Mostrar el registro sencillo del ítem
The inclusion of information and communications technologies in the english language classroom : a systematic literature review
dc.contributor.advisor | Mcdougald, Jermaine S. | |
dc.contributor.author | Ortiz, Angela Sofia | |
dc.coverage.spatial | Colombia | es_CO |
dc.date.accessioned | 2019-07-24T14:46:51Z | |
dc.date.available | 2019-07-24T14:46:51Z | |
dc.date.issued | 2019-06-17 | |
dc.identifier.uri | http://hdl.handle.net/10818/36309 | |
dc.description | 218 páginas | es_CO |
dc.description.abstract | This study provides a systematic literature review in which 59 research projects were examined. The sample included reports that give account of the use of information and communications technologies (ICTs) in English language learning contexts from 2009 to 2017 in Colombia. At the needs analysis stage, it was evidenced that there is not a solid synthesis of these projects to determine how ICTs have been used over the years in different educational Colombian contexts. Therefore, the main aim of the present study is to understand and identify how pedagogies and technologies have been used by these teachers to support language learning. Data from the 59 theses was collected and scrutinized following systematic literature review and grounded qualitative meta-analysis procedures. Results indicate that affordances provided by ICT tools along with the use of teaching strategies offer varied benefits to learning enhancement (i.e. self-directedness, metacognition, affective factors, and collaboration), as well as to language skills development (i.e. writing, reading, speaking, vocabulary). Key words: ICTs; CALL; 21st century skills; systematic literature review. | es_CO |
dc.format | application/pdf | es_CO |
dc.language.iso | spa | es_CO |
dc.publisher | Universidad de La Sabana | es_CO |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Tecnología educativa | es_CO |
dc.subject | Inglés | es_CO |
dc.subject | Aprendizaje | es_CO |
dc.subject | Innovaciones tecnológicas | es_CO |
dc.title | The inclusion of information and communications technologies in the english language classroom : a systematic literature review | es_CO |
dc.type | masterThesis | es_CO |
dc.publisher.program | Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | es_CO |
dc.publisher.department | Departamento de Lenguas y Culturas Extranjeras | es_CO |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | restrictedAccess | es_CO |
dc.creator.degree | Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | es_CO |
dcterms.references | Alavi, M. (1994). Computer-mediated learning : An empirical evaluation. MIS Quarterly, 18(2), 159–174. Retrieved from http://www.jstor.org/stable/249763 | eng |
dcterms.references | Alghasab, M. (2016). The impact of EFL teachers’ mediation in wiki-mediated collaborative writing activities on student-student collaboration. In S. Papadima-Sophocleous, L. Bradley, & S. Thouësny (Eds.), CALL communities and culture – short papers from EUROCALL 2016 (pp. 1–6). https://doi.org/10.14705/rpnet.2016.EUROCALL2016.9781908416445 | eng |
dcterms.references | Altun, A. (2010). New text on the block: Problems and issues while navigating to read. In M. J. Luzón, M. N. Ruiz-Madrid, & M. L. Villanueva (Eds.), Digital Genres, New Literacies and Autonomy in Language Learning (pp. 43–61). Cambridge Scholars Publishing. | eng |
dcterms.references | Anderson, N. J. (2012). Metacognition: Awareness of Language Learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for Language Learning: Insights from Research, Theory and Practice (pp. 169–187). London: Palgrave Macmillan UK. https://doi.org/10.1057/9781137032829_12 | eng |
dcterms.references | Antigoni, P., Panayiotis, Z., Salomi, P.-S., & Andri, I. (2013). Mapping the landscape of computer-assisted language learning: an inventory of research. Interactive Technology and Smart Education, 10(4), 252–269. https://doi.org/10.1108/ITSE-02-2013-0004 | eng |
dcterms.references | Bajrami, L. (2015). Teacher’s new role in language learning and in promoting learner autonomy. Procedia - Social and Behavioral Sciences, 199, 423–427. https://doi.org/10.1016/j.sbspro.2015.07.528 | eng |
