circumstances. Working Papers in Educational Linguistics, 25(1), 1-15. differently? Retrieved from http://www.marcprensky.com/writing/Prensky%20 -%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78 (4), 453-464. Dooly, M. (2008). Telecollaborative language learning: A guidebook to moderating intercultural collaboration online. Bern, Switzerland: Peter Lang. Elliot, J. (1991). Action research for educational change. Philadelphia, PA: Open University Press. Retrieved from http://www.myilibrary.com?ID=113236 Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72. Felix, U. (2005). What do meta-analyses tell us about CALL effectiveness? ReCALL, 17(2), 269-288. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley. Fleming, N., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent. cgi?article=1245&context=podimproveacad Frey, N., Fisher, D., & Gonzalez, A. (2013). Teaching with Tablets: How do I integrate tablets with effective instruction? Alexandria, VA: ASCD. Friedman, T. L. (2005). The world is flat. New York, NY: Farrar, Straus and Giroux. Fuchs, C., Hauck, M., & Müller-Hartmann, A. (2012). Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3), 82102. Furstenberg, G., & Levet, S. (2010). Integrating telecollaboration into the language classroom: Some insights. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century (pp. 305-336). Bern, Switaerland : Peter Lang. Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The CULTURA project. Language Learning & Technology, 5(1), 55-102. García, J. S., & Crapotta, J. (2007). Models of telecollaboration (2): Cultura. In R. O’Dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 62-84). Clevedon, UK: Multilingual Matters. Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. New York, NY: Routledge. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. Godwin-Jones, R. (2011). Emerging technologies autonomous language learning. Language Learning & Technology, 15(3), 4-11. Goodlad, J. I., & Associates. (1979). Curriculum inquiry: The study of curriculum practice. New York: McGraw-Hill. Graddol, D. (2000). The future of English? [Adobe Digital Editions version]. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/ learning-elt-future.pdf Graddol, D. (2006). English next. London, UK: British Council. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions.In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer Publishing. Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. Graham, C. R. (2013). Emerging practice and research in blended learning. In C. R. Graham(Ed.), Handbook of distance education (pp. 333-350). New York, NY: 333-350. Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and challenges of blended learning environments. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology I-V (pp. 253-259). Hershey, PA: Idea Group Inc. Gredler, M. E. (2009). Learning and instruction: Theory into practice. Upper Saddle River, NY: Merrill Pearson. Grgurović, M., Chapelle, C. A., & Shelley, M. C. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25(2), 165-198. Grossman, L. (2006). You -- yes, you --are TIME''s person of the year. Retrieved from http://content.time.com/time/magazine/article/0,9171,1570810,00.html Guth, S., & Helm, F. (2010). Introduction. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century (pp. 13-35). Bern, Switaerland : Peter Lang. Guth, S., & Helm, F. (2012). Developing multiliteracies in ELT through telecollaboration. ELT Journal, 66(1), 42-51. Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers'' development of technological pedagogical content knowledge (TPCK). Contemporary Issues in Technology and Teacher Education, 9(1), 25-45. Harris, J. B, & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. Harshbarger, B. (2007). Chaos, complexity and language learning. Language Research Bulletin, 22. Retrieved from http://pdf.aminer.org/000/313/307 /a_logic_analysis_model_about_complex_systems_stability_enlightenment_from.pdf Harskamp, E., Mayer, R. E., & Suhre, C. (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction, 17, 465–477. Hart, R. S. (1995). The Illinois PLATO foreign languages project. CALICO Journal, 12(4), 15-37. Hauck, M. (2007). Critical success factors in a tridem exchange. ReCALL, 19(2), 202-223. Hauck, M., & Lewis, T. (2007). The tridem project. In R. O’Dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 250-258). Clevedon, UK: Multilingual Matters. Hinkelman, D. (2005). Blended learning: Issues driving an end to laboratory-based CALL. JALT Hokkaido Journal, 9, 17–31. Hofer, M., & Swan, K. O. (2008). Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2), 179-200. Horn, M. B., & Staker, H. (2011). The rise of K-12 blended learning. Innosight Institute. Retrieved from http://www.leadcommission.org/sites/ default/files/The%20Rise%20of%20K-12%20Blended%20Learning_0.pdf International Association for K-12 Online Learning. (2011). National standards for quality online courses. Retrieved from http://www.inacol.org/resource/inacol -national-standards-for-quality-online-courses-v2/ Jenkins, J. (1998). Which pronunciation norms and models for English as an International Language? ELT journal, 52(2), 119-126. Jenkins, J. (2006a). