|
M EDU 541Bibliographie |
Aist, G. (1999). Speech recognition in computer‑assisted language learning. In Cameron, K. (Ed.), CALL: Media, Design and applications, Lisse, Netherlands: Swets & Zeitlinger, 165‑181.
Alessi, S.M. & Trollip, S.R. (1991). Computer‑based instruction; methods and development (2nd edition). Englewood Cliffs, NJ: Prentice Hall.
Allen, J.R. & Periyasamy, K. (1997). Software engineering principles applied to computer assisted language learning. CALICO Journal, 14 (2‑4), 35‑50.
Ayersman, D.J. (1996). Effects of computer instruction, learning style, gender, and experience on computer anxiety. Computer in the Schools, 12 (4), 15‑29.
Baker, C. & Danley B. (1996). Comparing computer‑assisted instruction and traditional instruction for preparing regular teachers to serve students with disabilities. Computers in the Schools, 12 (4), 31‑37.
Beaudoin, M. (1997). JavaScript in language teaching Web sites. Liddell, P. (Ed.), FLEAT III: Foreign Language Education and Technology, Victoria: University of Victoria, 1‑9.
Beaudoin, M. (1998). De l'enseignement de la grammaire par l'Internet. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 55 (1), 61‑75.
Beaudoin, M. (1998b). La grammaire à l'écrit en réseau: un projet multimédia d'enseignement du francais langue seconde. Éducatechnologique.
Beaudoin, M. (2001). Le Devoir conjugal : de la conceptualisation à la diffusion. ALSIC, 4 (1), 91‑102.
Biesenbach‑Lucas, S., Meloni, C., & Weasenforth, D. (2000). Use of cohesive features in ESL students’ e‑mail and word‑processed texts: a comparative study. CALL, 13 (3), 221‑237.
Blik, H., van Daalen‑Kapteijns, M.M., Otter, M.E., & Overmaat, M. (2001). Using computers to learn words in the elementary grades: An evaluation framework and a review of effect studies. CALL, 14 (2), 99‑128.
Blin, F. & Donohoe, R. (2000). Projet TECHNE : vers un apprentissage collaboratif dans une classe virtuelle bilingue. ALSIC, 3 (1), 19‑47.
Bonk, C.J. & Reynolds, T.H. (1997). Learner‑centered Web instruction for higher‑order thinking, teamwork, and apprenticeship. Khan, B.H. (Ed.), Web‑based instruction, Englewood Cliffs, NJ: Educational Technology Publications, 167‑178.
Bougaïeff, A. (1994). Le français assisté par ordinateur des collèges et des universités du Canada. Montréal: Observatoire canadien des industries de la langue.
Brammerts, H. (1996). Language learning in tandem using the Internet. Warschauer, M. (Ed.), Telecollaboration in foreign language learning, Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center, 121‑130.
Burnett, J. (1998). Language alternation in a computer‑equipped foreign language classroom: the intersection of teacher beliefs, language, and technology. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 55 (1), 97‑123.
Burston, J. (1998b). Antidote 98. CALICO Journal, 16 (2), 197‑212.
Burston, J. & Monville‑Burston, M. (1995). Practical design and implementation considerations of a computer adaptive foreign language test: the Monash/Melbourne French CAT. CALICO Journal, 13 (1), 26‑46.
Cameron, K. (1999). CALL, Media, Design & Applications. Lisse, Netherlands: Swets & Zeitlinger.
Carton, A.K., Carton, A.S., & Dandonoli, P. (1991). Developing a computer adaptive test of French reading proficiency. Dunkel, P. (Ed.), Computer‑Assisted Language Learning and Testing; research issues and practice, New York: Newbury House, 259‑284.
Chanier, T. (2000). Hypermedia, interaction et apprentissage dans des systèmes d’information et de communication: résultats et agenda de recherche. In Duquette, L. & Laurier, M. (Ed.), Apprendre une langue dans un environnement multimédia (53‑89). Outremont, Québec: Les Éditions logiques.
Chapelle, C.A. (1998). Multimedia CALL: lessons to be learned from research on instructed SLA. Language Learning & Technology. 2 (1), 22‑34.
Chapelle, C.A. (2000). Interaction, communication et acquisition d’une langue seconde en ELAO. In Duquette, L. & Laurier, M. (Ed.), Apprendre une langue dans un environnement multimédia (19‑51). Outremont, Québec: Les Éditions logiques.
