Search results for author:"Olcay Sert"
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International Journal of Computer-Assisted Language Learning and Teaching Vol. 7, No. 3 (July 2017) pp. 73–87
The present study investigates how academic coursework and formal learning of instructional technology and materials design help pre-service English language teachers' development of critical knowledge of CALL materials. The participants are 111 pre-...
Language and Education Vol. 27, No. 6 (2013) pp. 542–565
This paper primarily investigates the interactional unfolding and management of "claims of insufficient knowledge" (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The...
Computer Assisted Language Learning Vol. 30, No. 7 (2017) pp. 601–630
Technology-mediated task environments have long been considered integral parts of L2 learning and teaching processes. However, the interactional resources that the learners deploy to complete tasks in these environments have remained largely...
ReCALL Vol. 30, No. 3 (2018) pp. 355–374
Recent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has ...
International Journal of Mobile and Blended Learning Vol. 10, No. 2 (April 2018) pp. 36–49
Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into...