This volume addresses the need for a more considered and systematic approach to teacher education and training in Computer-Assisted Language Learning (CALL), in all its forms: Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning and so on. The 20 chapters of the book are divided into five parts: (1) foundations of teacher education in CALL; (2) CALL degree programs; (3) CALL pre-service courses; (4) CALL in-service projects, courses, and workshops; (5) alternatives to formal CALL training. The chapters cover a broad range of levels, environments, countries, and languages. Rather than simply offering inspired speculation, the chapters provide practical information to readers, reporting on what has actually been done in a wide variety of teacher education programs and courses around the world. In many cases, the chapters describe how programs and courses have evolved, and include either qualitative or quantitative research, or both, to inform the structure of CALL courses, tasks and activities.
“This book is recommended for anyone teaching technology to teachers, as well as for those who take on this role informally when supporting colleagues. It contains many ideas and practical experiences, both successes and failures, which teacher educators can learn from.”
Hayo Reinders, RELC Singapore, in Innovation in language Learning and Teaching 1(2), 2007
Cited by (128)
Cited by 128 other publications
Li, Mimi & Lianjiang Jiang
2026. Research Paradigms in CALL Teacher Education and Professional Development. In The Palgrave Encyclopedia of Computer-Assisted Language Learning, ► pp. 1 ff.
Almithqal, Eyad Ahmad & Tomasz John
2025. Exploring Jordanian university lecturers’ TPACK knowledge: Integrating ICT for teaching English pronunciation. Pedagogical Research 10:1 ► pp. em0227 ff.
2025. Contradictions in the position of technology tools in the provision of an online structured teacher training programme. Innovation in Language Learning and Teaching► pp. 1 ff.
Hampel, Regine & Helen Lee
2025. Current and Emerging Theories in CALL. In The Cambridge Handbook of Technology in Language Teaching and Learning, ► pp. 33 ff.
Nazari, Mostafa
2025. Introduction: Language Teachers’ Emotional Dynamics in Technology-Based Contexts. In Language Teachers’ Emotional Dynamics in Technology-Based Contexts, ► pp. 1 ff.
Pinner, Richard
2025. Motivation. In The Cambridge Handbook of Technology in Language Teaching and Learning, ► pp. 281 ff.
Pitura, Joanna, Regina Kaplan-Rakowski & Yuliya Asotska-Wierzba
2025. The VR-AI–Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training. TechTrends 69:1 ► pp. 100 ff.
Tseng, Miao-Fen, Luoyi Cai & Dan Song
2025. Teachers’ Confidence in Applying Effective Principles for Online Teaching in a Teacher Training Program. In Handbook of Chinese Language Learning and Technology, ► pp. 449 ff.
Wang, Yijen
2025. Overcoming Teacher Resistance. In The Cambridge Handbook of Technology in Language Teaching and Learning, ► pp. 348 ff.
Werner, Sina & Robert O’Dowd
2025. “The Learning Process Is Mutual”: Connecting Student Teachers and In-Service Teachers in Intercultural Virtual Exchange. Social Sciences 14:4 ► pp. 242 ff.
Almithqal, Eyad A. & Tomasz John
2024. Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education. Pedagogical Research 9:4 ► pp. em0220 ff.
Bostancıoğlu, Ali
2024. In the pursuit of “sustainable” CALL via the development of a computer-assisted language learning course curriculum to be offered at undergraduate level. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 14:4 ► pp. 2054 ff.
Karmazina , Komila
2024. THE ROLE OF INFORMATION TECHNOLOGIES IN LEARNING FOREIGN LANGUAGES. Grail of Science :38 ► pp. 294 ff.
2024. Examining the Methodological Anatomies of Studies on Teaching English as a Foreign Language from a Techno Pedagogical Perspective. Educational Academic Research :53 ► pp. 80 ff.
2024. Teacher candidates’ intercultural communication in telecollaboration: locating acts of positioning in translingual negotiations. Journal for Multicultural Education 18:1/2 ► pp. 53 ff.
Yeşilçınar, Sabahattin
2024. Preservice English teachers’ views on online language assessment in Turkey. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 14:3 ► pp. 1727 ff.
Esfandiari, Rajab & Hussein Meihami
2023. Iranian EFL Teachers’ Challenges and Solutions in Using Computer-Assisted Assessment: Exploring EFL Teachers’ Experiential Evidence. In Handbook of CALL Teacher Education and Professional Development, ► pp. 313 ff.
Gràcia, Marta, Ana Luisa Adam-Alcocer & Pamela Castillo Mardones
2023. Exploring the impact of a teacher development programme using a digital application on linguistic interactions in the classroom: a multiple case study. Applied Linguistics Review 14:5 ► pp. 1305 ff.
Meihami, Hussein
2023. Situated learning in CALL teacher preparation programs: an ecological perspective to student-teachers’ agency. Computer Assisted Language Learning► pp. 1 ff.