Chun, D.M. (1998). Signal analysis software for teaching discourse intonation. Language Learning & Technology, 2 ( 1), 61‑77.
Chun, D.M. (2001). L2 reading on the web: Strategies for accessing information in hypermedia. CALL, 14 (5), 367‑403.
Chun, D.M. & Plass, J.L. (1996). Facilitating reading comprehension with multimedia. System. 24 (4), 503‑519.
Chun, D.M. & Plass, J.L. (1997). Research on text comprehension in multimedia environments. Language Learning & Technology. 1 (1), 60‑81.
Cobb, T. & Stevens, V. (1996). A principled consideration of computers and reading in a second language. Pennington, M.C. (Ed.), The power of CALL (115‑136) . Houston: Athelstan.
Davies, T. & Williamson, R. (1998). The ghost in the machine: are "teacherless" CALL programs really possible?. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 55 (1), 7‑18.
Davis, J.N. & Lyman‑Hager, M.A. (2000). Développement d’un ALAO convivial en lecture: étude de cas. In Duquette, L. & Laurier, M. (Ed.), Apprendre une langue dans un environnement multimédia (136‑158). Outremont, Québec: Les Éditions logiques.
Debski, R. & Levy, M. (1999). WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger.
Decamps, S. & Bauvois, C. (2001). A method of computer‑assisted language learning: The elaboration of a tool designed for an ‘un‑schoolable’ public. CALL, 14 (1), 69‑96.
Depover, C., Quintin, J.‑J., & De Lièvre, B. (2000). La conception des environnements d'apprentissage : de la théorie à la pratique/de la pratique à la théorie. ALSIC, 3 (1), 3‑18.
Desmarais, L. (1998). Apprendre l'orthographe avec un correcteur orthographique . The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 55 (1), 76‑96.
Desmarais, L. (1998b). Les technologies et l'enseignement des langues. Montréal: Les Éditions LOGIQUES.
Duchastel, P. (1997). A motivational framework for Web‑based instruction. Khan, B.H. (Ed.), Web‑based instruction Englewood Cliffs, NJ: Educational Technology Publications, 185‑190.
Duquette, L. (2002). Analyse de données en apprentissage d'une L2 en situation d'autonomie dans un environnement multimédia. ALSIC, 5 (1), 33‑53.
Duquette, L. & Laurier, M. (Ed.), (2000). Apprendre une langue dans un environnement multimédia. Outremont, Québec: Les Éditions logiques.
Ehsani, F. & Knodt, E. (1998). Speech technology in computer‑aided language learning: strengths and limitations of a new call paradigm. Language Learning & Technology, 2 (1), 45‑60.
Ellis, N.C. (1995). The psychology of foreign language vocabulary acquisition : implications for CALL. Computer Assisted Language Learning, 8 (2&3), 103‑128.
Esch, E. (1998). Environnement virtuel et réalités sociolinguistiques. Darleguy, V., Ding, A., & Svensson, M. Les Nouvelles Technologies Educatives dans l'apprentissage des langues vivantes : réflexion théorique et applications pratiques. Lyon, France: Institut National des Sciences Appliquées.
Felix, U. (1999). Web‑based language learning: A window to the authentic world. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 85‑98.
Felix, U. & Lawson, M. (1996). Developing German writing skills by way of Timbuktu. ReCALL, 8 (1), 12‑19.
Fernández Carballo‑Calero, M.V. (2001). The EFL teacher and the introduction of multimedia in the classroom. CALL, 14 (1), 3‑14.
Ferney, D. & Waller, S. (2001). Reflections on multimedia design criteria for the international language learning community. CALL, 14 (2), 145‑168.
Flowerdew, J. (1996). Concordancing in language learning. Pennington, M.C. (Ed.), The power of CALL (97‑113) . Houston, TX: Athelstan.
Freiermuth, M.R. (2001). Native speakers or non‑native speakers: Who has the floor? Online and face‑to‑face interaction in culturally mixed small groups. CALL, 14 (2), 169‑199.
Fukada, A. & Hatasa, K. (1996). Making electronic communication possible in Japanese on the Internet. Warschauer, M. (Ed.), Telecollaboration in foreign language learning, Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center, 219‑231.
Gabel, S. (2001). Over‑indulgence and under‑representation in interlanguage: Reflections on the utilization of concordancers in self‑directed foreign language learning. CALL, 14 (3‑4), 269‑288.
