Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Li, Jinrong
2013.
Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy.
International Journal of Computer-Assisted Language Learning and Teaching,
Vol. 3,
Issue. 1,
p.
16.
Shin, Sun-young
2013.
Developing a framework for using E-portfolios as a research and assessment tool.
ReCALL,
Vol. 25,
Issue. 3,
p.
359.
Bueno-Alastuey, Ma Camino
2013.
Interactional feedback in Synchronous Voice-based Computer Mediated Communication: Effect of dyad.
System,
Vol. 41,
Issue. 3,
p.
543.
Parmaxi, Antigoni
Zaphiris, Panayiotis
Papadima-Sophocleous, Salomi
and
Ioannou, Andri
2013.
Mapping the landscape of computer-assisted language learning: an inventory of research.
Interactive Technology and Smart Education,
Vol. 10,
Issue. 4,
p.
252.
González-Lloret, Marta
and
Ortega, Lourdes
2014.
Technology-mediated TBLT.
Vol. 6,
Issue. ,
p.
1.
El-Hariri, Yasmin
2016.
Learner perspectives on task design for oral–visual eTandem Language Learning.
Innovation in Language Learning and Teaching,
Vol. 10,
Issue. 1,
p.
49.
Rouhshad, Amir
Wigglesworth, Gillian
and
Storch, Neomy
2016.
The nature of negotiations in face-to-face versus computer-mediated communication in pair interactions.
Language Teaching Research,
Vol. 20,
Issue. 4,
p.
514.
HANJONGIM
and
Kim, Na-Young
2016.
The Effects of Post-Task CMC Activities and Task Types on Korean EFL Learners’ Oral Performance.
STEM Journal,
Vol. 17,
Issue. 2,
p.
107.
Parmaxi, Antigoni
and
Zaphiris, Panayiotis
2016.
Computer-mediated communication in computer-assisted language learning: implications for culture-centered design.
Universal Access in the Information Society,
Vol. 15,
Issue. 1,
p.
169.
Loewen, Shawn
and
Wolff, Dominik
2016.
Peer Interaction and Second Language Learning.
Vol. 45,
Issue. ,
p.
163.
Zeng, Gang
2017.
Collaborative dialogue in synchronous computer-mediated communication and face-to-face communication.
ReCALL,
Vol. 29,
Issue. 3,
p.
257.
Liu, Sarah Hsueh-Jui
2017.
Text-based negotiated interaction of NNS-NNS and NNS-NS dyads on Facebook.
ReCALL,
Vol. 29,
Issue. 3,
p.
294.
Kim, Hye Yeong
2017.
Effect of modality and task type on interlanguage variation.
ReCALL,
Vol. 29,
Issue. 2,
p.
219.
Arroyo, Diana C.
and
Yilmaz, Yucel
2018.
An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication.
Language Learning,
Vol. 68,
Issue. 4,
p.
942.
Maya Hyunjeong Lee
jae-woo shim
and
이희철
2018.
The Effects of Dictogloss Tasks on EFL Learners’ Syntactic Development.
The Linguistic Association of Korea Journal,
Vol. 26,
Issue. 2,
p.
175.
Hsu, Ting-Chia
2019.
Using a concept mapping strategy to improve the motivation of EFL students in Google Hangouts Peer-Tutoring Sessions with native speakers.
Interactive Learning Environments,
Vol. 27,
Issue. 2,
p.
272.
Yanguas, Inigo
2020.
L1 vs L2 synchronous text-based interaction in computer-mediated L2 writing.
System,
Vol. 88,
Issue. ,
p.
102169.
González-Lloret, Marta
and
Ziegler, Nicole
2021.
The Cambridge Handbook of Task-Based Language Teaching.
p.
326.
Cunningham, D. Joseph
2021.
Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic.
Íkala,
Vol. 26,
Issue. 3,
p.
749.
Ahmadian, Mohammad Javad
and
Long, Michael H.
2021.
The Cambridge Handbook of Task-Based Language Teaching.