dcterms.references | Bax, S. (2003). CALL—past, present and future. System, 31(1), 13–28. Retrieved from http://www.u.arizona.edu/~jonrein/internettech10/bax_03.pdf | eng |
dcterms.references | Beatty, K. (2010). Teaching and Researching Computer-Assisted Language Learning (2nd ed.). Pearson. | eng |
dcterms.references | Beatty, K., & Nunan, D. (2004). Computer-mediated collaborative learning. System, 32(2), 165– 183. Retrieved from http://explore.bl.uk/primo_library/libweb/action/display.do?tabs=detailsTab&gathStatTab=t rue&ct=display&fn=search&doc=ETOCRN148319995&indx=1&recIds=ETOCRN148319 995 | eng |
dcterms.references | Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(01), 21–40. Retrieved from http://www4.pucsp.br/inpla/benson_artigo.pdf | eng |
dcterms.references | Benson, P. (2013). Learner autonomy. TESOL Quarterly, 47(4), 839–843. https://doi.org/10.1002/tesq.134 | eng |
dcterms.references | Blurton, C. (1999). New Directions of ICT-Use in Education. UNESCO’s World Communication and Information Report. Retrieved from http://www.unesco.org/education/educprog/lwf/dl/edict.pdf | eng |
dcterms.references | Carpenter, S. K., & Olson, K. M. (2012). Are pictures good for learning new vocabulary in a foreign language? only if you think they are not. Journal of Experimental Psychology: Learning Memory and Cognition, 38(1), 92–101. https://doi.org/10.1037/a0024828 | eng |
dcterms.references | Chamot, A. U. A. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130. https://doi.org/10.1017/S0267190505000061 | eng |
dcterms.references | Chang, M.-M. (2010). Effects of self-Monitoring on web-based language learner ’ s performance and motivation. CALICO Journal, 27(2), 298–310. | eng |
dcterms.references | Chapelle, C. A. (2016). Call in the Year 2000: a Look Back From 2016. Language Learning & Technology, 20(2), 159–161. Retrieved from http://llt.msu.edu/issues/june2016/chapelle.pdf | eng |
dcterms.references | Chen, P.-J. (2016). Learners’ metalinguistic and affective performance in blogging to write. Computer Assisted Language Learning, 29(4), 790–814. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1099287&site=edslive | eng |
dcterms.references | Choudhury, N. (2014). World wide web and Its journey from web 1.0 to web 4.0. International Journal of Computer Science and Information Technologies, 5(6), 8096–8100. https://doi.org/10.1186/1471-2105-9-82 | eng |
dcterms.references | Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(1), 64–80. Retrieved from https://search-ebscohostcom.ez.unisabana.edu.co/login.aspx?direct=true&AuthType=ip&db=eric&AN=EJ1092042 &lang=es&site=eds-live&scope=site | eng |
dcterms.references | Clarke, C. C. (1918). The phonograph in modern language teaching. The Modern Language Journal, 3(3), 116–122. https://doi.org/10.1111/j.1540-4781.1918.tb03384.x | eng |
dcterms.references | Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., … Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers and Education, 59(3), 1042–1053. https://doi.org/10.1016/j.compedu.2012.04.004 | eng |
dcterms.references | Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Professional Development in Education (6th ed.). Routledge. https://doi.org/10.1080/19415257.2011.643130 | eng |
dcterms.references | Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. Commissioned by the Higher Education Academy (Vol. 17). Retrieved from http://www.jisctechdis.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf%5Cnhttp://or o.open.ac.uk/23154/ | eng |
dcterms.references | Corbin, J. M., & Strauss, A. (2008). Basics of Qualitative Research : techniques and procedures for developing grounded theory / Juliet Corbin, Anselm Strauss. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=cat06493a&AN=sab.000129814&s ite=eds-live | eng |
dcterms.references | Cote Parra, G. E. (2015). Engaging foreign language learners in a web 2.0-mediated collaborative learning process. PROFILE Issues in Teachers’ Professional Development, 17(2), 137–146. https://doi.org/http://dx.doi.org/10.15446/profile.v17n2.47510. | eng |