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181. Jenkins, J. (2006b). Global intelligibility and local diversity: Possibility or paradox. In R. Rubby & M. Saraceni (Eds.), English in the world: Global rules, global roles (pp. 32-39). New York, NY: Continuum. Jones, R. L. (1995). TICCIT and CLIPS: The early years. CALICO Journal, 12(4), 84-96. Kachru, B. B. (1998). English as an Asian language. Links & Letters, 5, 89-108. Kao, P. L. (2010). Examining second language learning: Taking a sociocultural stance. ARECLS, 7, 113-131. Kemmis, S., & McTaggart, R. (1988). The action research planner. Victoria, Australia: Deakin University Kennedy, C., & Levy, M. (2009). Sustainability and computer-assisted language learning: Factors for success in a context of change. Computer Assisted Language Learning, 22(5), 445-463. Kern, R. G., & Warschauer, M. (2000). Introduction: Theory and practice of networked-based language teaching. In M. Warschauer & R. G. Kern (Eds.) Network-based language teaching: Concepts and practice (pp. 1-19). Cambridge, UK: Cambridge University Press. Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. Kramsch, C. (1993). Context and culture in language teaching. Oxford, UK: Oxford University Press. Kramsch, C. (1998). Language and culture. Oxford, UK: Oxford University Press. Kramsch, C., Morgenstern, D., & Murray, J. H. (1985). An overview of the MIT Athena language learning project. CALICO Journal, 2(4), 31-34. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford, NY: Pergamon. Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice. 41(4), 212-219. Lam, W. S. E., & Kramsch, C. (2003). The ecology of an SLA community in a computer-mediated environment. In J. Leather & J. V. Dam (Eds.), Ecology of language acquisition (pp.141-158). Norwell, MA: Kluwer Academic Punlishers. Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141-165. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford, UK: Oxford University Press. Larsen-Freeman, D. (2007). On the complementarily of chaos/complexity theory and dynamic systems theory in understanding the second language acquisition process. Bilingualism: Language and Cognition, 10(1), 35-37. Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-278. Leather, J., & Van Dam, J. (2003). Ecology of language acquisition. Norwrll, MA: Kluwer Academic Publishers. Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: A study of Spanish–American telecollaboration. Computer Assisted Language Learning, 22(5), 425-443. Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. New York, NY: Oxford University Press. Levy, M. (2009). Technologies in use for second language learning. The Modern Language Journal, 93(s1), 769-782. Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Mahwah, NJ: Lawrence Erlbaum Associates. Lewin, K. (1947). Frontiers in group dynamics II. Channels of group life; social planning and action research. Human Relations, 1(2), 143-153. Lewis, T., Chanier, T., & Youngs, B. (2011). Special issue commentary multilateral online exchanges for language and culture learning. Language Learning & Technology, 15(1), 39. MacDonald, M. N., Badger, R., & Dasli, M. (2006). Authenticity, culture and language learning. Language and Intercultural Communication, 6(3-4), 250-261. Mahmoodzadeh, M. (2012). Towards an understanding of ecological challenges of second language teaching: A critical review. Journal of Language Teaching & Research, 3(6), 1157-1164. Mahn, H. (2013). Vygotsky and second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-7). Chicester, UK: Blackwell Publishing. Manny-Ikan, E., Dagan, O., Berger-Tikochinski, T., & Zorman, R. (2011). Using the Interactive white board in teaching and learning–An evaluation of the SMART CLASSROOM pilot project. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 249-273. Marsh, D. (2012). Blended learning creating learning opportunities for language learners. New York, NY: Cambridge University Press. Marshall, C., & Rossman, G. B. (2006). Designing qualitative research. Thousands Oaks, CA: Sage. Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. TESOL Quarterly, 37(4), 719-729. Maxwell, J. A. (2005). Qualitative research design : An interactive approach. Thousand Oaks, CA: Sage. