Rol de la tecnología en la enseñanza y aprendizaje de lenguas durante la crisis generada por la pandemia de COVID-19

Autores/as

  • Marta González-Lloret Universidad de Hawaii
  • Laia Canals Universidad Abierta de Cataluña
  • Jorge Eduardo Pineda Hoyos Universidad de Antioquia

DOI:

https://doi.org/10.17533/udea.ikala.v26n3a01

Palabras clave:

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Biografía del autor/a

Marta González-Lloret, Universidad de Hawaii

Profesora, Departamento de Lenguas y Literaturas de Europa y las Américas, Universidad de Hawái en Manoa, Hawái, EE. UU.

Laia Canals, Universidad Abierta de Cataluña

Profesora de la Facultad de Artes y Humanidades de la Universitat Oberta de Catalunya, Barcelona, España.

Jorge Eduardo Pineda Hoyos, Universidad de Antioquia

Profesor Asociado, Facultad de Idiomas, Universidad de Antioquia, Medellín, Colombia

Citas

Blake, R., Wilson, N., Cetto, M., & Pardo-Ballester, C. (2008). Measuring oral profi-ciency in distance, face-to-face, and blended classrooms. Language Learning & Technolog y, 12(3), 114–127.

Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1–2), 31–36.

Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning : a review of technolog y types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. doi: 10.1080/09588221.2012.700315

Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311–326.

Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197–217.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Retrieved August 26, 2021, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Payne, J. S. (2020). Developing L2 productive language skills online and the strategic use of instructional tools. Foreign Language Annals, 53, 243–249. https://doi.org/10.1111/flan.12457

Sallam, M. H., Martín-Monje, E., & Li, Y. (2020). Research trends in language moocstudies: A systematic review of the published literature (2012–2018). Computer Assisted Language Learning, 1–28. https://doi.org/10.1080/09588221.2020.1744668

Salmon, G. (2014). Learning innovation: A framework for transformation. European Journal of Open, 17(2), 219–1027. https://doi.org/10.2478/eurodl-2014-0031

Shea, P., & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers and Education, 59(2), 316–326. https://doi.org/10.1016/j.compedu.2012.01.011

Violin-Wigent, A. (2014). Comparing online vs. face-to-face classes: A case study of a French pronunciation class. In J. M. Levis & S. McCrocklin (Eds.) Pro-ceedings of the 5th Pronunciation in Second Language Learning and Teaching Conference (pp. 45–57), Ames: Iowa State University.

Publicado

2021-09-10

Cómo citar

González-Lloret, M., Canals, L., & Pineda Hoyos, J. E. (2021). Rol de la tecnología en la enseñanza y aprendizaje de lenguas durante la crisis generada por la pandemia de COVID-19. Íkala, Revista De Lenguaje Y Cultura, 26(3), 477–482. https://doi.org/10.17533/udea.ikala.v26n3a01