Ainscough, V. (1997). Reflection in action: Increasing teacher awareness of the learning needs of specific socio-cultural groups. System, 25(4), 571-579.
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207.
Alonge, A. J. (2005). Beyond technology determinism: Applying a technology triangle model to access the integration of technology by Florida's secondary agriscience teachers. Paper presented at the Association for International Agricultural and Extension Education 2005, San Antonio, TX.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives (Complete ed.). New York ; Toronto: Longman.
Angeli, C. (2005). Transforming a teacher education method course through technology: Effects on pre-service teachers' technology competency. Computers & Education, 45, 383-398.
Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21, 292-302.
Arechaga, D. M. D. (2001). Teacher development: Awareness, reflection and sharing [Electronic Version]. ELT Newsletter, Article 69. Retrieved May 13, 2004, from http://www.eltnewsletter.com/back/August2001/afl692001.htm
Ariew, R., & Ercetin, G. (2004). Exploring the potential of hypermedia annotations for second language reading. Computer Assisted Language Learning, 17(2), 237-259.
Arnold, N., & Ducate, L. (2006). CALL: Where are we and where do we go from here? In L. Ducate & N. Arnold (Eds.), Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching. San Marcos, Texas: CALICO.
Arnold, N., Ducate, L., & Lomicka, L. (2007). Virtual communities of practice in teacher education. In M. A. Kassen, R. Z. Lavine, K. Murphy-Judy & M. Peters (Eds.), Preparing and developing technology-proficient L2 teachers (pp. 103-132). San Marcos: CALICO.
Astorga, M. C. (1999). Text-Image Interaction and Second Language Learning. Australian Journal of Language and Literacy, 22(3), 212-233.
Bailey, K. M. (1992). The processes of innovation in language teacher development: What, why and how teachers change. In J. Flowerdew, M. Brock & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 253-282). Hong Kong: City Polytechnic of Hong Kong.
Bancheri, S. (2006). A language teacher's perspective on effective courseware. In R. P. Donaldson & M. A. Haggstrom (Eds.), Changing language education through CALL (pp. 31-47). New York: Routledge.
Barnes, D. (1976). From communication to curriculum. London: Penguin.
Barr, D. (2004). ICT -- integrating computers in teaching: Creating a computer-based language-learning environment. Bern: Peter Lang.
Bartlett, L. (1990). Teacher development through reflective teaching. In J. Richards & D. Nunan (Eds.), Second language teacher education (pp. 202-214). Cambridge: Cambridge University Press.
Bax, S. (2000). Putting technology in its place: ICT in Modern Foreign Language teaching. In K. Field (Ed.), Issues in Modern Foreign Languages Teaching (pp. 208-219). London: Routledge/Falmer.
Bax, S. (2003). CALL--past, present and future. System, 31(1), 13-28.
Beatty, K. (2003a). A brief history of CALL. In Teaching and researching: Computer-assisted language learning (pp. 16-36). Harlow: Pearson Education.
Beatty, K. (2003b). Teaching and researching: Computer-assisted language learning. Harlow: Pearson Education.
Becker, H. J., & Ravitz, J. (1999). The influence of computer and Internet use on teachers' pedagogical practices and perceptions. Journal of Research on Computing in Education, 31(4), 356-384.
Benson, P. (2001). Teaching and researching: Autonomy in language learning. Harlow: Pearson Education.
Benson, P., & Voller, P. (1997). Introduction: Autonomy and independence in language learning In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning. London: Longman.
Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 15(1), 22-30.
Biggs, J. B., & Watkins, D. A. (2001). Insights into teaching the Chinese learner. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 277-300). Hong Kong: Comparative Education Research Center, the University of Hong Kong.
Borg, M. (2001). Teachers' beliefs. ELT Journal, 55(2), 186-188.
Brantmeier, C. (2003). Technology and second language reading at the university level: Informed instructors' perceptions. The Reading Matrix, 3(3), 50-74.
Broendsted, J., & Elkjaer, B. (2001). Learning with ICT in communities of practice. In M. Huysman & P. v. Baalen (Eds.), Communities of practice (pp. 45-62). Amsterdam: Boom Publishers.
Butler-Pascoe, M. E., & Wiburg, K. M. (2003). Technology and teaching English language learners. Boston: Pearson Education.
Caplan, E. A. (2002). The effects of animated textual instruction on learners' written production of German modal verb sentences. Unpublished dissertation, the University of South Florida, Tampa, Florida.
Carballo-Calero, M. V. F. (2001). The EFL teacher and the introduction of multimedia in the classroom. Computer Assisted Language Learning, 14(1), 3-14.
Carlson, E. A. U. (1991). Teaching with technology: "It's just a tool." Unpublished Dissertation, University of Michigan.
Carter, R., & McCarthy, M. (1988). Vocabulary and language learning. New York: Longman.
Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalization. System, 34, 465-479.
Chang, B.-l. (2000). Study of junior high school English teachers' beliefs towards the communicative approach. Unpublished master's thesis, National Taiwan Normal University.
Chang, H. (2003a). A descriptive study of TVE teachers' and students' perspectives on English writing instruction. Unpublished master's thesis, National Yunlin University of Science and Technology.
Chang, Y.-T. (1997). A study of pedagogical content knowledge for teachers of English in junior high schools. Unpublished master's thesis, National Taiwan Normal University.
Chang, Y. Y. (2003b). A preliminary survey of Taiwan's English teachers' attitudes toward and applications of the Internet. Unpublished thesis, National Taiwan Normal University, Taipei.
Chao, C.-c. (2006). How WenQuests send technology to the background: Scaffolding EFL teacher professional development in CALL. In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 221-234). Amsterdam: John Benjamins Publishing.
Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning and Technology, 2(1), 22-34.
Chapelle, C. (2005). Hints about CALL use from research. PacCALL Journal, 1(1), 1-8.
Chapelle, C. A. (2000). Is network-based learning CALL. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 204-228). New York: Cambridge University Press.
Chapelle, C. A. (2001a). Computer-assisted language learning. In Computer applications in second language acquisition (pp. 44-94). Cambridge: Cambridge University Press.
Chapelle, C. A. (2001b). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
Chapelle, C. A. (2001c). Historical foundations of CASLA. In Computer applications in second language acquisition (pp. 1-26). Cambridge: Cambridge University Press.
