[Amhag, Lisbeth, Lisa Hellström, Martin Stigmar (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education 35.4: 203–220.]Search in Google Scholar
[Baloran, Erick T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma 1–8. https://doi.org/10.1080/15325024.2020.176930010.1080/15325024.2020.1769300]Search in Google Scholar
[Barkhuizen, Gary (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System 47: 12–27.]Search in Google Scholar
[Benincasa, Luciana (2017). Word problems and make-believe: Using frame analysis and ethnomethodology to explore aspects of the culture of schooling. Journal of Pedagogy 8.2: 77–99. https://doi.org/10.1515/jped-2017-001010.1515/jped-2017-0010]Search in Google Scholar
[Bensalem, Elias (2019). English as a foreign language (EFL) teacher’s perceptions and use of mobile devices and applications. English Studies at NBU 5.2: 190–202.]Search in Google Scholar
[Cardoso, Silene (2018). New technologies, multiple literacies and teaching English as a foreign language. e-TEALS 8.1: 1–26.]Search in Google Scholar
[Council of Europe. (2011). Common European Framework of Reference for languages: Learning, teaching, assessment (CEFR). Language versions. Retrieved on June 1 2020 from http://www.coe.int/t/dg4/linguistic/cadreen.asp]Search in Google Scholar
[Dahl, Trine (2015). Contested science in the media: Linguistic traces of news writers’ framing activity. Written Communication 32.1: 39–65.]Search in Google Scholar
[Dowell, Margaret-Mary S. (2019). Toward a working definition of digital literacy. Khosrow-Pour, Mehdi, ed. Advanced Methodologies and Technologies in Library Science, Information Management, and Scholarly Inquiry. Hershey, PA: IGI Global, 118–129.10.4018/978-1-5225-7659-4.ch010]Search in Google Scholar
[Entman, Robert M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication 43.4: 51–58.]Search in Google Scholar
[Entman, Robert M. (2003). Cascading activation: Contesting the White House’s frame after 9/11. Political Communication 20.4: 415–432.]Search in Google Scholar
[Entman, Robert M. (2004). Projections of power: Framing news, public opinion, and U.S. foreign policy. Chicago: University of Chicago Press.]Search in Google Scholar
[Entman, Robert M. (2007). Framing bias: Media in the distribution of power. Journal of Communication 57(1): 163–173.]Search in Google Scholar
[Fathema, Nafsaniath, Mohammad H. Akanda (2020). Effects of instructors’ academic disciplines and prior experience with learning management systems: A study about the use of Canvas. Australasian Journal of Educational Technology 22: 113–125.]Search in Google Scholar
[Fillmore, Charles J. (1976). Frame semantics and the nature of language. Annals of the New York Academy of Sciences: Conference on the origin and development of language and speech 280(1): 20–32.]Search in Google Scholar
[Germinario, Renato (2019). Shifting Expectations: Frames of reference in the EFL classroom. CELE Journal 27: 44–63.]Search in Google Scholar
[Gilster, Paul (1997). Digital Literacy. New York: John Wiley.]Search in Google Scholar
[Goffman, Erving (1974). Frame Analysis. An Essay on the Organization of Experience. Cambridge, MA: Harvard University Press.]Search in Google Scholar
[Graedler, Anne-Line (2014). Attitudes towards English in Norway: A corpus-based study of attitudinal expressions in newspaper discourse. Multilingua 33(3–4): 291–312.]Search in Google Scholar
[Gran, Lillian, Daniel Petterson, Christina Elde Mølstad (2019). Digital bildung: Norwegian students’ understanding of teaching and learning with ICT. Nordic Journal of Digital Literacy 14(1–2): 23–36.]Search in Google Scholar
[Hidalgo, Francisco Javier Palacios, Cristina A. Huertas Abril, Elena Gómez Parra (2020). MOOCs: Origins, concept and didactic applications: A systematic review of the literature (2012–2019). Technology, Knowledge and Learning, 1–27.]Search in Google Scholar
[Hiratsuka, Takaaki (2018). Narrative frames as a course evaluation instrument. Language Teacher 42.1: 3–7.]Search in Google Scholar
[Hoppmann, Joern, Laura Diaz Anadon, Venkatesh Narayanamurti (2020). Why matter matters: How technology characteristics shape the strategic framing of technologies. Research Policy 49(1): 1–17.]Search in Google Scholar
[HVL, Høgskulen på Vestlandet (2020). MGUEN201 Engelsk 1, emne 2 - Engelsk språk, litteratur og kultur med fagdidaktikk 2. Retrieved on 1 June 2020 from https://www.hvl.no/studier/studieprogram/emne/33/mguen201]Search in Google Scholar
[IBM Corp. (2016). IBM SPSS Statistics for Windows, Version 24.0. Armonk, NY: IBM Corp.]Search in Google Scholar
[Karademir, Tugra, Ayfer Alper, Fulya Soğuksu, Canan Z. Karababa (2019). The development and evaluation of self-directed digital learning material development platform for foreign language education. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2019.159319910.1080/10494820.2019.1593199]Search in Google Scholar
[Kite, James, Timothy Schlub, Ying Zhang, Silvia Choi, Sarah Craske, Michelle Dickson (2020). Exploring lecturer and student perceptions and use of a learning management system in a postgraduate public health environment. E-Learning and Digital Media 17(3): 183–198.]Search in Google Scholar
[Krumsvik, Rune J. (2008). Situated Learning and Teachers’ Digital Competence. Education and Information Technologies 13(4): 279–290.]Search in Google Scholar