dcterms.references | Cutrim Schmid, E. (2008). Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology. Computers and Education, 51(4), 1553–1568. https://doi.org/10.1016/j.compedu.2008.02.005 | eng |
dcterms.references | Davies, G. (2012). Introduction to multimedia CALL. Retrieved December 11, 2017, from http://www.ict4lt.org/en/en_mod2-2.htm | eng |
dcterms.references | Devedzic, V. (2004). Education and the semantic web. International Journal of Artificial Intelligence in Education, 14, 39–65. | eng |
dcterms.references | Dörnyei, Z. (2014). Motivation in second language learning. In M. Celce-Murcia, M. Brinton, & M. Snow (Eds.), Teaching English as a second or foreing language (4th ed., pp. 518–131). | eng |
dcterms.references | Doulgeri, M., & Antoniou, L. (2018). The effectiveness of a parallel syllabus that uses WebQuests to enhance the new literacies of 6th grade primary school EFL learners. Research Papers in Language Teaching & Learning, 9(1), 56–76. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=128811896&site=edslive | eng |
dcterms.references | Durriyah, T. L., & Zuhdi, M. (2018). Digital literacy with EFL student teachers : Exploring Indonesian student teachers ’ initial perception about integrating digital technologies into a teaching unit. International Journal of Education & Literacy Studies., 6(3), 53–60. https://doi.org/10.7575/aiac.ijels.v.6n.3p.53 | eng |
dcterms.references | Ekahitanond, V. (2018). The impact of feedback in Facebook on students’ language proficiency. TEM Journal, 7(3), 686–692. https://doi.org/10.18421/TEM73-28 | eng |
dcterms.references | Felix, U. (2008). The unreasonable effectivness of CALL: What have we learned in two decades of research? ReCALL, 20(2), 141–161. https://doi.org/10.1017/S0958344008000323 | eng |
dcterms.references | Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jtev7n1.html | eng |
dcterms.references | Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315 | eng |
dcterms.references | Gough, D., Oliver, S., & Thomas, J. (2012). An Introduction to Systematic reviews. Sage Publications, Ltd. https://doi.org/10.1109/METRIC.2004.1357885 | eng |
dcterms.references | Grover, K., Miller, M., Swearingen, B., & Wood, N. (2014). An examination of the self-directed learning practices of ESL adult language learners. Journal of Adult Education, 43(2), 12– 19. | eng |
dcterms.references | Hammond, M. (2009). What is an affordance and can it help us understand the use of ICT in education? Education and Information Technologies, 15(3), 205–217. https://doi.org/10.1007/s10639-009-9106-z | eng |
dcterms.references | Haryati Ibrahim, A., & Mat Daud, N. (2013). Public speaking anxiety in podcast aided language classes. World Applied Sciences Journal, 21(SPECIAL ISSUE4), 12–18. https://doi.org/10.5829/idosi.wasj.2013.21.sltl.2132 | eng |
dcterms.references | Healey, D. (2016). Language learning and technology: Past, present and future. In F. Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning and Technology. (pp. 9– 23). Routledge. https://doi.org/10.4324/9781315657899 | eng |
dcterms.references | Hitosugi, C. I. (2016). Creating a sense of a collaborative learning community with google+. Proceedings of the Annual Hawaii International Conference on System Sciences, 3–10. https://doi.org/10.1109/HICSS.2016.10 | eng |
dcterms.references | Hossler, D., & Scalese-love, P. (1989). Grounded meta-analysis : A guide for research synthesis. The Review of Higher Education, 13(1), 1–28. https://doi.org/https://doi.org/10.1353/rhe.1989.0000 | eng |
dcterms.references | Hsu, H.-C., & Lo, Y.-F. (2018). Using wiki-mediated collaboration to foster L2 writing performance. Language Learning & Technology, 22(3), 103–123. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1192898&site=edslive | eng |
dcterms.references | Hubbard, P. (1988). An integrated framework for CALL courseware evaluation. CALICO Journal, 6(2), 51–72. https://doi.org/10.11139/cj.6.2.51-72 | eng |
dcterms.references | Hutchby, I. (2001). Technologies, texts and affordances. Sociology, 35(2), 441–456. | eng |
