CALL Principles and Practices
Overview: Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not alway...
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| 001 | oer_unej_2989 | ||
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| 100 | 1 | 0 | |a Joy Egbert, Seyed Abdollah Shahrokni |e author |
| 245 | 0 | 0 | |a CALL Principles and Practices |
| 500 | |a http://oer.library.unej.ac.id//index.php?p=show_detail&id=2989 | ||
| 520 | |a Overview: Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why. | ||
| 546 | |a en | ||
| 690 | |a Arts and Humanities, Languages, Literature | ||
| 690 | |a NONE | ||
| 655 | 7 | |a Text |2 local | |
| 856 | 4 | 1 | |u http://oer.library.unej.ac.id//index.php?p=show_detail&id=2989 |z Get Fulltext |