Ganderton, R. (1999). Interactivity in L2 web‑based reading. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 50‑66.
Gange, R.M. & Dick, W. (1983). Instructional psychology. Annual Review of Psychology, 34, 261‑295.
Gilby, B. (1993). Beyond hardware and software. In Liddell, P. (Ed.), CALL: Theory and Application. Victoria: University of Victoria, 79‑88.
Greaves, C. & Yang, H. (1999). A vocabulary‑based language learning strategy for the Internet. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 57‑84.
Greene, D. (2000). A design model for beginner‑level computer‑mediated EFL writing. CALL, 13 (3), 239‑252.
Groß, A. & Wolff, D. (2001). A multimedia tool to develop learner autonomy. CALL, 14 (3‑4), 233‑249.
Hall, C. (1998). Overcoming the grammar deficit: the role of information technology in teaching German grammar to undergraduates. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 55 (1), 41‑60.
Hamburger, H., Schoelles, M., & Reeder, F. (1999). More intelligent CALL. In Cameron, K. (Ed.), CALL: Media, Design and applications, Lisse, Netherlands: Swets & Zeitlinger, 185‑202.
Hamel, M.‑J. & Vandeventer, A. (2000). Adapter un analyseur syntaxique et l’intégrer dans un système d’ELAO: le cas FIPSGram dans SAFRAN. In Duquette, L. & Laurier, M. (Ed.), Apprendre une langue dans un environnement multimédia (117‑136). Outremont, Québec: Les Éditions logiques.
Healy Beauvois, M. (1998). Conversations in Slow Motion : Computer‑mediated Communication in the Foreign Language Classroom. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 54 (2), 198‑217.
Hémard, D. (1999). A methodology for designing student‑centred hypermedia CALL. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 201‑213.
Hémard, D. & Cushion, S. (2002). Sound authoring on the web: Meeting the users’ needs. CALL, 15 (3), 281‑294.
Hoffman, R. (1996). Computer networks: Webs of communication for language teaching. Pennington, M.C. (Ed.), The power of CALL, Houston: Athelstan, 55‑78.
Holmes, M. (1997). Approaches to marking electronic texts. Liddell, P. (Ed.), FLEAT III: Foreign Language Education and Technology, Victoria: University of Victoria, 243‑254.
Hoven, D. (1999). CALL‑ing the learner into focus: Towards a learner‑centred model. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 149‑167.
Huang, S.‑Y. (1998). Differences in the nature of discussion between peer response sessions conducted on networked computers and those conducted in the traditional face‑to‑face situation. International Writing Conference; Poitiers. [ERIC: ED 423 685].
Hudson, J.M. & Bruckman, A.S. (2002). IRC Français: The creation of an Internet‑based SLA community. CALL, 15 (2), 109‑134.
Issac, F. & Hû, O. (2002). Formalism for evaluation: Feedback on learner knowledge representation. CALL, 15 (2), 183‑199.
Jung, U.O.H. (2002). An international bibliography of computer‑assisted language learning: Fifth instalment. System, 30, 349‑398.
Kempen, G. (1999). Visual grammar: Multimedia for grammar and spelling instruction in primary education. In Cameron, K. (Ed.), CALL: Media, Design and applications, Lisse, Netherlands: Swets & Zeitlinger, 223‑238.
Kern, R. (1996). Computer‑mediated communication: using e‑mail exchanges to explore personal histories in two cultures. Warschauer, M. (Ed.), Telecollaboration in foreign language learning, Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center, 105‑119.
Khuwaileh, A.A. (2000). Cultural barriers of language teaching: A case study of classroom cultural obstacles. CALL, 13 (30). 281‑290.
Kol, S. & Scholnik, M. (2000). Enhancing screen reading strategies. CALICO Journal, 18 (1), 67‑.
Kroonenberg, N. (1994). Developing communicative and thinking skills via electronic mail. TESOL Journal, 4 (2), 24‑27.
Lamy, M.‑N. & Goodfellow, R. (1998). "Conversations réflexives" dans la classe de langues virtuelle par conférence asynchrone. ALSIC, 1 (2), 81‑99.
Laurel, B. (1991). The Art of Human‑Computer Interface Design. Menlo Park, California, Addison‑Wesley.
Laurier, M. (1993). L’évaluation en langue seconde: vers des instruments ui s’adaptet à l’apprenant. In Liddell, P. (Ed.), CALL: Theory and Application. Victoria: University of Victoria, 181‑194.
