|
Abrams, Z. I. (2003). The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language Journal, 87(2), 157-167. doi: 10.1111/1540-4781.00184 Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT journal, 56(1), 57-64. doi: 10.1093/elt/56.1.57 Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335-371. doi: 10.1111/j.1740-8784.2007.00082.x Antoniadou, V. (2011). Using activity theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language. ReCALL, 23(03), 233-251. doi: 10.1017/S0958344011000164 Arnold, N., & Ducate, L. (2006). Future foreign language teachers' social and cognitive collaboration in an online environment. Language Learning and Technology, 10(1), 42-66. Akyol, Z., & Garrison, D. R. (2014). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22. Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Development of a community of inquiry in online and blended learning contexts. Procedia-Social and Behavioral Sciences, 1(1), 1834-1838. doi: 10.1016/j.sbspro.2009.01.324 Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), 68-99. Retrieved from: http://llt.msu.edu/vol7num3/belz/ Belz, J. A., & Müller-Hartmann, A. (2003). Teachers as intercultural learners: Negotiating German-American telecollaboration along the institutional fault line. Modern Language Journal, 87(1), 71-89. doi: 10.1111/1540-4781.00179 Burnett, G., & Lingam, G. I. (2007). Reflective teachers and teacher educators in the Pacific region: Convers ations with us not about us. International review of education, 53(3), 303-321. doi: 10.1007/s11159-007-9046-z Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters. Celani, M. A. A., & Collins, H. (2005). Critical thinking in reflective sessions and in online interactions. AILA Review, 18, 41−57. Celentin, P. (2007). Online education: Analysis of interaction and knowledge building patterns among foreign language teachers. International Journal of E-Learning & Distance Education, 21(3), 39-58. Retrieved from: http://ijede.ca/index.php/jde/article/view/29/35 Chiang, M. H. (2015). Using digital storytelling in developing reflective practice and intercultural competence among pre-service English teachers (MOST 103-2410-H-029-013). Unpublished manuscript. Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. doi: 10.1177/0022487105285962 Džalalova, A., & Raud, N. (2012). Multicultural competence and its development in students of teacher education curricula. Development, 40, 65-74. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American psychologist, 34(10), 906. Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. Tesol Quarterly, 32(3), 397-417. doi: 10.2307/3588114 Fuchs, C. (2004). Student language teachers as intercultural learners in CMC-based project work. Journal of Intercultural Communication, 13(3). Retrieved from: http://www.immi.se/intercultural/nr13/fuchs.htm Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10(3), 157−172. doi: 10.1016/j.iheduc.2007.04.001 Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133−148. doi: 10.1207/s15389286ajde1903_2 Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2-3), 87-105. doi: 10.1016/S1096-7516(00)00016-6 Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15(1), 7−23. Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online distance education. Handbook of distance education, 1, 113-127. Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1), 5-9. doi:10.1016/j.iheduc.2009.10.003 Garrison, D. R., Cleveland-Innes, M., Koole, M., & Kappelman, J. (2006). Revisiting methodological issues in the analysis of transcripts: Negotiated coding and reliability. Internet and Higher Education, 9(1), 1−8. doi:10.1016/j.iheduc.2005.11.001 Godwin-Jones, R. (2003). Emerging technologies. Blogs and wikis: Environments for on-line collaboration. Language Learning & Technology, 7(2), 12-16. Retrieved from: http://llt.msu.edu/vol7num2/emerging/default.html Hall, J. K. (2002). Teaching and researching language and culture. London: Pearson. Heo, H., Lim, K. Y., & Kim, Y. (2010). Exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning. Computers & Education, 55(3), 1383-1392. doi: 10.1016/j.compedu.2010.06.012 Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 31(4), 51-55. Retrieved from: http://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning Hyde, M. (1998). Intercultural competence in English language education. Modern English Teacher, 7(2), 7-11. Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., & Moonen, M. (2011). Verbal interaction in Second Life: Towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1), 77-101. doi: 10.1080/09588221.2010.538699 Johnson, G. M. (2006). Synchronous and asynchronous text-based CMC in educational contexts: A review of recent research. TechTrends, 50(4), 46-53. doi: 10.1007/s11528-006-0046-9 Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1-10. Johnson, D. W., & Johnson, R. T. (1984). Circles of learning: Cooperation in the classroom. Alexandria, VA: ASCD. Kanuka, H., & Anderson, T. (1998). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13(1), 57−75. Retrieved from: http://www.ijede.ca/index.php/jde/article/view/137/412 Kaufman, D. (2004). 