[Krumsvik, Rune J., Lise Øen Jones, Marianne Øfstegaard, Ole J. Eikeland (2016). Upper secondary school teachers’ digital competence: Analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy 11(3): 143–164.]Search in Google Scholar
[Kruse, Otto, Christian Rapp (2019). Seamless writing: how the digitisation of writing transforms thinking, communication, and student learning. Looi, Chee-Kit, Lung-Hsiang Wong, Christian Glahn, Su Cai, eds. Seamless Learning: Perspectives, Challenges and Opportunities. Singapore: Springer, 191–208.10.1007/978-981-13-3071-1_10]Search in Google Scholar
[Lawrence, Geoff, Farhana Ahmed, Christina Cole, Kris P. Johnston (2020). Not more technology but more effective technology: Examining the state of technology integration in EAP programmes. RELC Journal 51(1): 101–116.]Search in Google Scholar
[Lee, Ju Seong, Kilryoung Lee (2019). Informal digital learning of English and English as an international language: The path less traveled. British Journal of Educational Technology 50.(3): 1447–1461.]Search in Google Scholar
[Leuckert, Sven (2020). Rethinking community in linguistics: Language and community in the digital age. Jansen, Bettina, ed. Rethinking Community through Trans-disciplinary Research. Cham: Palgrave Macmillan, 111–125.10.1007/978-3-030-31073-8_7]Search in Google Scholar
[Lynxwiler, John (1999). Frame analysis and the problems of paired course development. Paper presented at the Learning Communities Conference in Tampa, FL,10-13 March 1999. Retrieved on 1 June 2020 from http://horizon.unc.edu/conferences/lc/papers/11.html.]Search in Google Scholar
[Macalister, John (2012). Narrative frames and needs analysis. System 40(1): 120-128.]Search in Google Scholar
[Madsen, Siri S., Steiner Thorvaldsen, Sara Archard (2018). Teacher educators’ perceptions of working with digital technologies. Nordic Journal of Digital Literacy 13(3): 177–196.]Search in Google Scholar
[Maher, Damian (2020). Preservice teacher digital competencies to support school students’ digital literacies. Keengwe, Jared, Grace Onchwari, eds. Handbook of Research on Literacy and Digital Technology Integration in Teacher Education. Hershey, PA: IGI Global, 29–46.10.4018/978-1-7998-1461-0.ch002]Search in Google Scholar
[Mellegård, Ingebjørg, Karin Dahlberg Pettersen (2012). Curriculum practice: English teachers’ understanding and realisation of the new national curriculum, LK06. Hasselgreen, Angela, Ion Drew, Bjørn Sørheim,eds. The Young Language Learner. Research-based Insights into Teaching and Learning. Bergen: Fagbokforlaget, 207–218.]Search in Google Scholar
[Minsky, Marvin (1975). A framework for representing knowledge. Winston, Patrick Henry, ed. The Psychology of Computer Vision. New York: McGraw Hill.]Search in Google Scholar
[Ørevik, Sigrid (2018). Digital technology in the English classroom. Fenner, Anne-Brit, Aud Solbjørg Skulstad, eds. Teaching English in the 21st Century. Bergen: Fagbokforlaget, 237–256.]Search in Google Scholar
[Pan, Xiaoquan, Zhengdong Gan (2020). Perceiving technology-based professional development practices for teachers: accounts from English as a foreign language (EFL) teachers in China. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 10(2): 40–58.]Search in Google Scholar
[Pennington, Martha C. (1999). Framing bilingual classroom discourse: Lessons from Hong Kong secondary school English classes. International Journal of Bilingual Education and Bilingualism 2.1: 53–73.]Search in Google Scholar
[Rindal, Ulrike (2015). Who owns English in Norway? L2 attitudes and choices among learners. Linn, Andrew, Neil Bermel, Gibson Ferguson, eds. Attitudes towards English in Europe. Berlin/Boston: Walter de Gruyter, 241-270.10.1515/9781614515517-012]Search in Google Scholar
[Scott, Mike (2008). Wordsmith Tools: version 4.0.]Search in Google Scholar
[Siahaan, Erna B. (2020). Students’ perception of Edmodo use as a learning tool. JET (Journal of English Teaching) 6(1): 12–23.]Search in Google Scholar
[The University of Oslo (2020). Course Description. Retrieved on 1 June 2020 from https://www.uio.no/studier/emner/uv/ils/PPU3520D/]Search in Google Scholar
[Thomas, Paul, Anders Breidlid (2015). In the shadow of ‘Anglobalization’ national tests in English in Norway and the making of a new English underclass. Journal of Multicultural Discourses 10.3: 349-368.]Search in Google Scholar
[Thorvaldsen, Steinar, Siri S. Madsen (2020). Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action. Education and Information Technologies. Retrieved on 1 June 2020 from https://munin.uit.no/bitstream/handle/10037/18376/article.pdf?sequence=210.1007/s10639-020-10221-4]Search in Google Scholar
[Udir (2020). English subject curriculum (ENG1-03). Retrieved on 1 June 2020 from https://www.udir.no/kl06/ENG1-03/Hele/Grunnleggende_ferdigheter?lplang=http://data.udir.no/kl06/eng]Search in Google Scholar
[Xue, Sijia, Daniel Churchill (2020). Educational affordances of mobile social media for language teaching and learning: a Chinese teacher’s perspective. Computer Assisted Language Learning: 1–30. Retrieved on 1 June 2020 from https://www.tandfonline.com/doi/abs/10.1080/09588221.2020.176581110.1080/09588221.2020.1765811]Search in Google Scholar
[Zhonggen, Yu, Zhu Ying, Yang Zhichun, Chen Wentao (2019). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning 32(4): 323–341.]Search in Google Scholar