Chapelle, C. A. (2003). English language learning and technology. Amsterdam: John Benjamins Publishing.
Chen, H.-J. H. (2007a). The difficulties of integrating a self-access reading site into high school English classrooms. 24th International Conference on English Teaching and Learning in the Republic of China, 67-80.
Chen, J.-Y. (2007b). Evaluating learner-centeredness of online courseware in Taiwan. Sixteenth International Symposium on English Teaching, 211-222.
Cheng, L. (1997). How does washback influence teaching? Implications for Hong Kong. Language and Education, 11(1), 38-54.
Chin, S. S., & Hortin, J. A. (1993). Teachers' perceptions of instructional technology and staff development. Journal of Educational Technology Systems, 22(2), 83-98.
Christopher, M. M., Thomas, J. A., & Tallent-Runnels, M. K. (2004). Raising the bar: Encouraging high level thinking in online discussion forums. Roeper Review, 26(3), 166-171.
Chun, D. M., & Plass, J. L. (1997). Research on text comprehension in multimedia environments. Language Learning and Technology, 1(1), 60-81.
Chung, C., & Ngan, M. Y. (2002). From "Rooftop" to "Millennium": The development of primary schools in Hong Kong since 1945. New Horizons in Education, Journal of Education, 46, 24-32.
Cifuentes, L. (1997). From sages to guides: A professional development study. Journal of Technology and Teacher Education, 5(1), 67-77.
Cochran, K. F., Deruiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. the Journal of the American Federation of Teachers 15(3), 6-11, 38-46.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
Collins, J., Hammond, M., & Wellington, J. (1997). Teaching and Learning with Multimedia. London: Routledge.
Cooperman, N. (1998). First connections: The interaction between teachers' pedagogical beliefs and their early use of the Internet in the classroom. Unpublished dissertation, Columbia University Teachers College.
Corbeil, G. (2007). Can PowerPoint presentations effectively replace textbooks and blackboards for teaching grammar? Do students find them an effective learning tool? CALICO Journal, 24(3), 631-656.
Crook, C. (1996). Schools of the future. In T. Gill (Ed.), Electronic children: How children are responding to the information revolution. London: National Children's Bureau.
Crotty, T., & Allyn, D. (2001). Evaluating student reflections. Wisconsin: University of Wisconsin--River Falls. (ERIC ED459174)
Cuban, L. (2001). Oversold and underused : Computers in the classroom. Cambridge, Mass.: Harvard University Press.
Cummings, A. D. (2005). Administrative and pedagogical uses of computers in foreign language classrooms: A survey of Spanish teachers' beliefs and practices. Unpublished dissertation, The University of Iowa.
Davies, G. (2000). An online training course in information and communications technology for language teachers. Retrieved June 10, 2004, from http://www.ict4lt.org
Davies, G. (2005). Information and Communications Technology for Language Teachers (ICT4LT). Retrieved Oct. 16, 2005, from http://www.ict4lt.org
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003.
De Guerrero, M. C. M., & Villamil, O. S. (2000). Exploring ESL Teachers' Roles through Metaphor Analysis. TESOL Quarterly, 34(2), 341-351.
De Latt, M. (2002). Network and content analysis in an online community discourse. Retrieved May 6, 2008, from http://www.uu.nl/uupublish/content/2002%20Networked%20Learning%201.pdf
Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers' views of computers as catalyst for changes in their teaching practice. Journal of Research on Computing in Education, 31(3), 221-239.
Dodigovic, M. (2005). Can computers correct language errors? In Artificial intelligence in second language learning: Raising error awareness (pp. 85-139). Clevedon: Multilingual Matters.
Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2/3), 109-128.
Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 13, 431-469.
Doughty, C., & Pica, T. (1986). Information gap tasks: Do they facilitate second language acquisition? TESOL Quarterly, 20(2), 305-325.
Doughty, C., & Williams, J. (1998). Pedagogic choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Doutis, P. (1997). Teachers' pedagogical content knowledge and pedagogical theories of content. Unpublished doctoral dissertation, The Ohio State University.
Duffy, T., Dueber, B., & Hawley, C. (1998). Critical thinking in a distributed environment: A pedagogical base for the design of conferencing systems. In C. Bonk & K. King (Eds.), Electronic collaborators: Learnercentered technologies for literacy, apprenticeship, and discourse (pp. 25-78). Mahwah, NJ: Lawrence Erlbaum.
Dwyer, D. C., Ringstaff, C., & Sandholtz, J. H. (1991). Changes in teachers' beliefs and practices in technology-rich classrooms. Educational Technology 48(8), 45-52.
Eastment, D. (1998). English language teaching and the new technology: The next five years. Retrieved March 6, 2005, from http://www.eastment.com/lebanon.htm
Editorial. (2005). Reflection as a catalyst for change Reflective Practice, 6(2), 177-187.
Egbert, J. (2005). CALL essentials: Principles and practice in CALL classrooms. Alexandria, Virginia: Teachers of English to Speakers of Other Language.
Egbert, J. (2006). Learning in context: Situating language teacher learning in CALL. In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 167-181). Amsterdam: John Benjamins Publishing.
Egbert, J., & Hanson-Smith, E. (Eds.). (1999). CALL environments: Research, practice, and critical issues. Alexandria, Virginia: TESOL.
Egbert, J., Paulus, T. M., & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education, Language Learning & Technology (Vol. 6, pp. 108-126).
El-Dib, M. A. B. (2007). Levels of reflection in action research. An overview and an assessment tool. Teaching and Teacher Education, 23, 24-35.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Ellis, R. (1990). Activities and procedures for teacher preparation. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 26-36). Cambridge: Cambridge University Press.
Ely, D., & Plomp, T. (1986). The promises of educational technology: A reassessment. International Review of Education, 32, 231-250.
Ely, M., Friedman, T., Garner, D., & Steinmetz, A. M. (1991). Doing qualitative research: circles within circles. London: The Falmer Press.
England, L. (2007). Technology applications in English language teaching in Egyptian universities: A developing relationship. CALICO Journal, 24(2), 381-406.
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15, 13-34.
