Blended learning has recently been gaining popularity within educational fields. Examining the impact that computer-assisted techniques have on foreign language education will provide more effective ways to enhance learning techniques for educators and students alike.
Applications of CALL Theory in ESL and EFL Environments is a pivotal reference source that discusses recent advances relating to online teaching and learning of foreign languages. Highlighting relevant topics such as electronic portfolio assessments, corpus linguists, flipped learning models, and student engagement, this scholarly resource is ideal for educators, academicians, students, and researchers that are interested in staying current on the latest technologies and methodologies in foreign language learning.
| Foreword |
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vii | |
| Preface |
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xx | |
| Acknowledgment |
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xxviii | |
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Chapter 1 A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies |
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1 | (21) |
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Chapter 2 Beyond Determinism and Instrumentalism: Re-Conceptualizing Technology for CALL |
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22 | (14) |
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Chapter 3 Understanding Idiomaticity in CALL |
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36 | (23) |
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Chapter 4 Establishing a Praxis Between SLA Theory and CALL-Based Practices |
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59 | (21) |
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Chapter 5 Contextual Factors of Online Teacher Education in TESOL: An Activity Theory Perspective |
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80 | (14) |
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Chapter 6 Teachers' Uses and Beliefs in the Integration of You Tube Videos Into English Language Teaching: A Comparison Between ESL and EFL Contexts |
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94 | (17) |
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Chapter 7 The Pitfalls and Promises of Electronic Portfolio Assessment With Secondary English Language Learners |
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111 | (20) |
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Chapter 8 Embracing Computer Corpora in the Language Learning Classroom and Using It in Your Classroom |
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131 | (18) |
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Chapter 9 Teaching English Grammar in a Hybrid Academic ESL Course |
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149 | (21) |
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Chapter 10 A CALL-Mediated Course to Enhance EFL Pre-Service Teachers' Engagement |
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170 | (17) |
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Chapter 11 Technology-Integrated Teaching and Assessment: ESP at the University of Bucharest |
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187 | (19) |
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Chapter 12 Using Feedback in ESL and EFL Asynchronous Online Environments |
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206 | (17) |
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Chapter 13 Flipped Learning in TESOL: Past, Present, and Future |
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223 | (21) |
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Chapter 14 The Usefulness of Massive Multiplayer Online Role Playing Games (MMORPGs) as Tools for Promoting Second Language Acquisition |
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244 | (25) |
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Chapter 15 ¿Eres un Gamer? Engaging Transnational Children in Game-Ecology Language and Identity Socialization Within the EFL Environment |
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269 | (22) |
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Chapter 16 Augmented Reality: A Brief Introduction, Its Potentials, and Implications in Language Education |
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291 | (19) |
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| Compilation of References |
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310 | (43) |
| About the Contributors |
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353 | (5) |
| Index |
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358 | |
James Perren, Alliant International University, USA.
Ken Kelch, Alliant International University, USA.
Jin-suk Byun, Alliant International University, USA.
Seth Cervantes, Alliant International University, USA.
