Currently browsing: Items authored or edited by Regine Hampel https://orcid.org/0000-0001-6101-2003

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.

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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.

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.

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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Emke, Martina; Stickler, Ursula and the 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.

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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.

Hampel, Regine (2025). Multilingualism and the Digital Media. In: Chapelle, Carol ed. Encyclopedia of Applied Linguistics. Wiley (In Press).

Hampel, Regine (2024). Ecological perspectives on CALL. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. Bloomsbury Publishing, pp. 131–143.

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Hampel, Regine and Lee, Helen (2024). Current and emerging theories in CALL. In: Stockwell, Glenn and Wang, Yijen eds. The Cambridge Handbook of Technology in Language Teaching and Learning. Cambridge Handbooks in Language and Linguistics. Cambridge: Cambridge University Press (In Press).

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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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.

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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 and Hampel, Regine (2023). Geosemiotics as a multiperspectivist lens: Theorizing L2 use of semiotic resources in negotiation of meaning with mobiles from outside the classroom. Language Learning & Technology, 27(2) pp. 46–71.

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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.

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

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.

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

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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.

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise (2022). Introduction to open world learning: Research, innovation and the challenges of high-quality education. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 1–12.

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Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise (2022). Reflecting on the main findings and practical applications. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 264–272.

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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.

Stickler, Ursula and Hampel, Regine (2025). Technology Integration in Europe: An Experiential Approach. In: Russell, Victoria; Murphy Judy, Kathryn; Troyan, Francis John; Moeller, Aleidine J. and Hines-Gaither, Krishauna eds. The Handbook of Research in World Language Instruction. New York, NY, USA: Routledge (In press).

Stickler, Ursula and Hampel, Regine (2024). Conclusion. In: Hampel, Regine and Stickler, Ursula eds. Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. London, New York: Bloomsbury Publishing, pp. 475–477.

Stickler, Ursula and Hampel, Regine (2022). Qualitative Research In Online Language Learning: What Can It Do? In: Information Resources Management Association ed. Research Anthology on Remote Teaching and Learning and the Future of Online Education. IGI Global, pp. 174–190.

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.

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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.

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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.

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

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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 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. In Teaching English with Technology: A Journal for Teachers of English Journal of Teaching English with Technology (10) 2.

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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.