Ertmer, P., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
Etheridge, C. P. (1989). Acquiring the teaching culture: How beginners embrace practices different from university teaching. Qualitative Studies in Education, 2(4), 299-313.
Fabry, D., & Higgs, J. (1997). Barriers to the effective use of technology in education. Journal of Educational Computing, 17(4), 385-395.
Falvey, P., & Coniam, D. (1999). Setting standards for teachers of English in Hong Kong: The teachers' perspective. Curriculum Forum, 8(2), 1-27.
Fang, X., & Warschauer, M. (2004). Technology and Curricular Reform in China: A Case Study. TESOL Quarterly, 38(2), 301-323.
Fanselow, J., & Light, R. (Eds.). (1977). Bilingual ESOL and foreign language teacher preparation: Models, practices, and issues. Washington, DC: TESOL.
Farrell, T. S. C. (1999a). The reflective assignment: Unlocking pre-service English teachers' beliefs on grammar teaching. RELC Journal, 30(2), 1-17.
Farrell, T. S. C. (1999b). Reflective practice in an EFL teacher development group. System, 27, 157-172.
Farrell, T. S. C. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, California: Corwin Press.
Felix, U. (2003a). Humanising automated online learning through intelligent feedback. In G. Crisp, D. Thiele, I. Scholten, S. Barker & J. Baron (Eds.), Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. ADelaide: Australasian Society for Computers in Learning in Tertiary Education.
Felix, U. (2003b). Pedagogy on the line: Identifying and closing the missing links. In U. Felix (Ed.), Language learning online: Towards best practice (pp. 147-170). Lisse: Swets&Zeitlinger.
Felix, U. (Ed.). (2003c). Language learning online: Towards best practice. Lisse: Swets & Zeitlinger.
Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of research in education (Vol. 20, pp. 3-56). Wachington, DC: American Educational Research Association.
Ferdig, R. E. (2006). Assessing technologies for teaching and learning: Understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749-760.
Fotos, S., & Browne, C. M. (Eds.). (2004). New perspectives on CALL for second language classrooms. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Fox, J. (1991). Learning languages with computers: A history of computer assisted language learning from 1960 to 1990 in relation to education, linguistics and applied linguistics. Unpublished dissertation, University of East Anglia.
Fox, M. (1997). The teacher is dead! Long live the teacher! Implications of the virtual language classroom. Active Learning, 7, 1-6.
Francis, D. (1995). The reflective journal: A window to preservice teachers' practical knowledge. Teaching and Teacher Education, 11(3), 229-241.
Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-47.
Freeman, D. (1990). 'Thoughtful work': Reconceptualizing the research literature on teacher thinking. Unpublished manuscript.
Freeman, D. (1992). Language teacher education, emerging discourse, and change in classroom practice. In J. Flowerdew, M. Brock & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 1-21). Hong Kong: City Polytechnic of Hong Kong.
Freeman, D. (1996). Renaming experience/reconstructing practice: Developing new understandings of teaching. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 221-241). Cambridge: Cambridge University Press.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-418.
Fulton, K. L. (1999). How teachers' beliefs about teaching and learning are reflected in their use of technology: Case studies from urban middle schools [Electronic Version]. Retrieved June 26, 2007, from http://www.cs.umd.edu/hcil/blc/fulton-thesis.html
Gardner, H. (1983). Frames of mind : The theory of multiple intelligences. New York: Basic Books.
Garmon, M. A. (2001). The benefits of dialogue journals: What prospective teachers say. Teacher Education Quarterly, 28(4), 37-50.
Garvin, T. (2003). Using threaded discussion to develop reflective practice in preservice teachers. Paper presented at the Society for Information Technology and Teacher Education International Conference (SITE) 2003, Albuquerque, New Mexico.
Gibson, J. J. (1979). The ecological approach to perception. London: Houghton Mifflin.
Gibson, K., Watters, J., Alagic, M., Rogers, G., & Haack, C. (2003). Global learning technology: Developing preservice elementary teachers' reflective practice through cross-cultural exchanges. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2364-2367). Chesapeake, VA: AACE.
Giroux, H. A., & McLaren, P. L. (1989). Introduction: Schooling, cultural politics, and the struggle for democracy. In H. A. Giroux & P. L. McLaren (Eds.), Critical pedagogy, the state, and cultural struggle (pp. xi-xxxv). Albany, NY: State University of New York Press.
Gobbo, C., & Girardi, M. (2001). Teachers' beliefs and integration of information and communications technology in Italian schools. Technology, Pedagogy and Education, 10(1), 63-85.
Goddard, M. (2002). What do we do with these computers? Reflections on technology in the classroom. Journal of Research on Technology in Education, 35(1), 19-26.
Godwin-Jones, R. (2007). Emerging technologies: Tools and trends in self-paced language instruction. Language Learning & Technology, 11(2), 10-17.
Golombek, P. R. (1998). A study of language teachers' personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
Gonzalez-Lloret, M. (2003). Designing task based CALL to promote interaction: En busca de Esmeraldas. Language Learning & Technology, 7(1), 86-104.
Gow, L., Balla, J., Kember, D., & Hau, K. T. (1996). The learning approaches of Chinese people: A function of socialization processes and the context of learning. The handbook of Chinese psychology, 109-123.
Griffin, M. L. (2003). Using critical incidents to promote and assess reflective thinking in preservice teachers. Reflective Practice, 4(2), 207-220.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
Guha, S. (2003). Are we all technically prepared? Teachers' perspectives on the causes of comfort or discomfort in using computers at elementary grade teaching. Information Technology in Childhood Education Annual, 1, 317-349.
Handal, B. (2004). Teachers' instructional beliefs about integrating educational technology [Electronic Version]. e-Journal of Instructional Science and Technology, 7. Retrieved June 27, 2007, from http://www.usq.edu.au/electpub/e-jist/docs/Vol7_No1/Commentary/Teachers_ins_beliefs.htm
Harris, J. B., Mishra, P., & Koehler, M. J. (2007). Teachers' technological pedagogical content knowledge: Curriculum-based technology integration reframed. Paper presented at the Technology as an Agent of Change in Teaching and Learning, Chicago.
Harris, V. (2000). Towards independence in language use and language learning. In K. Field (Ed.), Issues in modern foreign languages teaching (pp. 220-236). London: Routledge Falmer.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
Hayes, D. N. A. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education, 49, 385-395.
