Le rôle de la technologie sur l'enseignement des langues parmi la crise provoquée para la pandemie du COVID-19

Auteurs-es

  • Marta González-Lloret Université d'Hawaï
  • Laia Canals Université ouverte de Catalogne
  • Jorge Eduardo Pineda Hoyos Université de Antioquia

DOI :

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

Mots-clés :

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Bibliographies de l'auteur-e

Marta González-Lloret, Université d'Hawaï

Professeur, Département des langues et littératures d'Europe et des Amériques, Université d'Hawaï à Manoa, Hawaï, États-Unis.

Laia Canals, Université ouverte de Catalogne

Professeur à la Faculté des lettres et sciences humaines, Universitat Oberta de Catalunya, Barcelone, Espagne.

Jorge Eduardo Pineda Hoyos, Université de Antioquia

Professeur agrégé, École de langues, Universidad de Antioquia, Medellín, Colombie

Références

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.

Publié-e

2021-09-10

Comment citer

González-Lloret, M., Canals, L., & Pineda Hoyos, J. E. (2021). Le rôle de la technologie sur l’enseignement des langues parmi la crise provoquée para la pandemie du COVID-19. Íkala, Revista De Lenguaje Y Cultura, 26(3), 477–482. https://doi.org/10.17533/udea.ikala.v26n3a01