Search results for author:"Scott Kissau"
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Computer Assisted Language Learning Vol. 25, No. 4 (2012) pp. 295–317
A mixed method design was used to investigate the effects of online second language (L2) methodology instruction on the sense of efficacy of teacher-candidates enrolled in initial licensure programs for L2 teachers. More specifically, the researcher ...
Type of Instructional Delivery and Second Language Teacher Candidate Performance: Online versus Face-to-Face
Computer Assisted Language Learning Vol. 28, No. 6 (2015) pp. 513–531
Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses...
ReCALL Vol. 27, No. 2 (May 2015) pp. 239–256
Research has called into question the suitability of fully-online instruction for certain teacher preparation courses. Methodology coursework, in particular, has been singled out in research as ill-suited to online instruction. Recent research, for...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 78, No. 1 (February 2019) pp. 174–182
At a time of critical shortage of world language teachers, limited research is available to guide recruitment initiatives. In response, researchers administered the Factors Influencing Teaching Choice (FIT-Choice) scale to world language teacher...
"Leveling the Playing Field:" The Effects of Online Second Language Instruction on Student Willingness to Communicate in French
CALICO Journal Vol. 27, No. 2 (January 2010) pp. 277–297
Second language (L2) instruction in the United States has in recent history experienced significant change. Instead of emphasizing grammatical accuracy, L2 teachers are now asked to focus on developing student communication skills. Furthermore, L2...