The role of computer-supported discussion for language teacher education: What do the students say?

CALICO Journal

Volumn 20, Issue 1, 2003, Pages 59-79

  Johnson, E Marcia ^a  

^a UNIVERSITY OF WAIKATO   (New Zealand)

Author keywords

Language Teacher Education; Task Design; Web based Conferencing

Indexed keywords

EID: 79954829155     PISSN: None     EISSN: 20569017     Source Type: Journal    
DOI: 10.1558/cj.v20i1.59-79     Document Type: Article

References (32)

1. Adair-Hauck, B., Willingham-McLain, L., & Youngs, B. (2000). Evaluating the integration of technology and second language learning. CALICO Journal, 17 (2), 269-306.
2. Ashton, S., Roberts, T., & Teles, L. (2000). Investigating the role of the instructor in online collaborative environments. Telelearning NCE – Project 5.25 report. Vancouver: Simon Fraser University. Available: www.telelearn.ca/g_access/ research_projects/index_th5.html
3. Brandon, D. P., & Hollingshead, A. B. (1999). Collaborative learning and computer-sup-ported groups. Communication Education, 48, 109-126.
4. Brine, J., & Johnson, E. M. (2001). Cultural considerations in the use of web conferencing for academic writing. The TESOLANZ Journal, 9, 71-83.
5. Burns, A. (1999). Collaborative action research for language teachers. Cambridge: Cambridge University Press.
6. Byrnes, H. (Ed.). (1998). Learning foreign and second languages: Perspectives in research and scholarship. New York: The Modern Language Association of America.
7. Cohen, L., & Manion, L. (1994). Research methods in education. London: Routledge.
8. Crandall, J. (1999). Cooperative language learning and affective factors. In J. Arnold (Ed.), Affect in language teaching (pp. 226-245). Cambridge: Cambridge University Press.
9. Dörnyei, Z., & Malderez, A. (1999). The role of group dynamics in foreign language learning and teaching. In J. Arnold (Ed.), Affect in language teaching (pp. 155-169). Cambridge: Cambridge University Press.
10. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
11. Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.
12. Fidelman, C. (1998). Growth of Internet use by language professionals. CALICO Jour-nal, 15 (4), 39-57.
13. Freeman, D., & Richards, J. C. (1996). Teacher learning in language teaching. Cam-bridge: Cambridge University Press.
14. Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. London and New York: Longman.
15. Hall, C. (2000, 5 May). Experiences teaching German online. Invited presentation to the Department of General & Applied Linguistics, University of Waikato, Hamilton, New Zealand.
16. Hara, N., & Kling, R. (2000). Students’ distress with a web-based distance education course. CSI Working Paper. Available: www.slis.indiana.edu/CSI/wp00-01.html
17. Haythornthwaite, C., Kazmer, M. M., Robins, J., & Shoemaker, S. (2000). Community development among distance learners: Temporal and technological dimensions. JCMC [Online], 6 (1). Available: www.ascusc.org/jcmc/vol6/issue1/haythornth waite.html
18. Johnson, E. M. (September, 1999). CALL and teacher education: Issues in course design. CALL-EJ Online, 1 (2). Available: www.lerc.ritsumei.ac.jp/callej/4-2/contents1-2.html
19. Johnson, E. M., & Brine, J. W. (2000). Design and development of CALL courses in Japan. CALICO Journal, 17 (1), 251-268.
20. Johnson, E. M., Holt, A., Stirling, J., & Zane, J. (2001). Reflections in cyberspace: Web-conferencing for language teacher education. Australian Journal of Educational Technology, 17 (2), 169-186. Available: cleo.murdoch.edu.au/ajet17/res/ johnson.html
21. Knobel, M., Lankshear, C., Honan, E., & Crawford, J. (1998). The wired world of sec-ond-language education. In I. Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 20-50). London: Routledge.
22. Lankshear, C., & Snyder, I. (2000). Teachers and techno-literacy. St Leonards, Australia: Allen & Unwin.
23. Lantolf, J. (1999). Second culture acquisition: Cognitive considerations. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 28-46). Cam-bridge: Cambridge University Press.
24. Lightbown, P. M., & Spada, N. (1999). How languages are learned (Rev. ed.). Oxford: Oxford University Press.
25. McWilliams, E., & Taylor, P. G. (1998). Teacher im/material: Challenging the new pedagogies of instructional design. Educational Researcher, 27 (8), 29-34.
26. Mitchell, R., & Myles, F. (1998). Second language learning theories. London: Arnold.
27. Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Jour-nal, 81 (4), 443-456.
28. Ragsdale, R. G. (1988). Permissible computing in education. New York: Praeger Press.
29. Richards, J. C. (1998). Beyond training. Cambridge: Cambridge University Press.
30. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 17-46.
31. Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
32. Wildner, S. (2000). Technology integration into preservice foreign language teacher education programs. CALICO Journal, 17 (2), 223-250.