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). Santa Barbara, CA: Cambridge University Press. Mayes, T., & de Freitas, S. (2004) Review of e-learning theories, frameworks and models. London: Joint Information Systems Committee. Retrieved from http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/outcomes.aspx McKay, S. L. (2000). Teaching English as an international language: Implications for cultural materials in the classroom. TESOL journal, 9(4), 7-11. Mckay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford, UK: Oxford University Press. McKernan, J. (2013). Curriculum action research: A handbook of methods and resources for the reflective practitioner. London, UK: Routledge. Miguela, A. D. (2007). Models of telecollaboration (3): eTwinning. In R. O’Dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 85-106). Clevedon, UK: Multilingual Matters. Miles, M. B., & Huberman, A. M. (1994). Qalitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher College Record, 108, 1017–1054. Moss, G., Jewitt, C., Levačić, R., Armstrong, V., Cardini, A., & Castle, F. (2007). The interactive whiteboards, pedagogy and pupil performance evaluation: An evaluation of the schools whiteboard. London, UK: Institute of Education. Motteram, G, & Stanley, G. (2011). Special Issue on Web 2.0 and the Normalisation of Call. IJCALLT, 1(2): i–vi. Motteram, G. (2006). ‘Blended’education and the transformation of teachers: A long‐term case study in postgraduate UK Higher Education. British Journal of Educational Technology, 37(1), 17-30. Mutlu, A., & Eröz-Tuğa, B. (2013). The role of computer-assited language learning (CALL) in promoting learner autonomy. Egitim Arastirmalari-Eurasian Journal of Educational Research, 51, 107-122. Neumeier, P. (2005). A closer look at blended learning--parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163-178. Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, 19(3), 207-216. O’Dowd, R. (2007a). Evaluating the outcomes of online intercultural exchange. ELT Journal, 61(2), 144-152. O''Dowd, R. (Ed.). (2007b). Online intercultural exchange: An introduction for foreign language teachers.Tonawanda, NY: Multilingual Matters. O''Rourke, B. (2007). Models of telecollaboration (1): eTandem. In R. O’Dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 41-61). Clevedon, UK: Multilingual Matters. Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-233. Peshkin, A. (1988). In search of subjectivity- One''s own. Educational Researcher, 17(7), 17-21. Peters, L. (2009). Global education: Using technology to bring the world to your students. Washington, DC: ISTE. Picciano, A. G., & Seaman, J. (2007). K-12 online learning: A survey of U.S. school district administrators. Needham, MA: The Sloan Consortium Picciano, A. G., & Seaman, J. (2009). K-12 online learning: A 2008 follow up of the survey of U.S. school district administrators. Needham, MA: The Sloan Consortium Picciano, A. G., & Seaman, J. (2010). Class connections: High school reform and the role of online learning. Babson Park, MA: Babson Survey Research Group Picciano, A. G., Seaman, J. Shea, P., & Swan, K. (2012). Examining the extent and nature of online learning in American K-12 education: The research initiatives of the Alfred P. Sloan Foundation. The Internet and Higher Education, 15(2), 127-135. Piggot-Irvine, E. (2006). Sustaining excellence in experienced principals? Critique of a professional learning community approach. International Electronic Journal for Leadership Learning, 10(16). Retrived from http://iejll.journalhosting. ucalgary.ca/index.php/ijll/article/viewFile/616/278 Plass, J., & Jones, L. (2005). Multimedia learning in second language acquisition. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 467-488). Santa Barbara, CA: Cambridge University Press. Prabhu, N. S. (1990). There is no best method--why? Tesol Quarterly, 24(2), 161-176. Prenksy, M. (2001b). Digital natives, digital immigrants, part II. Do they really think Prensky, M. (2001a). Digital natives, digital immigrants. Retrieved from http://www. marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Reinders, H., & White, C. (2010). The theory and practice of technology in materials development and task design. In N. Harwood (Ed.), Materials in ELT: Theory and practice (p. 58-80). New York, NY: Cambridge University Press. Richards, J. C. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35. Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (pp. 905-947).Washington, DC: American Educational Research Association. Rychen, D. S., & Salganik, L. H. (2000). Definition and selection of key competencies. Retrieved from http://www.deseco.admin.ch/bfs/deseco/en/ index/02.parsys.69356. download List.26477.DownloadFile.tmp/ Salmon, G. (2002). E-Tivities: The key to active online learning. London, UK: Kogan Page Limited. Sanders, R. H. (1995). Thirty years of computer assisted language instruction: Introduction. CALICO Journal, 12(4), 6-14. Seery, M. K., & Donnelly, R. (2012) The mplementation of pre-lecture resources to reduce n-class cognitive load: A case study for higher ducation chemistry. British Journal of Educational echnology 43 (4), 667–677. Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239. Seidlhofer, B. (2006). English as a lingua franca in the expanding circle: What it isn''t. In R. Rubby & M. Saraceni (Eds.), English in the world: Global rules, global roles (pp. 40-50). New York, NY: Continuum. Sharwood S., M. (1981). Consciousness-raising and the second language learner. Applied Linguistics,Ⅱ(2), 159-168. Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of web‐based and classroom instruction: A meta‐analysis. Personnel Psychology, 59(3), 623-664. Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86-97. Skinner, B. F. (1961). Why we need teaching machines Harvard Educational Review, 31(4), 377-398. Spitzberg, B. H. (1997). A model of intercultural communication competence. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 379- 391). Belmont, CA: Wadsworth. Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The Sage handbook of intercultural competence (pp. 2–52). Thousand Oaks, CA: Sage. Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute. Retrieved from http://files.eric.ed.gov/fulltext/ED535180.pdf Stanley, G. (2013). Integrating technology into secondary English language teaching. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching (pp. 45-66). London, UK: Britich Council. Stickler, U., & Emke, M. (2011). LITERALIA: Towards developing intercultural maturity online. Language Learning & Technology, 15(1), 147-168. Stier, J. (2006). Internationalisation, intercultural communication and intercultural competence. Journal of Intercultural Communication, 11(1), 1–12. Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCall, 19(2), 105-120. Stockwell, G. (2012). Computer-assisted language learning: Diversity in research and practice. Cambridge, UK: Cambridge University Press. Stracke, E. (2007a). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57-78. Stracke, E. (2007b). Spotlight on blended language learning: A frontier beyond learner autonomy and computer assisted language learning. Retrieved from http://www.independentlearning.org/uploads/100836/ILA2007_036.pdf Stringer, E. T. (2007). Action research. Thousand Oaks, CA: Sage. Su, Y. C. (2008). Promoting cross-cultural awareness and understanding: Incorporating ethnographic interviews in college EFL classes in Taiwan. Educational Studies, 34(4), 377-398. Tafazoli, D., & Golshan, N. (2014). Review of computer-assisted language learning: History, merits & barriers. International Journal of Language and Linguistics, 2(5-1), 32-38. Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning a second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28. Thorne, S. L. (2005). Internet-mediated intercultural foreign language education: Approaches, pedagogy, and research. CALPER Working Paper Series No. 6. The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research. Tripp, T., & Rich, P. (2012). Using video to analyze one''s own teaching. British Journal of Educational Technology, 43(4), 678-704. Tudor, I. (2003). Learning to live with complexity: Towards an ecological perspective on language teaching. System, 31(1), 1-12. U.S. Department of Education. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from http://www.ed.gov/about/offices/list/opepd/ppss/reports.html. Valdes, J. M. (1986). Culture bound: Bridging the cultural gap in language teaching. Cambridge, UK: Cambridge University Press. van Compernolle, R. A., & Williams, L. (2009). (Re)situating the role(s) of new technologies in world-language teaching and learning. In R. Oxford & J. Oxford (Eds.), Second language teaching and learning in the net generation (pp. 9–22). Honolulu, HI: University of Hawai, National Foreign Language Resource Center. van Meer, J. P., & Theunissen, N. C. M. (2009). Prospective educational applications of mental simulation: A meta-review. Educational Psychology Review, 21(2) 93-112. Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge – A review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard university press. Ware, P. D., & O''Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning & Technology, 12(1), 43-63. Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(2), 57-71. Waxman, H. C., Lin, M., & Michko, G. (2003). A meta-analysis of the effectiveness of teaching and learning with technology on student outcomes: Learning Point Associates. Wenger, E. (2010). Communities of practice and social learning systems: The career of a concept. In C. Blackmore (Ed.). Social learning systems and communities of practice (pp. 179-198). London, UK: Springer-Verlag. Wesely, P. M. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45(S1), S98-S117. Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945-948 Yang, S. C., & Chen, J. J. (2003). Integrating Internet-based materials into L2 grammar teaching: A case study in Kaohsiung. Paper presented at the 2003 International Conference on Computers in Education (ICCE 2003), Hong Kong. Yang, Y. C., Gamble, J., & Tang, S. S. (2012). Voice over instant messaging as a tool for enhancing the oral proficiency and motivation of English‐as‐a‐foreign‐language learners. British Journal of Educational Technology, 43(3), 448-464. Yun, J. (2011). The effects of hypertext glosses on L2 vocabulary acquisition: A meta-analysis. Computer Assisted Language Learning, 24(1), 39-58. Zandvliet, D. B., & Fraser, B. J. (2004). Learning environments in information and communications technology classrooms. Technology, Pedagogy and Education, 13(1), 97-123. Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7-27.
|