1. bookVolumen 2 (2015): Edición 2 (December 2015)
Detalles de la revista
Primera edición
29 Sep 2014
Calendario de la edición
1 tiempo por año
Acceso abierto

The transformative potential of action research and ICT in the Second Language (L2) classroom

Publicado en línea: 30 Dec 2015
Volumen & Edición: Volumen 2 (2015) - Edición 2 (December 2015)
Páginas: 49 - 59
Recibido: 01 Jul 2015
Aceptado: 01 Oct 2015
Detalles de la revista
Primera edición
29 Sep 2014
Calendario de la edición
1 tiempo por año

[1] Ballance, O. J. (2012). Mobile language learning: More than just the ‘platform.’ A commentary on Glenn Stockwell’s Using Mobile Phones for Vocabulary Activities: Examining the Effect of the Platform. Language Learning & Technology 14 (2), 21-23. http://llt.msu.edu/issues/october2012/ballance.pdf (accessed 4th February 2015)Search in Google Scholar

[2] Biesta, G. (2008). A New “Logic” of Emancipation: Foucault and Rancière, Philosophy of Education Yearbook. http://hdl.handle.net/1893/2714 (accessed April 7th, 2015)Search in Google Scholar

[3] Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Berkshire, England: McGraw-Hill EducationSearch in Google Scholar

[4] Blake, R. (2013). Brave New Digital Classroom: Technology and Foreign Language Learning. 2nd Ed. Washington: Georgetown University PressSearch in Google Scholar

[5] Clerkin, M. (2008). Creating a living educational theory while using electronic portfolios as a tool to aid the assessment for learning approach in my primary school Irish language classroom. Unpublished Masters dissertation, Dublin City University, IrelandSearch in Google Scholar

[6] Cochran-Smith, M. & Lytle, S. (2009). Inquiry as Stance: Practitioner Research in the Next Generation (Practitioners Inquiry). Teachers’ College PressSearch in Google Scholar

[7] Conacher, JE; Taalas, P; Vogel, T (2004) ‚New language learning and teaching environments: How does ICT fit in?‘ In: Chambers, A., Conacher, J.E. & J. Littlemore (eds). ICT and Language Learning: Integrating Pedagogy and Practice. Birmingham: University of Birmingham PressSearch in Google Scholar

[8] Crookes, G. and Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning 41(4), 469-51210.1111/j.1467-1770.1991.tb00690.xSearch in Google Scholar

[9] Crotty, Y. (2014). Promoting a Creative Entrepreneurial Approach in Higher Education. International Journal for Transformative Research 1(1), 75-10010.2478/ijtr-2014-0005Search in Google Scholar

[10] Crotty, Y. (2012). How am I bringing an educationally entrepreneurial spirit into higher education? PhD thesis, Dublin City University, IrelandSearch in Google Scholar

[11] Dadds, M. (2014). Continuing Professional Development: nurturing the expert within. Professional Development in Education 40 (1). 9-1610.1080/19415257.2013.871107Search in Google Scholar

[12] Department of Education and Science. (2008). Investing effectively in Information and Communications Technology in Schools. Dublin: Stationery OfficeSearch in Google Scholar

[13] Department of Education and Science. (2004). Inspection of Modern Languages: Observations and Issues. Dublin: Stationery OfficeSearch in Google Scholar

[14] Department of Education and Science. (1999). Primary School Curriculum: Gaeilge. Dublin: Stationery OfficeSearch in Google Scholar

[15] Department of Education and Science. (1997). Ireland Schools, IT 2000: A Policy Framework for the New Millennium. Dublin: Stationery OfficeSearch in Google Scholar

[16] Dewey, J. (1933). How we Think Revised Edition. Boston: D.G. HeathSearch in Google Scholar

[17] Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal 78 (3), 273-28410.1111/j.1540-4781.1994.tb02042.xSearch in Google Scholar

[18] Ertmer, P. A., Ottenbreit-Leftwich, A. T., & York, C. (2007). Exemplary technology using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55-61Search in Google Scholar

[19] Farren, Margaret. 2006. How Am I Creating a Pedagogy of the Unique Through a Web of Betweenness? Doctoral dissertation, University of Bath. UKSearch in Google Scholar

[20] Fitzpatrick, M. (2004). Enabling enhanced learning through multimedia authoring in an early childhood setting. Unpublished Masters dissertation, Dublin City University, IrelandSearch in Google Scholar

[21] Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London:: Edward ArnoldSearch in Google Scholar

[22] Gee, J. P. (2008). Social Linguistics and Literacies: Ideology in Discourses. Oxford: Routledge10.4324/9780203944806Search in Google Scholar

[23] Habermas, J. (1976). Communication and the Evolution of Society. London: HeinemannSearch in Google Scholar

[24] Ioannidou-Koutselini M. and Patsalidou, F. (2015). Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self awareness. Educational Action Research 23 (2), 124-13910.1080/09650792.2014.960531Search in Google Scholar

[25] Irons, A. (2008). Enhancing Learning through Formative Assessment and Feedback. London: Routledge10.4324/9780203934333Search in Google Scholar

[26] Kayaoglu, M.N. (2015). Teacher Researchers in Action Research in a heavily centralized education system. Educational Action Research 23 (2), 140-16110.1080/09650792.2014.997260Search in Google Scholar

[27] Kemmis, S. and McTaggart, R. (Eds.) 1988. The action research planner. Victoria, Australia: Deakin University PressSearch in Google Scholar

[28] Klein, C., DeRouin R. E. and Salas, E. (2006). Uncovering workplace Interpersonal Skills. A Review Framework and Research Agenda In Hodgkinson G. P. and Ford, K. (Eds.), International review of Industrial and Organisational Psychology. 21, 80-126. New York: Wiley & Sons. LtdSearch in Google Scholar

[29] Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: a study of Spanish-American telecollaboration. Computer Assisted Language Learning 22 (5): 425-44310.1080/09588220903345184Search in Google Scholar

[30] Little, D. (2007). Language Learner Autonomy: Some Fundamental Considerations Revisited. Innovation in Language Learning and Teaching 1(1), 14-2910.2167/illt040.0Search in Google Scholar

[31] Lyons, N. (2012). How can I motivate my students to communicate in the target language through the medium of technology in a second language classroom? Unpublished Masters dissertation, Dublin City University, IrelandSearch in Google Scholar

[32] MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal 79, 90-9910.1111/j.1540-4781.1995.tb05418.xSearch in Google Scholar

[33] McLaughlin, C. and Ayubayeva, N. (2015). ‘It is the research of self-experience’: feeling the value in Action Research. Educational Action Research 23 (1), 51-6710.1080/09650792.2014.994018Search in Google Scholar

[34] McMinn, Sean. (2011). Podcasting Possibilities: Increasing time and motivation in the language learning classroom. Hong Kong University of Science and Technology http://www.eife-l.org/publications/proceedings/ilf08/contributions/improvingquality-of-learning-with-technologies/McMinn.pdf (accessed May 15th 2015)Search in Google Scholar

[35] McNiff, J. (2015). Special Issue: Value and Virtue in Practice- Based Research. Educational Action Research 23(1), 1-3Search in Google Scholar

[36] National Council for Curriculum and Assessment. (2007a). Assessment in the Primary School Curriculum: Guidelines for Schools. http://www.ncca.ie/uploadedfiles/publications/assess%20%20guide.pdf (accessed 6th March 2015Search in Google Scholar

[37] National Council for Curriculum and Assessment. (2007b). ICT Framework: A Structured Approach to ICT in Curriculum and Assessment: Report on the school-based developmental initiative. http://www.ncca.ie/uploadedfiles/publications/ict%20report%20new%2007.pdf (accessed 14th March 2015)Search in Google Scholar

[38] O’Donnell, A. and King, A. (1999). (Eds.). Cognitive perspectives on peer learning. Mahwah, NJ: ErlbaumSearch in Google Scholar

[39] Oxford, R. and Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework.The Modern Language Journal 78(1), 12-2810.1111/j.1540-4781.1994.tb02011.xSearch in Google Scholar

[40] Pachler, N. and Field, K.. (2001). Learning to teach modern foreign languages in the secondary school: a companion to school experience. London: RoutledgeSearch in Google Scholar

[41] Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon 9(5): 1-610.1108/10748120110424816Search in Google Scholar

[42] Schön, D. A. (1995). Knowing-in-action: The New Scholarship requires a New Epistemology. Change: The Magazine of Higher Learning 27(6), 27-3410.1080/00091383.1995.10544673Search in Google Scholar

[43] Schön, D. A. (1983). Reflective Practitioner. New York: Basic BooksSearch in Google Scholar

[44] Rosell-Aguilar, F. ( 2007). Top of the Pods - In Search of a Podcasting ‘Pedagogy’ for Language Learning. Computer Assisted Language Learning 20(5), 471-49210.1080/09588220701746047Search in Google Scholar

[45] Roessingh, H. (2014). Teachers’ roles in designing meaningful tasks for mediating language learning through the use of ICT: A reflection on authentic learning for young ELLs. Canadian Journal of Learning & Technology 40(1), 1-5Search in Google Scholar

[46] Ryan, T. & Bagley, G. (2015). Nurturing the Integration of Technology in Education. Journal of Theory and Practice in Education. 11(1), 33-50Search in Google Scholar

[47] Salas, E. Cooke, N. J. and Rosen, M. A. (2008). On Teams, Teamwork, and Team Performance: Discoveries and development. Human Factors 50(3), 540-54710.1518/001872008X288457Search in Google Scholar

[48] Salm, T. (2014). Action research to improve collaboration among Student Support Services teams. Educational Action Research 22(1), 93-10810.1080/09650792.2013.854173Search in Google Scholar

[49] Tsiplakides, I., and Areti K. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations. Canadian Centre of Science and Education 2(4). http://www.ccjk.com/wp-content/uploads/2013/07/Article-for-LS-assignment.pdf (accessed 18th April 2015)10.5539/ies.v2n4p39Search in Google Scholar

[50] Williams, M. and Burden, R L. (1997). Psychology for language teachers: a social constructivist approach. Cambridge, Cambridge University PressSearch in Google Scholar

[51] Wong, Lung-Hsiang. 2013. Analysis of students’ after-school mobile-assisted artifact creation processes in a seamless language learning environment. Educational Technology and Society 16 (2):198-211Search in Google Scholar

[52] Wong, L. H. (2013). Analysis of Students’ After-School Mobile- Assisted Artifact Creation Processes in a Seamless Language Learning Environment. Educational Technology & Society, 16(2), 198-211Search in Google Scholar

[53] Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals 23(6), 539-55310.1111/j.1944-9720.1990.tb00424.xSearch in Google Scholar

[54] Zhao, Y. (2005).Research in technology and second language education developments and directions. Greenwich, Conn: IAP-Information Age Publications Search in Google Scholar

Artículos recomendados de Trend MD

Planifique su conferencia remota con Sciendo