Healey, D., & Klinghammer, S. (Eds.). (2002). TESOL journal special issue on constructing meaning with computers. Alexandria, Virginia: TESOL.
Heift, T. (2001). Error-specific and individualised feedback in a Web-based language tutoring system: Do they read it? ReCALL, 13(1), 99-109.
Hemard, D. (2003). Language learning online: Designing towards user acceptability. In U. Felix (Ed.), Language learning online: Towards best practice (pp. 21-42). Lisse: Swets & Zeitlinger.
Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking. Journal of Educational Multimedia and Hypermedia, 8(4), 401-421.
Higgins, J. (1983). Can computers teach? CALICO Journal, 1(2), 4-6.
Hildreth, P., Kimble, C., & Wright, P. (1998). Computer mediated communications and communities of practice. Paper presented at the Proceedings of Ethicomp '98.
Ho, B., & Richards, J. C. (1993). Reflective thinking through teacher journal writing: Myths and realities. Prospect, 8(7-24).
Ho, I. T. (2001). Are Chinese teachers authoritarian? In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learners: Psychological and pedagogical perspectives (pp. 99-114). Hong Kong: Comparative Education Research Centre, the University of Hong Kong.
Hofstede, G. (2003). Geert Hofstede Cultural Dimensions. Retrieved April 30, 2007, from http://www.geert-hofstede.com/
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon.
Holliday, A., & Cooke, T. (1982). An ecological approach to ESP. In A. Waters (Ed.), Issues in ESP. Lancaster Practical Papers in English Language Education 5 (pp. 123-143). Oxford: Pergamon Press.
Holmes, M. (2003). Hot Potatoes (Version 6). Victoria, B.C.: Half-Baked Software.
Hoter, E. (2001). A model for learning how to teach advanced literacy skills via computer mediated communication. Unpublished dissertation, Hebrew University, Hebrew.
Hsieh, C.-m. (2005). A study of junior high school English teachers' beliefs and practices in grammar instruction. Unpublished master's thesis, National Changhua University of Education.
Hsu, J.-y. (2004). A study of senior high school English teachers' practices and beliefs about writing instruction. Unpublished master's thesis, National Sun Yat-sen University.
Hsu, W.-C., & Xu, X. (2007). Learner autonomy: Does it work in the exam-oriented Taiwanese secondary context? Paper presented at the 24th International Conference on English Teaching and Learning in the Republic of China, National Chengchi University, Taipei.
Hu, Y. J. (2004). Teacher beliefs: A case study of teaching English in China. CELEA Journal, 27(2), 104-108.
Huang, H. C. (2006). EFL teacher's perceptions of computer-assisted language learning. Journal of St. John University(23), 237-262.
Hubbard, P. (1996). Elements of CALL methodology: Development, evaluation, and implementation. In M. Pennington (Ed.), The Power of CALL (pp. 15-32). Houston: Athelstan.
Hubbard, P. (2004). Learner training for effective use of CALL. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 45-67). Mahwah, NJ: Lawrence Erlbaum Associates.
Hubbard, P. (n.d.). Introduction to computer-assisted language learning. Retrieved Aug. 27, 2004, from http://www.stanford.edu/class/linguist289/CALL1.htm
Hubbard, P., & Levy, M. (Eds.). (2006). Teacher education in CALL. Amsterdam: John Benjamins.
Hubbard, P., & Siskin, C. B. (2004). Another look at tutorial CALL. ReCALL, 16(2), 448-461.
Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302.
Hutchby, I. (2001). Conversation and technology: From the telephone to the Internet. Oxford: Basil Blackwell.
Johnson, K. E. (1992a). The instructional decisions of pre-service English as a second language teacher: New directions for teacher preparation programs. In J. Flowerdew, M. Brock & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 115-134). Hong Kong: City Polytechnic of Hong Kong.
Johnson, K. E. (1992b). Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26, 507-535.
Jonassen, D. H. (1994). Technology as cognitive tools: Learners as designers. Retrieved Feb. 6, 2005, from http://it.coe.uga.edu/itforum/paper1/paper1.html
Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, NJ: Merrill.
Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking (2 ed.). Upper Saddle River, N.J.: Merrill.
Kanuka, H., & Anderson, T. (1998). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13(1), 57-74.
Karabenick, S. A., & Noda, P. A. C. (2004). Professional development implications of teachers' beliefs and attitudes toward English language learners. Bilingual Research Journal, 28(1), 55-75.
Kassen, M. A., & Higgins, C. J. (1997). Meeting the technology challenge: Introducing teachers to language-learning technology. In M. D. Bush & R. M. Terry (Eds.), Technology-enhanced language learning (pp. 262-285). Lincolnwood, Illinois: National Textbook Company.
Kassen, M. A., Lavine, R. Z., Murphy-Judy, K., & Peters, M. (Eds.). (2007). Preparing and developing technology-proficient L2 teachers. San Marcos CALICO.
Kazeroni, A. (2006). Have we left the teacher out of the equation? Strengthening the link between teacher cognition and task design in CALL. In R. P. Donaldson & M. A. Haggstrom (Eds.), Changing language education through CALL (pp. 19-29). Abingdon: Routledge.
Keating, T., & Evans, E. (2001). Three computers in the back of the classroom: Preservice teachers' conceptions of technology integration. In C. Crawford, D. A. Willis, R. Carlsen, l. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2001 (pp. 1671-1676). Chesapeake, VA: AACE.
Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.
Kern, R., & Warschauer, M. (2000). Introduction: Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). Cambridge: Cambridge University Press.
Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173-188.
Kim, H. (2001). Initial efforts of three ESL teachers to effectively utilize network-based language teaching. Unpublished dissertation, State Unicersity of New York at Buffalo.
Kim, H. K. (2008). Beyond motivation: ESL/EFL teachers' perceptions of the role of computers. CALICO Journal, 25(2), 241-259.
Kinach, B. M. (2002). A cognitive strategy for developing pedagogical content knowledge in the secondary mathematics methods course: Toward a model of effective practice. Teaching and Teacher Education, 18, 51-71.
Koehler, M. J., & Mishra, P. (2005a). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-102.