14. Constructivist issues in language learning and teaching. Annual review of applied linguistics, 24, 303-319. doi: 10.1017/S0267190504000121 Kim, Y. Y. (2001). Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Thousand Oaks, CA: Sage. Kramsch, C., & Sullivan, P. (1996). Appropriate pedagogy. ELT Journal, 50(3), 199-212. doi: 10.1093/elt/50.3.199 Liaw, M. L., & Bunn-Le Master, S. (2010). Understanding telecollaboration through an analysis of intercultural discourse. Computer Assisted Language Learning, 23(1), 21-40. doi: 10.1080/09588220903467301 Luebeck, J. L., & Bice, L. R. (2005). Online discussion as a mechanism of conceptual change among mathematics and science teachers. Journal of Distance Education, 20(2), 21−39. Matsumoto, D., & Hwang, H. C. (2013). Assessing cross-cultural competence: A review of available tests. Journal of Cross-Cultural Psychology, 44(6), 849–873. doi: 10.1177/0022022113492891. McKlin, T., Harmon, S. W., Evans, W., & Jones, M. G. (2002). Cognitive presence in web-based learning: A content analysis of students' online discussions. IT Forum Paper #60. Retrieved from http://it.coe.uga.edu/itforum/paper60/paper60.htm Meyer, K. A. (2003). Journal of Asynchronous Learning Networks, 7(3), 55−65. Meyer, K. A. (2004). Evaluating online discussions: Four different frames of analysis. Journal of Asynchronous Learning Networks, 8(2), 101−114. Moore, J. L., & Marra, R. M. (2005). A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38, 191−212. doi: 10.1080/15391523.2005.10782456 Naylor, S., & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10(2), 93-106. Neale, H., & Nichols, S. (2001). Theme-based content analysis: a flexible method for virtual environment evaluation. International journal of human-computer studies, 55(2), 167-189. Nola, R. (1997). Constructivism in science and science education: A philosophical critique. Science & education, 6(1-2), 55-83. Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press. Nunan, D. (Ed.). (1992). Collaborative language learning and teaching. Cambridge: Cambridge University Press. Nyikos, M., & Hashimoto, R. (1997). Constructivist theory applied to collaborative learning in teacher education: In search of ZPD. Modern Language Journal, 81(4), 506-517. doi: 10.1111/j.1540-4781.1997.tb05518.x O'Dowd, R. (Ed.). (2007). Online intercultural exchange: An introduction for foreign language teachers (Vol. 15). Multilingual Matters. Perez, L. C. (2003). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. CALICO journal, 21(1), 89-104. Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of research in science teaching, 2(3), 176-186. Polat, S., & Barka, T. O. (2014). Preservice teachers’ intercultural competence: A comparative study of teachers in Switzerland and Turkey. Eurasian Journal of Educational Research, 54, 19-38. doi: 10.14689/ejer.2014.54.2 Rourke, L., & Kanuka, H. (2009). Learning in communities of inquiry: A review of the literature (Winner 2009 Best Research Article Award). International Journal of E-Learning & Distance Education, 23(1), 19-48. Ruben, B. D. (1989). The study of cross-cultural competence: Traditions and contemporary issues. International journal of intercultural relations, 13(3), 229-240. doi: 10.1016/0147-1767(89)90011-4 Schenker, T. (2012). Intercultural competence and cultural learning through telecollaboration. CALICO Journal, 29(3), 449-470. Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731. doi: 10.1016/j.compedu.2010.07.017 Shea, P., Hayes, S., Uzuner-Smith, S., Gozza-Cohen, M., Vickers, J., & Bidjerano, T. (2014). Reconceptualizing the community of inquiry framework: An exploratory analysis. The Internet and Higher Education, 23, 9-17. doi: 10.1016/j.iheduc.2014.05.002 Stiller, G. M., & Philleo, T. (2003). Blogging and blogspots: An alternative format for encouraging reflective practice among preservice teachers. Education, 123(4), 789-797. Stover, S., & Pollock, S. (2014). Building a community of inquiry and analytical skills in an online history course. International Journal of Teaching and Learning in Higher Education, 26(3), 393-403. van Ek, J. (1986). Objectives for foreign language teaching. Vol. I: Scope. Strasbourg: CDCC. von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80(1), 121-140. doi: 10.1007/BF00869951 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press. Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 470-481. doi: 10.1111/j.1540-4781.1997.tb05514.x Wertsch, J. V. (1979). From social interaction to higher psychological processes. A clarification and application of Vygotsky’s theory. Human development, 22(1), 1-22. doi: 10.1159/000272425. Widdowson, H. G. (1998). Context, community, and authentic language. TESOL Quarterly, 32(4), 705-716. doi: 10.2307/3588001 Winters, F. I., & Azevedo, R. (2005). High-school students’ regulation of learning during computer-based science inquiry. Journal of Educational Computing Research, 33(2), 189–217. doi: 10.2190/F7HM-9JN5-JUX8-4BM9 Woolfolk, A. (2012). The learning sciences and constructivism, Educational Psychology (12th ed.) (pp. 354-395). Taipei: Pearson. Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Journal of Educational Technology & Society, 12(2), 11-21. Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.
|