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International Journal of Computer-Assisted Language Learning and Teaching

January 2013 Volume 3, Number 1

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Table of Contents

Number of articles: 5

  1. Integrating Technology-Enhanced Student Self-Regulated Tasks into University Chinese Language Course

    Irene An, Department of Chinese Studies, Faculty of Arts and Social Sciences, School of Languages and Cultures, The University of Sydney, Sydney, NSW, Australia

    This paper reports on the implementation of a semester-long task in a university lower intermediate Chinese language course. Web-based podcasting technology, ChinesePod, was utilized to assist this... More

    pp. 1-15

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  2. Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy

    Jinrong Li, Faculty of the Arts & Sciences Writing Program, Boston University, Boston, MA, United States

    Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second... More

    pp. 16-32

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  3. Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language

    Guofang Li, Department of Teaching Education, College of Education, Michigan State University, East Lansing, MI, United States; Xiaopeng Ni, Center for eLearning, Cleveland State University, Cleveland, OH, United States

    Despite the great potential technologies bring to TBLT, few studies have examined the effects of technology-enhanced TBLT curriculum on students’ language development, especially among young... More

    pp. 33-49

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  4. The French Digital Kitchen: Implementing Task-Based Language Teaching Beyond the Classroom

    Paul Seedhouse & Anne Preston, School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, England, United Kingdom; Patrick Olivier, Dan Jackson & Philip Heslop, School of Computing Science, Newcastle University, Newcastle upon Tyne, United Kingdom; Thomas Plötz & Madeline Balaam, Newcastle University, School of Computing Science, Newcastle University, Newcastle upon Tyne, United Kingdom; Saandia Ali, Linguistics and Language Didactics, University of Rennes, Campus Villejean, Rennes, France

    This paper reports on the French Digital Kitchen, a design-based project which drew on digital sensor technology to take the principles of Task-Based Language Teaching (TBLT) out of the classroom... More

    pp. 50-72

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  5. TBLT in Business English Communication: An Approach for Evaluating Adobe Connect and Second Life in a Blended Language Learning Format

    Michael Thomas, School of Languages and International Studies, University of Central Lancashire, Preston, Lancashire, United Kingdom

    Research on the use of task-based language teaching (TBLT) with digital technologies has increased over the last few years but few studies have focused specifically on its use with blended learning... More

    pp. 73-89

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