Koehler, M. J., & Mishra, P. (2005b). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
Kondratova, I., & Goldfarb, I. (2004). Virtual communities of practice: Design for collaboration and knowledge creation [Electronic Version]. The Proceedings of the European Conference on Products and Processes Modeling. Retrieved July 18, 2007, from http://www.iit-iti.nrc-cnrc.gc.ca/iit-publications-iti/docs/NRC-47157.pdf
Krashen, S., & Terrell, T. D. (1983). The Natural Approach: Language acquisition in the classroom. London: Prentice Hall Europe.
Kress, G., & Van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
Kumaravadivelu, B. (2003). Conceptualizing teaching acts. In B. Kumaravadivelu (Ed.), Beyond methods: Macrostrategies for Language Teaching (pp. 5-22). New Haven and London: Yale University Press.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, New Jersey: Lawrence Erlbaum.
Lai, S.-j. (2004). High school English teachers' beliefs on grammar instruction in Taiwan. Unpublished master's thesis, National Taiwan Normal University.
Lambdin, D., Duffy, T., & Moore, J. (1997). Using an interactive information system to expand preservice teachers' visions of effective mathematics teaching. Journal of Technology and Education, 5, 171-202.
Lange, D. L. (1990). A blueprint for a teacher development program. In J. Richards & D. Nunan (Eds.), Second Language Teacher Education (pp. 245-268). Cambridge: Cambridge University Press.
Larson-Freeman, D. (1999). The promises and perils of technology in language teacher education. Paper presented at the 二十一世紀英語師資培育：教師專業化的新觀點, Tamkang University.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321-329.
Lee, S.-L. (2000). A Survey on the Teachers' Abilities to Use Information Network. CommonWealth Magzine, 29.
Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A Longitudinal study. Computers & Education, 49, 284-296.
Leung, K. P. (2004). Effects of professional development on teachers' integration of ICT in teaching in Hong Kong. Unpublished dissertation, Queensland University of Technology.
Leung, K. P., Watters, J. J., & Ginns, I. S. (2005). Enhancing teachers' incorporation of ICT in classroom teaching. Paper presented at the 9th Annual Global Chinese Conference on Computers in Education, Brigham Young University, Hawaii.
Levin, T., & Wadmany, R. (2005). Changes in educational beliefs and classroom practices of teachers and students in rich technology-based classrooms. Technology, Pedagogy and Education, 14(3), 281-307.
Levy, M. (1997a). CALL in context I: A historical perspective. In Computer-assisted language learning: Context and conceptualization (pp. 13-46). Oxford: Clarendon Press.
Levy, M. (1997b). Computer-assisted language learning: Context and conceptualization. Oxford: Clarendon Press.
Levy, M. (1997c). A tutor-tool framework. In Computer-assisted language learning: Context and conceptualization (pp. 178-214). Oxford: Clarendon Press.
Levy, M. (2002). CALL by design: discourse, products and processes. ReCALL, 14(1), 58-84.
Levy, M., & Stockwell, G. (2006). CALL Dimension: Options and issues in Computer-assisted language learning. Mahwah, New Jersey: Lawrence Erlbaum.
Liao, W.-w. (2003). Senior high school English teachers' beliefs towards communicative language teaching and their classroom practice. Unpublished master's thesis, National Taiwan Normal University.
Liaw, M.-L. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49-64.
Liaw, M.-L. (2007). Content-based reading and writing for critical thinking skills in an EFL context. English Teaching & Learning, 31(2), 45-87.
Lin, H.-j. (2002). Teachers' beliefs and practices of communicative language teaching: A case study of a junior high school English teacher. Unpublished master's thesis, National Taiwan Normal University.
Lin, Y.-y. (2007). From EFL college students' perspective: Exploring the use of blogs as autonomous learning spaces. Paper presented at the 24th International Conference on English Teaching and Learning in the Republic of China, National Chengchi University, Taipei.
Lin, Y. J., & Chang, C. (n.d.). MyET and English pedagogy [Electronic Version]. Retrieved May 22, 2007, from http://www.llabs.com/EN/myet/MyET%20and%20English-Teaching%20Pedagogy.doc
Liou, H. C. (2000). Reflective practice and English teacher education: Theory, research and implications. Taipei: Crane Publishing.
Liou, H. C. (2001). Reflective practice in a preservice teacher education program for high school English teachers in Taiwan, ROC. System, 29, 197-208.
Liou, H. C. (2002). Teacher development and information technology: New concepts, practices and implications. Proceedings of the Eleventh International Symposium on English Teaching/the Fourth Pan Asian Conference, 449-459.
Littlewood, W. (1996). Autonomy in communication and learning in the Asian context. Paper presented at the Autonomy 2000: The Development of Learning Independence in Language Learning, Bankok.
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71-94.
Liu, T.-C. (2005). Web-based cognitive apprenticeship model for improving pre-service teachers' performances and attitudes towards instructional planning: Design and field experiment. Educational Technology & Society, 8(2), 136-149.
Lo, L. N. K. (2000). Educational reform and teacher development in Hong Kong and on the Chinese Mainland. Prospects, 30(2), 237-253.
Lofland, J., & Lofland, L. H. (1984). Analyzing social setting: A guide to qualitative observation and analysis. Belmont, CA: Wadsworth.
Lomicka, L. L. (1998). "To gloss or not to gloss": An investigation of reading comprehension online Language Learning & Technology, 1(2), 41-51.
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. D. Bot, R. Ginsberg & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamin.
Long, M., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Longman. (2003). The Longman dictionary of contemporary English CD-ROM (Version 4). Essex, England: Pearson Education Limited.
Lord, G., & Lomicka, L. (2007). Foreign language teacher preparation and asynchronous CMC: Promoting reflective teaching. Journal of Technology and Teacher Education, 15(4), 513-532.
Louis, R. S. (2006). Helping students become autonomous learners: Can technology help? [Electronic Version]. Teaching English with Technology, 6. Retrieved June 7, 2007, from http://www.iatefl.org.pl/call/j_esp25.htm
Lowry, M., Koneman, P., Osman-Jouchoux, R., & Wilson, B. (1994). Electronic discussion groups: Using e-mail as an instructional strategy. Tech Trends, 39(2), 22-24.
