Most cited
This page lists all time most cited articles for this title. Please use the publication date filters on the left if you would like to restrict this list to recently published content, for example to articles published in the last three years. The number of times each article was cited is displayed to the right of its title and can be clicked to access a list of all titles this article has been cited by.
- Cited by 4
Fostering (pro)active language learning through MOO
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- Published online by Cambridge University Press:
- 01 May 2000, pp. 35-48
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- Cited by 4
E-language learning for the airline industry
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- Published online by Cambridge University Press:
- 17 June 2002, pp. 47-57
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- Cited by 4
Learner interaction using email: the effects of task modification
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- Published online by Cambridge University Press:
- 18 May 2005, pp. 101-121
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- Cited by 4
The polycontextual nature of computer-supported learning – theoretical and methodological perspectives
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- Published online by Cambridge University Press:
- 19 April 2004, pp. 202-216
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- Cited by 4
Using the Internet to teach English for academic purposes
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- Published online by Cambridge University Press:
- 16 December 2008, pp. 109-117
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- Cited by 4
WELL done and well liked: online information literacy skills and learner impressions of the web as a resource for foreign language learning
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- Published online by Cambridge University Press:
- 30 June 2004, pp. 210-224
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- Cited by 4
From action research to the implementation of ICT pedagogical tools: taking into account students’ needs to propose adjusted online tutorial practice*
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- Published online by Cambridge University Press:
- 01 May 2010, pp. 172-190
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The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana
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- Published online by Cambridge University Press:
- 01 May 2000, pp. 63-72
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- Cited by 4
A hybrid approach to developing CALL materials: authoring with Macromedia’s Dreamweaver/Coursebuilder
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- 18 May 2005, pp. 122-138
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- Cited by 4
Principles applicable to the production of CALL-ware: learning from the field of Human Computer Interaction (HCI)
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- Published online by Cambridge University Press:
- 21 November 2001, pp. 146-166
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- Cited by 3
Using CALL in a formal learning context to develop oral language awareness in ESL: an assessment
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- Published online by Cambridge University Press:
- 16 May 2011, pp. 86-97
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- Cited by 3
RECALL1: individual language tutoring through intelligent error diagnosis
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- Published online by Cambridge University Press:
- 16 December 2008, pp. 51-58
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- Cited by 3
The challenge – back to basics or brave new world?
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- Published online by Cambridge University Press:
- 16 December 2008, pp. 4-7
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- Cited by 3
Connecting, motivating and raising awareness via WELL: Developing e-learning environments for science students
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- Published online by Cambridge University Press:
- 02 December 2004, pp. 330-344
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Instructor use on online language learning resources: A survey of socio-institutional and motivational factors
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- Published online by Cambridge University Press:
- 02 December 2004, pp. 292-307
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- Cited by 3
Blended Learning in English Language Teaching: Course Design and Implementation.B. Tomlinson and C. Whittaker (eds.), (2013). London: British Council. ISBN: 978-0-86355-706-4, 252 pages.
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- Published online by Cambridge University Press:
- 08 December 2014, pp. 124-128
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Content-based support for Persian learners of English
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- Published online by Cambridge University Press:
- 18 May 2005, pp. 139-154
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Increasing accessibility by pooling digital resources
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- Published online by Cambridge University Press:
- 30 June 2004, pp. 41-50
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- Cited by 3
Conceptualisation and development of multimedia courseware in a tertiary educational context: juxtaposing approach, content and technology considerations
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- Published online by Cambridge University Press:
- 09 June 2003, pp. 79-93
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- Cited by 3
DISSEMINATE, an initial implementation proposal: a new point of departure in CALL for the ‘year 01’?
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- Published online by Cambridge University Press:
- 21 November 2001, pp. 277-292
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