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Autonomy of English language learners: A scoping review of research and practice ...
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Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-3-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-1-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-2-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-3-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-2-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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sj-docx-1-ltr-10.1177_13621688221075812 – Supplemental material for Autonomy of English language learners: A scoping review of research and practice ...
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University students’ perceptions towards using exemplars dialogically to develop evaluative judgement. The case of a high-stakes language test
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Technology-mediated task-based language teaching : a qualitative research synthesis
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A systematic review of written corrective feedback research in ESL/EFL contexts
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A three-stage model for implementing focused written corrective feedback
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Predictability of the IELTS in a high-stakes context : a mixed methods study of Chinese students’ perspectives on test preparation
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Technology-mediated task-based language teaching: A qualitative research synthesis
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Chong, Sin Wang; Reinders, Hayo. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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Abstract:
In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on task-based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of both fields as well as informing practice. In particular, there has been an increasing number of naturalistic, classroom-based studies, which have demonstrated the affordances of TBLT in particular contexts, but whose findings may be less generalizable. Against this backdrop, a qualitative research synthesis of these classroom-based studies is warranted. The current study adopts grounded theory (GT) as the methodology to systematically synthesize qualitative findings from 16 technology-mediated TBLT studies published between 2002 and 2017 in second and foreign language contexts. This resulted in the identification of (a) the characteristics of technology-mediated TBLT, (b) the affordances and limitations of technology-mediated TBLT, and (c) the factors affecting the effectiveness of technology-mediated TBLT. Following this synthesis, a possible research agenda is proposed and practical implications are suggested.
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Keyword:
qualitative research synthesis; SL/FL; task-based language teaching; technology-mediated task-based language teaching
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URL: http://hdl.handle.net/10125/44739
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