Lu, A.-y. (2003). Teachers' beliefs and classroom assessments: A case study of two university instructors of English. Unpublished master's thesis, National Taiwan Normal University.
Lund, A. (2004). The teacher as interface: Teachers of EFL in ICT-rich environments: Beliefs, practices, appropriation. Unpublished Dissertation, The University of Oslo, Oslo.
Manjarres, N. B. (2005). Washback of the foreign language test of the state examinations in Colombia: A case study [Electronic Version]. Arizona Working Papers in Second Language Acquisition and Teaching, 12, from http://w3.coh.arizona.edu/AWP/AWP%202005/Manjarres.pdf
Margerum-Leys, J., & Marx, R. W. (2003). Teacher knowledge of educational technology: A case study of student/mentor teacher pairs. In Y. Zhao (Ed.), What should teachers know about technology? Perspectives and practices (pp. 123-159). Greenwich, CT: Information Age Publishing Inc.
Margerum-Leys, J., & Marx, R. W. (2004). The nature and sharing of teacher knowledge of technology in a student teacher/mentor teacher pair. Journal of Teacher Education, 55(5), 421-437.
Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
McCarthy, M., McCarten, J., & Sandiford, H. (2006). Touchstone. Cambridge: Cambridge University Press.
McGarry, D. (1995). Learner Autonomy 4: The Role of Authentic Texts. Dublin: Authentik.
McIntyre, D. (1993). Theory, theorizing, and reflection in initial teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development (pp. 39-52). London: The Falmer Press.
Medcalf-Davenport, N. (1998). Historical and current attitudes toward and uses of educational technology: A work in progress. (ERIC ED427721)
Meskill, C., Anthony, N., Hilliker-Vanstrander, Tseng, C.-h., & You, J. (2006). CALL: A survey of K-12 ESOL teacher uses and preferences. TESOL Quarterly, 40(2), 439-451.
Meskill, C., Mossop, J., DiAngelo, S., & Pasquate, R. K. (2002). Expert and novice teachers talking technology: precetps, concepts, and misconcepts. Language Learning & Technology, 6(3), 46-57.
Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 55-65.
Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage.
Ministry of Education. (2001). General Blueprint of Information Education for Elementary and High Schools. Taipei: Ministry of Education.
Mishra, P., & Koehler, M. J. (2005). Educational technology by design: Results from a survey assessing its effectiveness. In C. Crawford, D. A. Willis, R. Carlsen, L. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2005 (pp. 1511-1517). Chesapeake, VA: AACE.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Mondrid, J. A., & Wit-de Boer, M. (1991). The effects of contextual richness on the guessability and the retention of words in a foreign language. Applied Linguistics, 12(3), 249-267.
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.
Murray, L., & Barnes, A. (1998). Beyond the "wow" factor--evaluating multimedia language learning software from a pedagogical viewpoint. System, 26, 249-259.
Nagata, N. (1993). Intelligent computer feedback for second language instruction. The Modern Language Journal, 77(3), 330-339.
Nagata, N., & Swisher, M. V. (1995). A study of consciousness-raising by computer: The effect of metalinguistic feedback on second language learning. Foreign Language Annals, 28(3), 337-347.
Nelson, T., & Oliver, W. (1999). Murder on the Internet. CaLICO Journal, 17(1), 101-114.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
Newhouse, P. (1998). The impact of portable computers on classroom learning environments. The Australian Journal of Educational Computing, 13(1), 5-11.
Niederhauser, D. S., & Stoddart, T. (1994). Teachers' perspectives on computer-assisted instruction: Transmission versus construction of knowledge. (ERIC ED374116)
Nisbett, R., & Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. Englewood Cliffs, NJ: Prentice-Hall.
Oliver, R. (1993). The influence of training on beginning teachers' use of computers. Australian Educational Computing, July, 189-196.
Olson, J. (1988). Schoolworlds/Microworlds: Computers and the culture of the classroom. Oxford: Pergamon Press.
Ostorga, A. N., & Yanes, M. J. (2007). Web-based discussion: Construction of meaning. The Texas Journal of Distance Learning, 4(1), 1-12.
Owen, M. (n.d.). Technology situated learning and the professional development of teachers. Retrieved June 24, 2005, from http://rem.bangor.ac.uk/~martin_owen/reflect/profdev.html
Pachler, N. (2005). Theories of learning and ICT. In M. Leask & N. Pachler (Eds.), Learning to teach using ICT in the secondary school (2 ed., pp. 189-206). New York: Routledge.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Palak, D. (2004). Teachers' beliefs in relation to their instructional technology practices. Unpublished Dissertation, West Virginia University.
Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York, NY: Basic Books.
Parks, S., Huot, D., Hamers, J., & H.-Lemonnier, F. (2003). Crossing boundaries: Multimedia technology and pedagogical innovation in a high school class [Electronic Version]. Language Learning & Technology, 7, 28-45. Retrieved May 19, 2007, from http://llt.msu.edu/vol7num1/parks/
Partee, M. (1996). Using e-mail, web sites & newsgroups to enhance traditional classroom instruction. T.H.E. Journal, 23(11), 79-82.
Peacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. System, 29(2), 177-195.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37(2), 163-178.
Pennington, M. C. (1995). The teacher change cycle. TESOL Quarterly, 29(4), 705-731.
Pennington, M. C. (1996). The "cognitive-affective filter" in teacher development: Transmission-based and interpretation-based schemas for change. System, 24(3), 337-350.
Petrie, G. M. (2003). ESL Teachers' views on visual language: A grounded theory. The Reading Matrix, 3(3), 137-168.
Pierson, H. D. (1996). Learner culture and learner autonomy in the Hong Kong Chinese context. In R. Pemberton (Ed.), Taking control: Autonomy in language learning (pp. 49-58). Hong Kong: Hong Kong University Press.
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90(1), 25-36.
Polyzou, A. (2005). Growth in teachers' knowledge while learning to teach with multimedia: What has been learned from concrete educational experiences? Technology, Pedagogy and Education, 14(2), 205-223.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning [Electronic Version]. Educational Researcher, 29, 4-15,
Reeder, K., Heift, T., Roche, J., Tabyanian, S., Schlickau, S., & Golz, P. (2004). Toward a theory of e/valuation for second language learning media. In S. Fotos & C. M. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 255-278). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Reeves, T. (1993). Evaluating interactive multimedia. In D. M. Gayeski (Ed.), Multimedia for learning: development, application, evaluation (pp. 97-112). Englewood Cliffs, NJ: Educational Technology Publication.
