Currently browsing: Items authored or edited by Regine Hampel

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Austin, Nick; Hampel, Regine and Kukulska-Hulme, Agnes (2017). Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting. System, 64 pp. 87–103.

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Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph; Stanojevic, Mateusz Milan and Stickler, Ursula (2010). Needs and challenges for online language teachers - the ECML project DOTS. Teaching English with Technology: A Journal for Teachers of English, 10(2) pp. 5–20.

Baumann, Uwe and Hampel, Regine (2006). Medien - von der Zeitung zum Internet. In: Baumann, Uwe and Duensing, Annette eds. Developing writing skills in German. London: Routledge, pp. 60–84.

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Coleman, James A.; Hampel, Regine; Hauck, Mirjam and Stickler, Ursula (2012). Collaboration and interaction: the keys to distance and computer-supported language learning. In: Levine, Glenn.S.; Phipps, Alison and Blythe, Carl eds. Critical and Intercultural Theory and Language Pedagogy. Florence, KY, USA: Cengage Learning, pp. 161–180.

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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.

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Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda and Stickler, Ursula (2013). Online teacher development: collaborating in a virtual learning environment. Computer Assisted Language Learning, 26(4) pp. 311–333.

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Flewitt, Rosie; Hampel, Regine; Hauck, Mirjam and Lancaster, Lesley (2013). What are multimodal data and transcription? In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis (2nd edition). London: Routledge, pp. 44–59.

Flewitt, R. S.; Hampel, R.; Hauck, M. and Lancaster, L. (2009). What are multimodal data and transcription? In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis. London: Routledge, pp. 40–53.

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Hampel, Regine (2020). Disruptive technologies and language learner identity in the digital age. In: 2020 STELLA Symposium: Harnessing the Potentials of Technology to Support Self-Directed Language Learning in Online Learning Settings, STELLA 2020, 15-16 Oct 2020, Stockholm, Sweden.

Hampel, Regine (2019). The Conceptualization of Time, Space, and the Body in Virtual Sites and the Impact on Language Learner Identities. In: Bagga-Gupta, Sangeeta; Messina Dahlberg, Giulia and Lindberg, Yiva eds. Virtual Sites as Learning Spaces. Palgrave Macmillan, pp. 269–294.

Hampel, Regine (2019). Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach. Palgrave Macmillan.

Hampel, Regine (2015). Theoretical approaches and research-based pedagogies for online teaching. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 134–149.

Hampel, Regine and Stickler, Ursula (2015). Introduction: From teacher training to self-reflective practice. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 1–11.

Hampel, Regine (2014). Making meaning online: computer-mediated communication for language learning. In: Peti-Stantić, Anita and Stanojević, Mateusz-Milan eds. Language as Information. Proceedings from the CALS Conference 2012. Frankfurt am Main: Peter Lang, pp. 89–106.

Hampel, Regine (2014). Enhancing interaction and communication in distance language learning by using new technologies [trans. by Junhong Xiao]. Distance Education in China, 5 pp. 11–19.

Hampel, Regine and Pleines, Christine (2013). Fostering Student Interaction and Engagement in a Virtual Learning Environment: An Investigation into Activity Design and Implementation. The CALICO Journal, 30(3) pp. 342–370.

Hampel, Regine and de los Arcos, Beatriz (2013). Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme. Innovation in Language Learning and Teaching, 7(2) pp. 158–178.

Hampel, Regine (2012). Multimodal computer-mediated communication and distance language learning. In: Chapelle, Carol A. ed. The Encyclopedia of Applied Linguistics. Wiley-Blackwell.

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.

Hampel, Regine (2010). Task design for a virtual learning environment in a distant language course. In: Thomas, Michael and Reinders, Hayo eds. Task-Based Language Learning and Teaching with Technology. London: Continuum Publishing, pp. 131–153.

Hampel, Regine and Hauck, Mirjam (2009). Towards an effective use of audioconferencing in distance learning courses. In: Hubbard, Philip ed. Computer Assisted Language Learning. Critical Concepts in Linguistics, IV. Presen. London: Routledge, pp. 74–96.

Hampel, Regine (2009). Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration. Innovation in Language Learning and Teaching, 3(1) pp. 35–50.

Hauck, Mirjam and Hampel, Regine (2008). Strategies for online environments. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Clevedon, UK: Multilingual Matters, pp. 283–302.

Hampel, Regine (2007). New literacies and the affordances of the new media: Using audiographic computer conferencing for language learning. In: Schneider, S. and Würffel, N. eds. Kooperation & Steuerung: Fremdsprachenlernen und Lehrerbildung mit digitalen Medien. Gießener Beiträge zur Fremdsprachendidaktik. Tübingen: Gunter Narr Verlag, pp. 33–53.

Hampel, Regine and Hauck, Mirjam (2006). Computer-mediated language learning: Making meaning in multimodal virtual learning spaces. JALT CALL Journal, 2(2) pp. 3–18.

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.

Hampel, Regine and Stickler, Ursula (2005). New skills for new classrooms: training tutors to teach languages online. Computer Assisted Language Learning, 18(4) pp. 311–326.

Hampel, R and Hauck, M (2005). The challenges of implementing online tuition in distance language courses: Task design and tutor role. In: Holmberg, B.; Shelley, M. and White, C. eds. Distance Education and Languages, Evolution and Change. Multilingual Matters.

Hampel, Regine; Felix, Uschi; Hauck, Mirjam and Coleman, James A. (2005). Complexities of learning and teaching languages in a real-time audiographic environment. German as a foreign language(3) pp. 1–30.

Hampel, Regine and Hauck, Mirjam (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8(1) pp. 66–82.