Laurier, M. & Viens, J. (2000). La familiarisation des futurs maîtres aux technologies de l’information et de la communication. In Duquette, L. & Laurier, M. (Ed.), Apprendre une langue dans un environnement multimédia (325‑347). Outremont, Québec: Les Éditions logiques.
Leahy, C. (2001). Bilingual negotiation via e‑mail: An international project. CALL, 14 (1), 15‑42.
Lee, L. (2002). Synchronous online exchanges: A study of modification devices on non‑native discourse. System, 30, 275‑288.
Levy, M. (1997). Computer‑Assisted Language Learning; context and conceptualization. Oxford: Clarendon Press.
Levy, M. (1999). Design processes: Integrating theory, research and evaluation. In Cameron, K. (Ed.), CALL: Media, Design and applications, Lisse, Netherlands: Swets & Zeitlinger, 83‑107.
Liddell, P. (1993). CALL: Theory and Applications. Victoria: University of Victoria.
Liddell, P. (1994). Learners and second language acquisition: a union blessed by CALL?. Computer Assisted Language Learning, 7 (2), 163‑173.
Liddell, P. (1996). CALL waiting or CALL forward?. Rochet, B. (Ed.), CALL: Computer‑Assisted Language Learning at the University of Alberta, Edmonton: Bernard Rochet, 9‑15.
Liddell, P. (1997). FLEAT III: Foreign Language Education and Technology, Victoria: University of Victoria.
Lonfils, C. & Vanparys, J. (2001). How to design user‑friendly CALL interfaces. CALL, 14 (5), 405‑417.
Machovikov, A., Stolyarov, K., Chernov, M., Sinclair, I., & Machovikova, I. (2002). Computer‑based training system for Russian word pronunciation. CALL, 15 (2), 201‑214.
Mangenot, F. (1998). Classification des apports d'Internet à l'apprentissage des langues. Apprentissage des Langues et Systèmes d'Information et de Communication, 1 (2), 133‑146.
Manning, P. (1996). Exploratory teaching of grammar rules and CALL. ReCALL, 8 (1), 24‑30.
Mason, G. (1999). Real talk: Authentic dialogue practice. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 319‑337.
Matthew, K.I. (1996). Using CD‑ROMs in the Language Arts Classroom. Computers in the Schools, 12 (4), 73‑81.
Mayer, R. (1997). Multimedia learning: are we asking the right questions?. Educational Psychologist, 32 (1), 1‑19.
McBride, N. & Seago, K. (1997). Bridging the gap: Grammar as hypertext. ReCALL, 9 (2), 17‑25.
McLellan, H. (1997). Creating virtual communities via the Web. Khan, B.H. (Ed.), Web‑based instruction, Englewood Cliffs, NJ: Educational Technology Publications, 185‑190.
Meunier, L.E. (2000). La typologie des intelligences humaine et artificielle: complexité pédagogique de l’enseignement des langues étrangères dans un environnement multimédia. In Duquette, L. & Laurier, M. (Ed.), Apprendre une langue dans un environnement multimédia (211‑253). Outremont, Québec: Les Éditions logiques.
Mills, D.G. (1999). Interactive web‑based language learning: The state of the arts. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 117‑131.
Mogilevski, E. (1998). Le Correcteur 101 (A comparative evaluation of version 2.2 and version 3.5 pro). CALICO Journal, 16 (2), 183‑196.
Motteram, G. (1997). Learner autonomy and the web. In Darleguy, V., Ding, A., & Svensson, M. (Ed.), Les Nouvelles Technologies Educatives dans l’apprentissage des langues vivantes : réflexion théorique et applications pratiques, Centre de Ressources en Langues; Lyon. [disponible par Internet : http://www.insa‑lyon.fr/Departements/CDRL/].
Motteram, G. (1999). Changing the research paradigm: Qualitative research methodology and the CALL classroom. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 201‑213.
Mugane, J. (1999). Digital arenas in the delivery of African languages for the development of thought. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 33‑47.
Muncie, J. (2002). Process writing and vocabulary development: Comparing lexical frequency profiles across drafts. System, 30, 225‑235.
Murphy, K.L., Drabier, R., & Epps, M.L. (1997). Incorporating computer conferencing into university courses. 1997 Conference Proceedings : Fourth Annual National Distance Education Conference, 147‑155.
