Page 35 - LanGuide Project: Research and Professional Insights
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Background to LanGuide Language-Learning Framework
Jie, Z., Yu, S., & Puteh, M. (2020). Research on teacher’s role of mobile ped-
agogy guided by the zone of proximal developmen. In ic e i t 2020: Pro-
ceedings of the 2020 9th International Conference on Educational and Infor-
mation Technology (pp. 219–222). Association for Computing Machinery.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). nmc hori-
zon report: 2014 higher education edition. The New Media Consortium.
Jones, J. (2001). c a l l and the responsibilities of teachers and administra-
tors. e lt Journal, 55(4), 360–367.
Keegan, D. (2002). The future of learning: From eLearning to mLearning. Fern
Universitat.
Kukulska-Hulme, A. (2012). Language learning defined by time and place: A
framework for next generation designs. In J. E. Díaz-Vera (Ed.), Left to
my own devices: Learner autonomy and mobile assisted language learning
(Innovation and Leadership in English Language Teaching, Vol. 6, pp.
3–20). Emerald Group Publishing.
Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile pedagogy for
English language teaching: A guide for teachers. British Council.
Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford
University Press.
Laskova, K. (2021). 21st century teaching and learning with technology: A
critical commentary. Academia Letters. https://doi.org/10.20935
/AL2090.
Lightbown, P., & Spada, N. (2006). How languages are learned. Oxford Uni-
versity Press.
Littlemore, J. (2001). Learner autonomy, self-instruction and new technolo-
gies in language learning: Current theory and practice in higher educa-
tion in Europe. In A. Chambers & G. Davies (Eds.), ic t and language
learning (pp. 3–60). Swets & Zeitlinger Publishers.
Loewen, S., Isbell, D., & Sporn, Z. (2020). The effectiveness of app-based
language instruction for developing receptive linguistic knowledge and
oral communicative ability. Foreign Language Annals, 53(2), 209–233.
Long, M. H. (2017). Towards a cognitive-interactionist theory of instructed
s l a (i s l a). In M. H. Long (Ed.), Second language acquisition and task-
based language teaching (pp. v–x i i). Wiley-Blackwell.
Lord, G. (2015). I don’t know how to use words in Spanish: Rosetta Stone and
learner proficiency outcomes. Modern Language Journal, 99(2), 401–405.
Mackey, A. (2007). Interaction as practice. In R. DeKeyser (Ed.), Practice in
second language learning: Perspectives from linguistics and psychology (pp.
85–110). Cambridge University Press.
Mozzon-McPherson, M. (2007). Supporting independent learning environ-
ments: An analysis of structures and roles of language learning advisers.
System, 35(1), 66–92.
35
Jie, Z., Yu, S., & Puteh, M. (2020). Research on teacher’s role of mobile ped-
agogy guided by the zone of proximal developmen. In ic e i t 2020: Pro-
ceedings of the 2020 9th International Conference on Educational and Infor-
mation Technology (pp. 219–222). Association for Computing Machinery.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). nmc hori-
zon report: 2014 higher education edition. The New Media Consortium.
Jones, J. (2001). c a l l and the responsibilities of teachers and administra-
tors. e lt Journal, 55(4), 360–367.
Keegan, D. (2002). The future of learning: From eLearning to mLearning. Fern
Universitat.
Kukulska-Hulme, A. (2012). Language learning defined by time and place: A
framework for next generation designs. In J. E. Díaz-Vera (Ed.), Left to
my own devices: Learner autonomy and mobile assisted language learning
(Innovation and Leadership in English Language Teaching, Vol. 6, pp.
3–20). Emerald Group Publishing.
Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile pedagogy for
English language teaching: A guide for teachers. British Council.
Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford
University Press.
Laskova, K. (2021). 21st century teaching and learning with technology: A
critical commentary. Academia Letters. https://doi.org/10.20935
/AL2090.
Lightbown, P., & Spada, N. (2006). How languages are learned. Oxford Uni-
versity Press.
Littlemore, J. (2001). Learner autonomy, self-instruction and new technolo-
gies in language learning: Current theory and practice in higher educa-
tion in Europe. In A. Chambers & G. Davies (Eds.), ic t and language
learning (pp. 3–60). Swets & Zeitlinger Publishers.
Loewen, S., Isbell, D., & Sporn, Z. (2020). The effectiveness of app-based
language instruction for developing receptive linguistic knowledge and
oral communicative ability. Foreign Language Annals, 53(2), 209–233.
Long, M. H. (2017). Towards a cognitive-interactionist theory of instructed
s l a (i s l a). In M. H. Long (Ed.), Second language acquisition and task-
based language teaching (pp. v–x i i). Wiley-Blackwell.
Lord, G. (2015). I don’t know how to use words in Spanish: Rosetta Stone and
learner proficiency outcomes. Modern Language Journal, 99(2), 401–405.
Mackey, A. (2007). Interaction as practice. In R. DeKeyser (Ed.), Practice in
second language learning: Perspectives from linguistics and psychology (pp.
85–110). Cambridge University Press.
Mozzon-McPherson, M. (2007). Supporting independent learning environ-
ments: An analysis of structures and roles of language learning advisers.
System, 35(1), 66–92.
35