Hampel, Regine; Hauck, Mirjam and Shield, Lesley (2004). Using Synchronous Conferencing to Support Distance Language Learning: a case study. In: Salmon, Gilly ed. E-Moderating: The Key to Teaching and Learning Online. Routledge Falmer.

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

Hampel, Regine and Baber, E (2003). Using internet-based audio-graphic and video conferencing for language teaching and learning. In: Felix, U ed. Language Learning Online (Language Learning and Language Technology, 3), Volume 7 (3). Lisse, Nertherlands: Swets & Zeitlinger, pp. 38–41.

Hauck, Mirjam and Hampel, Regine (2003). Using Lyceum, an audio-graphic conferencing system, to talk at a distance. In: Goodfellow, D; Fenner, A; Garrido, C and Tella, S eds. The educational use of ICT in teacher education and distance language learning. European Centre for Modern Language of the Council for Europe.

Hampel, Regine (2002). Self-reflecting mirrors: Genre and narrative subversion in John Banville’s Trilogy. New Comparison(33-44)

Hampel, Regine (2002). Variationen: Kontexte. In: ed. ? Open University.

Hampel, Regine (2001). 'I write therefore I am?' Fictional autobiography and the idea of selfhood in the postmodern age. Bern: Peter Lang Publishing.

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Karamifar, Banafsheh; Germain-Rutherford, Aline; Heiser, Sarah; Emke, Martina; Hopkins, Joseph; Ernest, Pauline; Stickler, Ursula and Hampel, Regine (2019). Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers. TESL Canada Journal, 36(3) pp. 55–81.

Karamifar, Banafsheh; Stickler, Ursula; Hampel, Regine; Germain-Rutherford, Aline; Hopkins, Joseph; Heiser, Sarah; Ernest, Pauline; Emke, Martina and Pellerin, Martine (2018). Perspectives and trajectories of the language teacher in the 21st century. In: Proceedings WorldCALL 2018 Concepción, 13-16 November, 2018 CALLing all the CALLers Worldwide (Barr, David; Banados, Emerita and Gimeno, Ana eds.), Universidad de Concepcion, Concepcion, Chile, pp. 51–54.

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Lee, Helen; Hampel, Regine and Kukulska-Hulme, Agnes (2019). Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices. System, 81 pp. 26–38.

Lamy, Marie-Noëlle and Hampel, Regine (2007). Online communication for language learning and teaching. Basingstoke: Palgrave Macmillan.

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Montoro, Carlos; Hampel, Regine and Stickler, Ursula (2014). Modelling typical online language learning activity. In: CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, Research-publishing.net, pp. 237–240.

Montoro, Carlos and Hampel, Regine (2012). CALL: a triangle of triangles. The EuroCALL Review, 20(1)

Montoro, Carlos and Hampel, Regine (2011). Investigating language learning activity using a CALL task in the self-access centre. SiSAL (Studies in Self-Access Learning) Journal, 2(3) pp. 119–135.

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Rossade, K. D.; Heins, B. and Hampel, R. (2005). Instant messaging in distributed and distance language learning. In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005, 2005, Chesapeake, VA.

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Stickler, Ursula; Hampel, Regine; Heiser, Sarah; Ernest, Pauline; Hopkins, Joseph; Germain-Rutherford, Aline and Emke, Martina (2020). ReN: Perspectives and Trajectories of the Language Teacher in the 21st Century (TPLang21). International Journal of Applied Linguistics, 30(2) pp. 344–349.

Stickler, Ursula; Hampel, Regine and Emke, Martina (2020). A developmental framework for online language teaching skills. Australian Journal of Applied Linguistics, 3(1) pp. 133–151.

Stickler, Ursula and Hampel, Regine (2019). Qualitative Research In Online Language Learning - What Can It Do? International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 9(3), article no. 2.

Stickler, Ursula and Hampel, Regine (2015). Qualitative research in CALL. CALICO Journal, 32(3) pp. 380–395.

Stickler, Ursula and Hampel, Regine (2015). Transforming teaching: new skills for online language learning spaces. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 63–77.

Stickler, Ursula; Hampel, Regine and Murphy, Linda (2015). Editorial. Innovation in Language Learning and Teaching, 9(1) pp. 1–3.

Stickler, Ursula; Emke, Martina and MoreDOTS Project, Team (2015). Teaching and learning online – Developing your skills to develop others. In: Krings, Hans P. and Kühn, Bärbel eds. Fremdsprachliche Lernprozesse. Erträge des 4. Bremer Symposions zum Fremdsprachenlehren und -lernen an Hochschulen. Fremdsprachen in Lehre und Forschung (FLF), 48. Arbeitskreis der Sprachenzentren e.V., pp. 199–209.

Stickler, Ursula and Hampel, Regine (2010). CyberDeutsch: Language production and user preferences in a Moodle Virtual Learning Environment. CALICO Journal, 28(1) pp. 49–73.

Stickler, Ursula; Ernest, Pauline; Beaven, Tita; Emke, Martina; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojewic, Mateusz-Milan (2010). Joining the DOTS. A collaborative approach to online teacher training. The EuroCALL Review, 16, http://www.eurocall-languages.org/review/16/index.html.

Stickler, Ursula; Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojevic, Mateusz Milan (2010). From the editors: stepping stones to teaching lnguages with technology. Journal of Teaching English with Technology (10) 2.

Stickler, Ursula and Hampel, Regine (2007). "What I think works well...." Learners' evaluation and actual usage of online tools. In: Interactive Computer Aided Learning (ICL) International Conference, 26-28 Sep 2007, Villach, Austria.

Stickler, Ursula and Hampel, Regine (2007). Designing online tutor training for language courses: a case study. Open Learning, 22(1) pp. 75–85.

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