Mydlarski, D. (1998). Shall we dance?: applying the cooperative model to CALL. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 55 (1), 124‑138.
Nagata, N. (1995). An effective application of natural language processing in second language instruction. CALICO Journal, 13 (1), 47‑67.
Nagata, N. (1997). Computer vs. Workbook instruction in second language acquisition. CALICO Journal, Vol 14 (1), 53‑75.
Nagata, N. (1997b). An experimental comparison of deductive and inductive feedback generated by a simple parser. System, 25 (4), 515‑534.
Nagata, N. & Swisher, V. (1995). A study of consciousness‑raising by computer: the effect of metalinguistic feedback on second language learning. Foreign Language Annals, 28 (3), 337‑347.
Nutta, J. (1998). Is computer‑based grammar instruction as effective as teacher‑directed grammar instruction for teaching L2 structures?. CALICO Journal, 16 (1), 49‑62.
Oller, J.W. (1995). Toward a theory of technologically assisted language learning/instruction. CALICO Journal, 13 (4), 19‑43.
Oxford, R.L., Rivera‑Castillo, Y., Feyten, C., & Nutta, J. (1997). Computers and more: Creative uses of technology for learning a second or foreign language. In Darleguy, V., Ding, A., & Svensson, M. (Ed.), Les Nouvelles Technologies Educatives dans l’apprentissage des langues vivantes : réflexion théorique et applications pratiques, Centre de Ressources en Langues; Lyon. [disponible par Internet : http://www.insa‑lyon.fr/Departements/CDRL/].
Paquelin, D. (2002). Analyse d'applications multimédias pour un usage pédagogique. À la recherche de l'intentionnalité partagée. ALSIC, 5 (1), 3‑32.
Paramskas, D. (1993). Computer‑assisted language learning (CALL): increasingly integrated into an ever more electronic world. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 50 (1), 124‑143.
Pennington, M.C. (1996). The power of CALL. Houston: Athelstan.
Pennington, M.C. & Esling, J.H. (1996). Computer‑assisted development of spoken language skills. Pennington, M.C. (Ed.), The power of CALL, Houston: Athelstan, 153‑189.
Peterson, M. (2000). Directions for development in hypermedia design. CALL, 13 (3). 253‑269.
Peterson, M. (2001). MOOs and second language acquisition: Towards a rationale for MOO‑based learning. CALL, 14 (5), 443‑459.
Phinney, M. (1996). Exploring the virtual world: computers in the second language writing classroom. Pennington, M.C. (Ed.), The power of CALL, Houston: Athelstan, 137‑152.
Pinto, D. (1996). What does "schMOOze" mean?: non‑native speaker interactions on the Internet. In Warschauer, M. (Ed.), Telecollaboration in foreign language learning, Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center, 165‑184.
Plass, J.L. (1998). Design and evaluation of the user interface of foreign language multimedia software: a cognitive approach. Language Learning & Technology. 2 (1), 35‑45.
Plass, J.L., Chun, D.M., Mayer, R.E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second‑language multimedia learning environment. Journal of Educational Psychology, 90 (1), 25‑36.
Redon‑Dilax, M. (2000). Scénario pédagogique et hypertexte. In Duquette, L. & Laurier, M. (Ed.), Apprendre une langue dans un environnement multimédia (93‑116). Outremont, Québec: Les Éditions logiques.
Renié, D. (1998). Apprentissage du français langue seconde avec le vidéodisque Vi‑Conte: quelques analyses dans une approche mixte. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 55 (1), 19‑40.
Renié, D. & Chanier, T. (1995). Collaboration computer‑assisted acquisition of a second language. Computer Assisted Language Learning, 8 (1), 3‑29.
Robinson, G.L. (1991). Effective feedback strategies in CALL; learning theory and empirical research. Dunkel, P. (Ed.), Computer‑Assisted Language Learning and Testing, research issues and practice, New York: Newbury House, 155‑167.
Rochet, B. (1996). CALL and foreign language pronunciation instruction: reconciling reality, technology and methodology. Rochet, B. (Ed.), CALL: Computer‑Assisted Language Learning at the University of Alberta, Edmonton: Language Resource Centre, 45‑57.
Rochet, B. (1996b). CALL: Computer‑Assisted Language Learning at the University of Alberta, Edmonton: Language Resource Centre.
Satran, A. & Kristof, R. (1995). Interactivity by design. Mountain View, CA: Adobe Press.