dcterms.references | Iksan, H., & Halim, H. A. (2018). The effect of e-feedback via wikis on ESL students’ L2 writing anxiety level. Malaysian Online Journal of Educational Sciences, 6(3), 30–48. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1185810 | eng |
dcterms.references | Jara, C. A., Candelas, F. A., Torres, F., Dormido, S., Esquembre, F., & Reinoso, O. (2008). Realtime collaboration of virtual laboratories through the Internet. Computers and Education, 52(1), 126–140. https://doi.org/10.1016/j.compedu.2008.07.007 | eng |
dcterms.references | Jewitt, C. (2013). Multimodality and digital technologies in the language classroom. In I. de Saint-Georges & J. J. Weber (Eds.), Multilingualism and Multimodality : Current Challenges for Educational Studies (pp. 141–152). Rotterdam: Sense Publishers. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=nlebk&AN=63950 3&lang=es&site=eds-live&scope=site | eng |
dcterms.references | Kennewell, S. (2001). Using affordances and constraints to evaluate the use of information and communications technology in teaching and learning. Journal of Information Technology for Teacher Education, 10(1–2), 101–116. https://doi.org/10.1080/14759390100200105 | eng |
dcterms.references | Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in wiki space. Computer Assisted Language Learning, 23(1), 41–58. https://doi.org/10.1080/09588220903467335 | eng |
dcterms.references | Khalil, H., & Ebner, M. (2017). Using electronic communication tools in online group activities to develop collaborative learning skills. Universal Journal of Educational Research, 5(4), 529–536. https://doi.org/10.13189/ujer.2017.050401 | eng |
dcterms.references | Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(03), 271– 289. https://doi.org/10.1017/S0958344008000335 | eng |
dcterms.references | Lai, C. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom. Computers and Education, 82, 74–83. https://doi.org/10.1016/j.compedu.2014.11.005 | eng |
dcterms.references | Lee, L. (2010). Exploring wiki-mediated collaborative writing : A case study in an elementary Spanish course. CALICO Journal, 27(2), 260–276. | eng |
dcterms.references | Levy, M. (2000). Scope, goals and methods in CALL research: Questions of coherence and autonomy. ReCALL. Retrieved from http://explore.bl.uk/primo_library/libweb/action/display.do?tabs=detailsTab&gathStatTab=true&ct=display&fn=search&doc=ETOCRN089624824&indx=1&recIds=ETOCRN089624 824 | eng |
dcterms.references | Lin, M. H. (2015). Learner-centered blogging : A preliminary investigation of EFL student writers ’ experience. Educational Technology & Society, 18(4), 446–458. | eng |
dcterms.references | Litzler, M. F., & García Laborda, J. (2017). English for business: Student responses to language learning through social networking tools. ESP Today, 5(1), 91–107. https://doi.org/https://doi.org/10.18485/esptoday.2017.5.1.5 | eng |
dcterms.references | Liu, M., Moore, Z., Graham, L., & Lee, S. (2003). A look at the research on computerbased technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250–273. https://doi.org/10.1080/15391523.2002.10782348 | eng |
dcterms.references | Luzón, M. J., Ruiz-Madrid, M. N., & Villanueva, M. L. (2010). Learner autonomy in digital environments: Conceptual framework. In M. J. Luzón, M. N. Ruiz-Madrid, & M. L. Villanueva (Eds.), Digital Genres, New Literacies and Autonomy in Language Learning (pp. 1–22). Cambridge Scholars Publishing. | eng |
dcterms.references | Marczak, M. (2013). Information and communication technology in computer assisted language learning. In Communication and Information Technology in (Intercultural) Language Teaching (pp. 111–135). Cambridge Scholars Publishing. | eng |
dcterms.references | McDougald, J. S. (2013). The use of new technologies among in-service Colombian ELT teachers. Colombian Applied Linguistics Journal, 15(2), 247–264. | eng |
dcterms.references | Mellati, M., Khademi, M., & Abolhassani, M. (2018). Creative interaction in social networks : Multi-synchronous language learning environments. Education and Information Technologies, 23(5), 2053–2071. https://doi.org/https://doi.org/10.1007/s10639-018-9703-9 | eng |