Richards, J., & Nunan, D. (1990). Second language teacher education. New York: Cambridge University Press.
Richards, J. C. (1998). Beyond training: Perspectives on language teacher education. Cambridge: Cambridge University Press.
Richards, J. C. (n.d.). Towards reflective teaching [Electronic Version]. The Teacher Trainer. Retrieved Feb. 12, 2008, from http://www.tttjournal.co.uk
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
Richards, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers' beliefs and the processes of change. PAC Journal, 1(1), 41-64.
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Simon&Schuster/Macmillan.
Riesbeck, C. K. (1996). Case-based teaching and constructivism: Carpenters and tools In B. G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 49-61). Englewood Cliffs, NJ: Educational Technology Publication.
Robinson, P. (1995). Review article: Attention, memory and the "noticing" hypothesis. Language Learning, 45, 285-331.
Roblyer, M. D. (2003). Integrating educational technology into teaching (3rd ed.). Upper Saddle River, N.J.: Merrill/Prentice Hall.
Rodrigues, S. (2006). Pedagogic practice integrating primary science and elearning: The need for relevance, recognition, resource, reflection, readiness and risk. Technology, Pedagogy and Education, 15(2), 175-189.
Roehler, L. R., Duffy, G. G., Herrmann, B. A., Conley, M., & Johnson, J. (1988). Knowledge structure as evidence of the 'personal:' Bridging the gap from thought to practice. Journal of Curriculum Studies, 20, 159-165.
Rosaen, C. L., & Bird, T. (2003). Technology-supported portfolio processes designed to promote learning in a teacher preparation program. In Y. Zhao (Ed.), What should teachers know about technology? Perspectives and practices (pp. 75-98). Greenwich, CT: Information Age Publishing.
Ruan, J., & Beach, S. A. (2005). Using online peer dialogue journaling to promote reflection in elementary preservice teachers. Action in Teaching Education, 27(3), 64-75.
Russell, T. (1993). Critical attributes of a reflective teacher: Is agreement possible? In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development (pp. 144-153). London: The Falmer Press.
Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 237-326). Rowley, MA: Newbury House.
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schon, D. A. (1987). Educating the reflective practitioner. San-Francisco: Jossey-Bass.
Schrum, L., Thompson, A., Maddux, G., Sprague, D., Bull, G., & Bell, L. (2007). Editorial: Research on the effectiveness of technology in schools: The roles of pedagogy and content [Electronic Version]. Comtemporary Issues in Technology and Teacher Education, 7, http://www.citejournal.org/vol7/iss1/editorial/article1.cfm. Retrieved April 8, 2007,
Schuck, S. (2003). The use of electronic question and answer forums in mathematics teacher education. Mathematics Education Research Journal, 5, 19-31.
Schulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15, 4-14.
Schwab, J. J. (1978). The practical: The translation into curriculum. In I. Westbury & N. J. Wilkof (Eds.), Science, curriculum, and liberal education (pp. 229-272). Chicago: University of Chicago Press.
Shin, J., & Wastell, D. G. (2001). A user-centered methodological framework for the design of hypermedia based CALL systems. CALICO Journal, 18(3), 517-537.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15, 4-14.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard education review, 57, 1-22.
Shulman, L. (1992). Ways of seeing, ways of knowing, ways of teaching, ways of learning about teaching. Journal of Curriculum Studies, 28(393-396).
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. (2003). Focus on form, tasks, and technology. Computer Assisted Language Learning, 16(5), 391-411.
Slaouti, D., & Motteram, G. (2006). Reconsructing practice: Language teacher education and ICT. In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 81-97). Amsterdam: John Benjamins Publishing.
Smaldino, S. E., Russell, J. D., Heinich, R., & Molenda, M. (2005). Instructional technology and media for learning (8 ed.). New Jersey: Pearson Education.
Soo, K.-S., & Ngeow, Y.-H. (1997). Cost-effective ESL instruction with interactive video: The MCALL project. Paper presented at the Technology and Teacher Education Annual 1997, Orlando.
Sorgen-Goldschmidt, F. (2003). Does the pedagogy drive the technology? [Electronic Version]. SouthWest Association of Language Learning Technology Online, 2. Retrieved May 4, 2007, from http://www.ccsf.edu/Organizations/Southwest_Association_for_Language_Learning_Technology/vol2num2/sorgen.htm
Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2), 105-120.
Strampel, K., & Oliver, R. (2007). Using technology to foster reflection in higher education. Paper presented at the ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. from http://www.ascilite.org.au/conferences/singapore07/procs/strampel.pdf
Strevens, P. (1981). Some basic principles in teacher training: New orientations in the teaching of English. Oxford: Oxford University Press.
Sung, C. M. (2002). A study of pedagogical content knowledge for English teachers in Taipei elementary schools. Unpublished master's thesis, Taipei Municipal University of Education.
Susser, B. (2001). The defence of checklists for courseware evaluation. ReCALL, 13(2), 261-276.
Susser, B., & Robb, T. N. (2004). Evaluation of ESL/EFL instructional web sites. In S. Fotos & C. M. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 279-295). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Tate, S., & Sills, M. (2004). The Development of Critical Reflection in the Health Professions. London: Higher Education Academy LTSN Health Sciences and Practice Subject Center.
Tatto, M. T., & Coupland, D. B. (2003). Teacher education and teachers' beliefs. In J. Raths & A. C. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp. 123-181). Greenwich, Connecticut: Information Age Publishing.
Taylor, R. P. (1980). The computer in the school: Tutor, tool, tutee. New York: Teacher's College Press.
TechSmith. (2004). Camtasia Studio (Version 2). Okemos, Michigan: TechSmith.
Tesch, R. (1990). Qualitative research: Analysis types and software tools. London: Falmer Press.
Tolmie, A., & Boyle, J. (2000). Factors influencing the success of computer mediated communication (CMC) environments in university teaching: A review and case study. Computers & Education, 34(2), 119-140.