Schwienhorst, K. (2002). Evaluating tandem language learning in the MOO: Discourse repair strategies in a bilingual Internet project. CALL, 15 (2), 135‑145.
Schwienhorst, K. (2002b). The state of VR: A meta‑analysis of virtual reality tools in second language acquisition. CALL, 15 (3), 221‑239.
Shei, C.‑C. (2001). Follow You!: An automatic language lesson generation system. CALL, 14 (2), 129‑144.
Shen, J. (1999). Learner anxiety & computer‑assisted writing. Call‑EJ, 3 (2).
Sheorey, R. & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non‑native readers. System, 29, 431‑449.
Shield, L. & Weininger, M.J. (1999). Collaboration in a virtual world: Groupwork and the distance language learner. In Debski, R. & Levy, M. (Ed.), WorldCALL: Global perspectives on Computer‑Assisted Language Learning. Lisse, Netherlands: Swets & Zeitlinger, 99‑116.
Stockwell, G. & Levy, M. (2001). Sustainability of e‑mail interactions between native speakers and nonnative speakers. CALL, 14 (5), 419‑442.
Sullivan, N. & Pratt E. (1996). A comparative study of two ESL writing environments: a computer‑assisted classroom and a traditional oral classroom. System, 29 (4), 491‑501.
Tschichold, C, (1999). Grammar checking for CALL: Strategies for improving foreign language grammar checkers. In Cameron, K. (Ed.), CALL: Media, Design and applications, Lisse, Netherlands: Swets & Zeitlinger, 203‑221.
Tschirner, E. (2001). Language acquisition in the classroom: The role of digital video. CALL, 14 (3‑4), 305‑319.
Vick, R.M., Crosby, M.E., & Ashworth, D.E. (2000). Japanese and American students meet on the web: Collaborative language learning through everyday dialogue with peers. CALL, 13 (3), 199‑219.
Vignola, M.‑J., Kenny, R.F., Schilz, M.‑A., Andrews, B.W., & Covert, J. (1998). Multimédia interactif et formation des maîtres en français langue seconde : un outil pour l'enseignement réflexif. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 55 (1), 166‑171.
Vilmi, R. (1997). Ups and downs: Creating collaborative and interactive language learning projects at Helsinki University of Technology. Dans Darleguy, V., Ding, A., & Svensson, M. (Ed.), Les Nouvelles Technologies Educatives dans l’apprentissage des langues vivantes : réflexion théorique et applications pratiques, Centre de Ressources en Langues; Lyon. [disponible par Internet : http://www.insa‑lyon.fr/Departements/CDRL/].
Warschauer, M. (1996). Comparing face‑to‑face and electronic discussion in the second language classroom. CALICO Journal, 13 (2&3), 7‑26.
Warschauer, M. (1996b). Motivational aspects of using computers for writing and communication. Warschauer, M. (Ed.), Telecollaboration in foreign language learning, Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center, 29‑46.
Warschauer, M. (1997). A sociocultural approach to literacy and its significiance for CALL. Murphy‑Judy, K. & Sanders, R. (Ed.), NEXUS: The convergence of research and teaching through new information technologies, Durham, North Carolina: Computer Assisted Language Instruction Consortium, 88‑97.
Warschauer, M. (1997b). Computer‑mediated collaborative learning: Theory and practice. Modern Language Journal, 81 (3), 470‑481.
Warschauer, M. (1998). Online learning in sociocultural context. Anthropology & Education Quarterly, 29 (1), 68‑88.
Warschauer, M. (1998b). Interaction, negotiation, and computer‑mediated learning. Clay, M. Educational Technology in language learning:Theoretical considerations and practical applications. Lyon, France: National Institute of Applied Sciences.
Warschauer, M. (1998c). Technology and Indigenous language revitalization: Analyzing the experience of Hawai´í. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 55 (1), 139‑159.
Warschauer, M. & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57‑71.
Warschauer, M. & Lepeintre, S. (1997). Freire's dream or Foucault's nightmare : Teacher‑student relations on an international computer network. Debski, R., Gassin, J., & Smith, M. Language learning through social computing, Parkville, Australia: Applied Linguistics Association of Australia, 67‑89.
Williams, R. (1994). The non‑designer's design book. Berkeley, CA: Peachpit Press.
|
|
|
|
© Martin Beaudoin & University of Alberta, 1999
Martin Beaudoin (martin.beaudoin@ualberta.ca)
mai 1999