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Number of items: 22.


Stickler, Ursula and Shi, Lijing (2016). Eyetracking methodology in SCMC: a tool for empowering learning and teaching. ReCALL (In Press).


Hampel, Regine and Stickler, Ursula (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2) pp. 116–137. file


Comas-Quinn, Anna (2011). Learning to teach online or learning to become an online teacher: an exploration of teachers' experiences in a blended learning course. ReCALL, 23(03) pp. 218–232. file

Guichon, Nicolas and Hauck, Mirjam (2011). Editorial: Teacher education research in CALL and CMC: more in demand than ever. ReCALL, 23(3) pp. 187–199. restricted access item, not available for direct download

Lewis, Tim (2011). [Book Review] Teaching Academic and Professional English Online, Editors: González-Pueyo, Isabel; Foz Gil, Carmen; Jaime Siso, Mercedes and Luzón Marco, María José. Peter Lang, 2009. ReCALL, 23(1) pp. 79–82.


Comas-Quinn, Anna; Mardomingo, Raquel and Valentine, Chris (2009). Mobile blogs in language learning: making the most of informal and situated learning opportunities. ReCALL, 21(1) pp. 96–112. file

de los Arcos, Beatriz; Coleman, James A. and Hampel, Regine (2009). Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk. ReCALL, 21(1) pp. 3–17. file

Kukulska-Hulme, Agnes (2009). Will mobile learning change language learning? ReCALL, 21(2) pp. 157–165. filerestricted access item, not available for direct download

Wang, Liang and Coleman, James A. (2009). A survey of Internet-mediated intercultural foreign language education in China. ReCALL, 21(1) pp. 113–129. file


Conole, Grainne (2008). Listening to the learner voice: The ever changing landscape of technology use for language students. ReCALL, 20(2) pp. 124–140. file

Kukulska-Hulme, Agnes and Shield, Lesley (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3) pp. 271–289. restricted access item, not available for direct download


Hauck, Mirjam (2007). Critical success factors in a TRIDEM exchange. ReCALL, 19(2) pp. 202–223. file


Hampel, Regine (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(1) pp. 105–121. file


Coleman, James A. (2005). CALL from the margins: towards effective dissemination of CALL research and good practices. ReCALL, 17(1) pp. 18–31. file

Knight, Paul (2005). Learner interaction using email: the effects of task modification. ReCALL, 17(1) pp. 101–121. file


Lamy, Marie-Noëlle (2004). Oral conversations online: redefining oral competence in synchronous environments. ReCALL, 16(2) pp. 520–538. file

Rosell-Aguilar, Fernando (2004). WELL done and well liked: online information literacy skills and learner impressions of the web as a resource for foreign language learning. ReCALL, 16(1) pp. 210–224. file


Hampel, Regine (2003). Theoretical perspectives and new practices in audio-graphic conferencing for language learning. ReCall, 15(1) pp. 21–36. file


Goodfellow, Robin; Lamy, Marie-Noelle and Jones, Glyn (2002). Assessing learners' writing using lexical frequency. ReCALL, 14(1) pp. 133–145. file


Goodfellow, Robin and Lamy, Marie-Noelle (1998). Learning to learn a language – at home and on the Web. ReCALL, 10(1) pp. 68–78. file


Lamy, Marie-Noelle (1997). The Web for French grammar: a tool, a resource or a waste of time? ReCALL, 9(2) pp. 26–32. file


Goodfellow, Robin; Jefferys, Ingrid; Miles, Terry and Shirra, Tim (1996). Face-to-face language learning at a distance? a study of a video conference try-out. ReCALL, 8(2) pp. 5–16. file

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