Search results for author:"Joy Egbert"
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1+1 Does Not Always Equal 2: Exploring Creativity, Language Learning, and Technology-Mediated Field Experience
TESOL Journal Vol. 1, No. 2 (June 2010) pp. 206–226
It is essential that preservice teachers and language learners understand why creativity is important and how creative thinking skills might be enhanced during language and content study. It is equally important that learners be given opportunities...
College ESL Vol. 5, No. 2 (1995) pp. 53–66
Presents the results of research into language acquisition in technology-based environments, discusses how these results allow second-language educators to develop conceptual bases for second-language learning and teaching, and demonstrates the...
Journal of Technology and Teacher Education Vol. 9, No. 3 (2001) pp. 391–405
Like a scene from a Wild West land grab, would-be pioneers in the wilderness of online learning are surging forward with thoughts awash with optimism, trepidation, and a profound sense of staking a claim in this new educational environment. Even for ...
Mediating the Digital Divide in CALL Classrooms: Promoting Effective Language Tasks in Limited Technology Contexts
ReCALL Vol. 16, No. 2 (November 2004) pp. 280–291
This paper focuses on the divide at the classroom level in computer-assisted language learning (CALL) that is centered on how those who have technology use it in the pursuit of effective language teaching and learning. This divide is the result in...
Providing Support for Non-Native Learners of English in the Social Studies Classroom: Integrating Verbal Interactive Activities and Technology
Social Studies Vol. 92, No. 1 (2001) pp. 22–25
Discusses using verbal interactions to foster social studies learning, the language and content needs of immigrant students, and strategies that are effective with non-native English learners. Introduces two technology-enhanced, verbal-interactive...
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 216–221
This paper describes three instructional strategies designed to support community building in an on-line graduate teacher education course. The impacts of these strategies are also discussed briefly.
Topics: Instructional Design
To Flip Or Not To Flip? That's Not The Question: Exploring Flipped Instruction in Technology Supported Language Learning Environments
International Journal of Computer-Assisted Language Learning and Teaching Vol. 4, No. 2 (April 2014) pp. 1–10
Although the literature on flipped instruction to date appears to be relatively atheoretical, the benefits listed in the flipped literature fit well with theories of optimal learning environments (e.g., Egbert, Hanson-Smith, & Chao, 2007) and...
TESL-EJ Vol. 2, No. 2 (1996)
Examined learner perceptions of a "package" of salient dimensions of an ideal computer-supported language learning environment. Analytic and systemic analyses of learner perceptions indicated that learners perceive their learning environments in...
The Impact of CALL Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in Teacher Education
Language Learning & Technology Vol. 6, No. 3 (2002) pp. 108–26
Examined how language teachers apply practical experiences from computer-assisted language learning (CALL) coursework to their teaching. Examines ways in which teachers continue their CALL coursework. Participants were English-as-a-Second-Language...
Pedagogy, Process, and Classroom Context: Integrating Teacher Voice and Experience into Research on Technology-Enhanced Language Learning
Modern Language Journal Vol. 93 (December 2009)
Computer-assisted language learning (CALL) literature notes concerns with research in the field, and many of these concerns are similar to those noted for second language acquisition research in general. One fundamental problem is the general...
International Journal of Computer-Assisted Language Learning and Teaching Vol. 1, No. 1 (January 2011) pp. 1–15
This paper is grounded in the concept that it is the use of the technology to support language learning, not the technology itself, which makes a difference in language learning contexts. From this foundation, this paper provides a brief overview of ...
Joy Egbert; Seyed Shahrokni; Xue Zhang; Intissar Yahia; Nataliia Borysenko; Adnan Mohamed; David Herman; Sonia Lopez-Lopez; Chioma Ezeh; Faraj Aljarih
International Journal of Computer-Assisted Language Learning and Teaching Vol. 8, No. 2 (April 2018) pp. 39–59
The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight...