Stickler, Ursula and Hauck, Mirjam
(2006).
| URL: | https://calico.org/p-5-CALICO%20Journal.html |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
Increasingly, fundamental questions are being asked of online language learning: In what ways can online teaching benefit the language learner most? How can online environments be designed, or redesigned, to suit the purposes of language learners? Finally, what does the language teacher need to know to become a successful online tutor? In other words, questions of pedagogy for online language teaching are coming to the fore. They will need to assume even greater—and more sustained—importance, if online language learning is ever going to shed the image of being “second best” to face-to-face teaching and lose the peripheral status which it still seems to have for many researchers (Coleman, 2005).
| Item Type: | Journal Item |
|---|---|
| ISSN: | 0742-7778 |
| Keywords: | Online Language Learning; Pedagogy; Tutor Training |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics Faculty of Wellbeing, Education and Language Studies (WELS) |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) Language & Literacies Health and Wellbeing PRA (Priority Research Area) |
| Item ID: | 7935 |
| Depositing User: | Ursula Stickler |
| Date Deposited: | 14 Jun 2007 |
| Last Modified: | 17 Aug 2017 10:59 |
| URI: | http://oro.open.ac.uk/id/eprint/7935 |
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