dcterms.references | Mishan, F. (2003). Designing authenticity into language learning materials. Bristol: Intellect. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=108331&site=edslive | eng |
dcterms.references | Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025 | eng |
dcterms.references | Morris, R. D. (2011). Web 3.0: Implications for online learning. TechTrends, 55(1), 42–46. https://doi.org/10.1007/s11528-011-0469-9 | eng |
dcterms.references | Motallebzadeh, K., Ahmadi, F., & Hosseinnia, M. (2018). Relationship between 21st century skills, speaking and writing skills: A structural equation modelling approach. International Journal of Instruction, 11(3), 265–276. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1183376 | eng |
dcterms.references | Nation, P. (2015). Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language, 27(1), 136–145. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1059712 | eng |
dcterms.references | Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016 | eng |
dcterms.references | Otto, S. E. K. (2017). Learning, from past to present: A hundred years of technology for L2. In C. A. Chapelle & S. Sauro (Eds.), The Handbook of Technology and Second Language Teaching and Learning. John Wiley & Sons. | eng |
dcterms.references | Paiva, V. L. M. de O. e, & Braga, J. de C. F. (2008). The complex nature of autonomy. DELTA: Documentação de Estudos Em Lingüística Teórica e Aplicada, 24(spe), 441–468. https://doi.org/10.1590/S0102-44502008000300004 | eng |
dcterms.references | Partnership for 21st Century Skills. (2004). Framework for 21st century learning. Retrieved May 17, 2018, from http://www.battelleforkids.org/networks/p21/frameworks-resources | eng |
dcterms.references | Pearson, A., White, H., Bath-Hextall, F., Apostolo, J., Salmond, S., & Kirkpatrick, P. (2014). The Joanna Briggs Institute Reviewers ’ Manual 2014 Methodology for JBI Mixed Methods Systematic Reviews (The Joanna). | eng |
dcterms.references | Peng, H., Su, Y., Chou, C., & Tsai, C. (2009). Ubiquitous knowledge construction: Mobile learning re-defined and a conceptual framework. Innovations in Education and Teaching International Vol., 46(2), 171–183. https://doi.org/10.1080/14703290902843828 | eng |
dcterms.references | Petticrew, M., & Roberts, H. (2006). Systematic Reviews in the Social Sciences. Blackwell. https://doi.org/10.1002/9780470754887 | eng |
dcterms.references | Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students’ perceived competencies versus actual performance. Computers & Education, 126, 23–36. https://doi.org/10.1016/j.compedu.2018.06.030 | eng |
dcterms.references | Rivera, A. (2018). Motivating English language use by using the benefits of technology. GIST Education and Learning Research Journal, 16(January-June), 117–140. | eng |
dcterms.references | Rosenthal, R. (1978). How often are our numbers wrong? American Psychologist. https://doi.org/10.1037/0003-066X.33.11.1005 | eng |
dcterms.references | Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85(1), 39–56. https://doi.org/10.1111/0026- 7902.00096 | eng |
dcterms.references | Sandelowski, M., & Barroso, J. (2007). Handbook for Synthesizing Qualitative Research. Animal Genetics (Vol. 39). Springer. | eng |
dcterms.references | Sharndama, E. C. (2013). Application of ICTs in teaching and learning English (ELT) in large classes. Journal of Arts and Humanities, 2(6), 34–39. https://doi.org/http://dx.doi.org/10.18533/journal.v2i6.148 | eng |
dcterms.references | Siddiq, F., Gochyyev, P., & Wilson, M. (2017). Learning in digital networks – ICT literacy: A novel assessment of students’ 21st century skills. Computers and Education, 109, 11–37. https://doi.org/10.1016/j.compedu.2017.01.014 | eng |
dcterms.references | Slaouti, D. (2013). Technology in ELT. In J. McDonough, C. Shaw, & M. Hitomi (Eds.), Materials and Methods in ELT: A Teachers’ Guide (3th ed., pp. 79–105). John Wiley & Sons. https://doi.org/10.1017/CBO9781107415324.004 | eng |