Toole, J., & Heift, T. (2002). The tutor assistant: An authoring tool for an intelligent language tutoring system. Computer Assisted Language Learning, 15(4), 373-386.
Trinder, R. (2003). Conceptualization and development of multimedia courseware in the tertiary educational context: Juxtaposing approach, content and technology considerations. ReCALL, 15(1), 79-93.
Tsai, P.-H. (2006). Birdging pedagogy and technology: User evaluation of pronunciation oriented CALL software [Electronic Version]. Australian Journal of Educational Technology, 22, 375-397. Retrieved May 18, 2007, from http://www.ascilite.org.au/ajet/ajet22/tsai.html
Tseng, J.-j. (2005). Learning to teach English with the computer: Student teachers' beliefs. The 22nd International Conference on English Teaching and Learning in the Republic of China, 290-298.
Tsui, A. B. M. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.
Tudor, I. (2003). Learning to live with complexity: Towards an ecological perspective on language teaching. System, 31, 1-12.
Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21(2), 217-235.
Tyack, D., & Cuban, L. (1995). Tinkering toward Utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
UNESCO. (2000). Information technology and communication in secondary education. Retrieved June 21, 2005, from http://wwwedu.ge.ch/CPTIC/prospective/projets/unesco/en/curriculum2000.pdf
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.
van Lier, L. (1997). Observation from an ecological perspective. TESOL Quarterly, 31, 783-787.
van Lier, L. (1998). All hooked up: An ecological look at computers in the classroom. In J. Fisiak (Ed.), Festschrift for Kari Sajavaara on his sixtieth birthday (Vol. XXXIII, pp. 281-301). Pozna´ n, Poland: Studia Anglica Posnaniensia.
van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantoff (Ed.), Sociocultural theory and second language learning (pp. 245-259). New York: Oxford University Press.
Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
Veal, W. R., & Makinster, J. G. (1999). Pedagogical Content Knowledge Taxonomies [Electronic Version]. Electronic Journal of Science Education, 3, Article Two. Retrieved Feb. 12, 2006, from http://wolfweb.unr.edu/homepage/crowther/ejse/vealmak.html
Veen, W. (1995). Factors affecting the use of computers in the classroom: Four case studies. In D. Watson & D. Tinsley (Eds.), Integrating information technology into education (pp. 169-184). London: Chapman & Hall.
Velez-Rendon, G. (2002). Second language teacher education: A review of the literature. Foreign Language Annals, 35(4), 457-467.
Venning-Townsley, F. (1995). K-8 teachers' beliefs and practices: Educational technology use with ethnolinguistic minorities. Unpublished Dissertation, University of San Francisco.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wade, S. E., & Fauske, J. R. (2004). Dialogue online: Prospective teachers' discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39, 134-160.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Wang, Y. M. (2002). When technology meets beliefs: Preservice teachers' perception of the teacher's role in the classroom with computers. Journal of Research on Technology in Education, 35(1), 150-162.
Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International.
Warschauer, M. (2000). On-line learning in second language classrooms: An ethnographic study. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 41-58). Cambridge: Cambridge University Press.
Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. M. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 15-26). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. L. Egbert & G. M. Petrie (Eds.), CALL Research Perspectives (pp. 41-51). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press.
Watkins, D. A., & Biggs, J. B. (2001). The paradox of the Chinese learner and beyond. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 3-23). Hong Kong: Comparative Education Research Center.
Wen, K.-M., & Wang, C.-H. (2003). The assessment of Elementary and High School Teachers' Information Literacy and Its Implications for Vocational High School Teacher Education. Retrieved March 6, 2005, from http://w3.sce.pccu.edu.tw/tveb/68-73web/77thweb/
Wenger, E. (1998). Community of practice: Learning as a social system. Retrieved Feb. 7, 2006, from http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml
Wickstrom, C. D. (2003). A "funny" thing happened on the way to the forum. Journal of Adolescent & Adult Literacy, 46(5), 414-423.
Wikipedia. (2008). Advantages of CALL. Retrieved March 2, 2008, from http://en.wikipedia.org/wiki/Computer-assisted_language_learning#Advantages_of_CALL_.28motivation_and_authenticity.29
Wildner, S. (1999). Technology integration into preservice foreign language teacher education programs. CALICO Journal, 17(2), 223-250.
Winograd, T., & Flores, F. (1986). Understanding computers and cognition : A new foundation for design. Norwood, N.J.: Ablex Pub. Corp.
Wu, S.-R. (1999). A study of technological-institute English teachers' beliefs and knowledge about reading instruction. Unpublished master's thesis, National Changhua University of Education.
Wu, W.-S. (2005). Using blogs in an EFL writing class. Paper presented at the 2005 International Conference and Workshop on TEFL & Applied Linguistics, Taiwan.
Wu, W.-S. (2006). The effect of blog peer review and teacher feedback on the revision of EFL writers. Journal of Education and Foriegn Languages and Literature, 3, 125-138.
Yang, X.-q. (2007). Evaluation of CALL software "Language Coach". Sino-US English Teaching, 4(6), 23-27.
Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computer Assisted Learning, 19(4), 447-461.
Youth. (2004). ViewletBuilder (Version 4). Taipei: Youth Online Technology Corp.
Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1-27.
Yunus, M. M. (2007). Malaysian ESL teachers' use of ICT in their classrooms: Expectations and realities. ReCALL, 19(1), 79-95.
Zapata, G., & Sagarra, N. (2007). CALL on hold: The delayed benefits of an online workbook on L2 vocabulary learning. Computer Assisted Language Learning, 20(2), 153-171.
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Erlbaum.
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.
Zhao, Y., & Rop, S. (2001). A critical review of the literature on eletronic networks as reflective discourse communities for inservice teachers. Paper presented at the Annual Meeting of the American Education Research, New Orleans.
Zhao, Y., & Tella, S. (2002). Technology and teacher education [Special issue] [Electronic Version]. Language Learning & Technology, 6. Retrieved March 6, 2006, from http://llt.msu.edu/vol6num3/default.html
Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science, 34, 451-480.
Zhu, Z.-T., & Xia, C.-W. (2003). Information technology and teacher education. In D.-H. Chen & L.-H. Huang (Eds.), Moving toward the society of digital learning (pp. 202-215). Taipei: Yuan-Liou Publishing.