RISING SIGNIFICANCE OF DISTANCE LEARNING IN FOREIGN LANGUAGE EDUCATION: INNOVATIVE METHODS OF TEACHING AND TESTING

Автор(и)

DOI:

https://doi.org/10.30890/2709-2313.2025-38-01-013

Ключові слова:

0

Metrics

Metrics Loading ...

Посилання

Al-Jarf, R. S. (2005). The effects of online grammar instruction on low proficiency EFL college students' achievement. Asian EFL Journal, 7(4), 166-190.

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Athabasca University Press.

Barcena, E., Read, T., Martín-Monje, E., & Castrillo, M. D. (2014). Analyzing student participation in foreign language MOOCs: A case study. In U. Cress & C. Delgado Kloos (Eds.), Proceedings of the European MOOCs Stakeholders Summit 2014 (pp. 11-17).

Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning (2nd ed.). Georgetown University Press.

Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge University Press.

Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. John Benjamins Publishing.

Chen, X., Barnett, D. R., & Stephens, C. (2013). Fad or future: The advantages and challenges of massive open online courses (MOOCs). In Proceedings of the Research-to-Practice Conference in Adult and Higher Education (pp. 20-21).

Dooly, M. (2008). Telecollaborative language learning: A guidebook to moderating intercultural collaboration online. Peter Lang.

Dooly, M. (2011). Joining forces: Promoting metalinguistic awareness through computer-supported collaborative learning. Language Awareness, 20(1), 57-74.

Fuchs, C. (2016). The structural and dialogic aspects of language massive open online courses (LMOOCs): A case study. In C. Wang & L. Winstead (Eds.), Handbook of research on foreign language education in the digital age (pp. 209-229). IGI Global.

Godwin-Jones, R. (2015). Emerging technologies: The evolving roles of language teachers: trained coders, local researchers, global citizens. Language Learning & Technology, 19(1), 10-22.

Hampel, R., & Stickler, U. (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2), 116-137.

Hew, K. F., & Cheung, W. S. (2014). Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58.

Hurd, S. (2007). Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence. System, 35(4), 487-508.

Immerse Learning. (n.d.). Immerse Learning. Retrieved from https://en.wikipedia.org/wiki/Immerse_Learning

Juan, A. A. (2010). Monitoring and assessment in online collaborative environments: Emergent computational technologies for e-learning support. In A. A. Juan, T. Daradoumis, F. Xhafa, S. Caballe, & J. Faulin (Eds.), Monitoring and assessment in online collaborative environments: Emergent computational technologies for e-learning support (pp. 1-19). Information Science Reference.

Kern, R. (2015). Language, literacy, and technology. Cambridge University Press.

Levy, M. (1997). CALL: Context and conceptualisation. Oxford University Press.

Liaw, M. L., & English, K. (2017). Online and blended language learning. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 137-152). Wiley-Blackwell.

Liu, M., Moore, Z., Graham, L., & Lee, S. (2003). A look at the research on computer-based 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.

Meskill, C., & Anthony, N. (2015). Teaching languages online. Multilingual Matters.

O'Dowd, R. (Ed.). (2007). Online intercultural exchange: An introduction for foreign language teachers. Multilingual Matters.

Read, T., & Barcena, E. (2015). Toward mobile assisted language MOOCs. In A. Mesquita & P. Peres (Eds.), Furthering higher education possibilities through massive open online courses (pp. 225-243). IGI Global.

Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143-154.

Sokolik, M. (2014). What constitutes an effective language MOOC? In E. Martín-Monje & E. Bárcena (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 16-32). De Gruyter Open.

Stickler, U., & Hampel, R. (2015). Designing and evaluating language learning tasks for technology-mediated communication. Palgrave Macmillan.

Sun, Y., & Yang, F. (2015). Learner perceptions of a flipped classroom approach to facilitating online project-based learning in English as a foreign language. International Journal of Computer-Assisted Language Learning and Teaching, 5(1), 1-16.

Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 38-67.

Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge University Press.

White, C. (2003). Language learning in distance education. Cambridge University Press.

Опубліковано

2025-03-30

Як цитувати

Лакійчук, О. (2025). RISING SIGNIFICANCE OF DISTANCE LEARNING IN FOREIGN LANGUAGE EDUCATION: INNOVATIVE METHODS OF TEACHING AND TESTING. European Science, 1(sge38-01), 156–194. https://doi.org/10.30890/2709-2313.2025-38-01-013