dcterms.references | Spall, S. (1998). Peer debriefing in qualitative research: emerging operational models. Qualitative Inquiry, 4(2), 280–292. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.20778155&sit e=eds-live | eng |
dcterms.references | Stockwell, G. (2012). Mobile-assited language learning. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary Computer-Assisted Language Learning (pp. 201–2016). Bloomsbury Academic. https://doi.org/10.1002/9781405198431.wbeal0768 | eng |
dcterms.references | Sung, K., & Poole, F. (2017). Investigating the use of a smartphone social networking application on language learning. The JALT CALL Journal, 13(2), 97–115. Retrieved from https://files.eric.ed.gov/fulltext/EJ1155201.pdf | eng |
dcterms.references | Tafazoli, D., Parra, E. G., & Abril, C. A. H. (2017). Computer literacy : Sine qua non for digital age of language learning & teaching. Theory and Practice in Language Studies, 7(9), 716– 722. | eng |
dcterms.references | Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times (1st ed.). San Francisco: John Wiley & Sons. | eng |
dcterms.references | Tsourapa, A. (2018). Exploring teachers’ attitudes towards the development of 21st century skills in EFL teaching. Research Papers in Language Teaching & Learning, 9(1), 6–31. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=128811894&site=edslive | eng |
dcterms.references | van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010 | eng |
dcterms.references | Voogt, J., Knezek, G., Cox, M., Knezek, D., & Ten Brummelhuis, A. (2011). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 29(1), 1–11. https://doi.org/10.1111/j.1365- 2729.2011.00453.x | eng |
dcterms.references | Vungthong, S., Djonov, E., & Torr, J. (2017). Images as a resource for supporting vocabulary learning: A multimodal analysis of Thai EFL tablet apps for primary school children. TESOL Quarterly, 51(1), 32–58. https://doi.org/10.1002/tesq.274 | eng |
dcterms.references | Vurdien, R. (2013). Enhancing writing skills through blogging in an advanced English as a foreign language class in Spain. Computer Assisted Language Learning, 26(2), 126–143. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1005238&site=edslive | eng |
dcterms.references | Walker, A., & White, G. (2013). Technology Enhanced Language Learning: connecting theory and practice - Oxford Handbooks for Language Teachers. Oxford University Press. Retrieved from https://books.google.es/books?id=gu6dBgAAQBAJ | eng |
dcterms.references | Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412–430. https://doi.org/10.11139/cj.29.3.412-430 | eng |
dcterms.references | Wang, Y. (2014). Using wikis to facilitate interaction and collaboration among EFL learners : A social constructivist approach to language teaching. System, 42(2014), 383–390. https://doi.org/10.1016/j.system.2014.01.007 | eng |
dcterms.references | Warschauer, M., & Healey, D. (1998). State of the art article Computers and language learning : an overview. Language Learning, 31, 57–71. https://doi.org/10.1017/S0261444800012970 | eng |
dcterms.references | Williamson Hawkins, M. (2018). Self-directed learning as related to learning strategies, selfregulation, and autonomy in an English language program: A local application with global implications. Studies in Second Language Learning and Teaching, 8(2), 445–469. https://doi.org/10.14746/ssllt.2018.8.2.12 | eng |
dcterms.references | Yamada, M., & Akahori, K. (2009). Awareness and performance through self- and partner’s image in videoconferencing. CALICO Journal, 27(1), 1–25. | eng |
dcterms.references | Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers and Education. Retrieved from http://explore.bl.uk/primo_library/libweb/action/display.do?tabs=detailsTab&gathStatTab=t rue&ct=display&fn=search&doc=ETOCRN311555120&indx=1&recIds=ETOCRN311555 120 | eng |
dcterms.references | Zataraín, R., Barrón, M., González, F., Oramas, R., & Reyes-García, C. A. (2018). An affective and Web 3.0-based learning environment for a programming language. Telematics and Informatics Journal, 35, 611–628. https://doi.org/10.1016/j.tele.2017.03.005 | eng |