Tafazoli, Dara & Hussein Meihami
2023. Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers’ technological needs and suggestions. Journal of Computers in Education 10:1 ► pp. 163 ff.
Tran-Thanh, Vu, Ha Thi Nguyen & Ha Thanh Le
2023. Professional Identity Under Reconstruction: Stories of Vietnamese ESOL Teachers’ Integration of Technology. In Handbook of CALL Teacher Education and Professional Development, ► pp. 331 ff.
2022. Effects of Training in ICT-Assisted English Language Teaching on Secondary School English Language Teachers’ Knowledge, Skills, and Practice of Using ICT Tools for Teaching English. Education Research International 2022 ► pp. 1 ff.
Ahmed, Anwar
2022. Conclusion: Toward a Critical Hermeneutics of Technology for Language Teacher Education. In Exploring Silences in the Field of Computer Assisted Language Learning, ► pp. 105 ff.
Aljohani, Nouf
2022. Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities. Education for Information 38:1 ► pp. 37 ff.
Gràcia, Marta, Jordi Casanovas, Carles Riba, Maria Ribera Sancho, Maria Josep Jarque, Josep Casanovas & Fàtima Vega
2022. Developing a digital application (EVALOE-DSS) for the professional development of teachers aiming to improve their students’ linguistic competence. Computer Assisted Language Learning 35:3 ► pp. 492 ff.
Li, Shuquan & Manfei Xu
2022. Corpus literacy empowerment: taking stock of research to look forward for practice. Journal of China Computer-Assisted Language Learning 2:1 ► pp. 126 ff.
Morris, Gareth Richard, Jiaxin Xu & Li Li
2022. Transitioning to the New Normal. In Cases on Teaching English for Academic Purposes (EAP) During COVID-19 [Advances in Educational Technologies and Instructional Design, ], ► pp. 205 ff.
Nazari, Mostafa & Ismail Xodabande
2022. L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative. Computer Assisted Language Learning 35:7 ► pp. 1354 ff.
2022. Social media literacy in L2 environments: navigating anonymous user-generated content. Computer Assisted Language Learning 35:8 ► pp. 1731 ff.
Abdel Latif, Muhammad M. M.
2021. The research‐teaching nexus in a graduate CALL course: An action research study. Journal of Computer Assisted Learning 37:1 ► pp. 69 ff.
Abdel Latif, Muhammad M. M.
2021. Corpus literacy instruction in language teacher education: Investigating Arab EFL student teachers’ immediate beliefs and long-term practices. ReCALL 33:1 ► pp. 34 ff.
Cunningham, D. Joseph
2021. Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic. Íkala 26:3 ► pp. 749 ff.
Fominykh, Mikhail, Elizaveta Shikhova, Maria Victoria Soule, Maria Perifanou & Daria Zhukova
2021. Digital Competence Assessment Survey for Language Teachers. In Learning and Collaboration Technologies: New Challenges and Learning Experiences [Lecture Notes in Computer Science, 12784], ► pp. 264 ff.
Cappellini, Marco
2020. Télécollaboration et formation de formateurs en langues au tutorat en ligne – Un état de l'art. Alsic Vol. 23, n° 1
Dooly, Melinda & Randall Sadler
2020. “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL 32:1 ► pp. 4 ff.
Hafner, Christoph A. & Jack Pun
2020. Editorial: Introduction to this Special Issue: English for Academic and Professional Purposes in the Digital Era. RELC Journal 51:1 ► pp. 3 ff.
Yeh, Ellen & Svetlana Mitric
2020. Bridging Activities. International Journal of Computer-Assisted Language Learning and Teaching 10:3 ► pp. 48 ff.
Yeh, Ellen & Svetlana Mitric
2022. Bridging Activities. In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries, ► pp. 135 ff.
Fatmi, Hicham & Ahmed Chouari
2019. A Model for Professional Development in Technology Integration. In Technology-Assisted ESL Acquisition and Development for Nontraditional Learners [Advances in Educational Technologies and Instructional Design, ], ► pp. 211 ff.
Giannikas, Christina Nicole, Elis Kakoulli Constantinou & Salomi Papadima-Sophocleous
2019. Introduction. In Professional development in CALL: a selection of papers, ► pp. 1 ff.
Jiang, Jiahong
2019. An Investigation Into Chinese College English Teachers' Beliefs of Students' Web-Based Informal Language Learning. In Computer-Assisted Language Learning, ► pp. 1717 ff.
Papadima-Sophocleous, Salomi & Christina Nicole Giannikas
2019. Time to evaluate: the students’ perspective of an online MA in CALL
programme. In CALL and complexity – short papers from EUROCALL 2019, ► pp. 334 ff.
Soulé, María Victoria & Salomi Papadima-Sophocleous
2019. Exploring the influence of teachers’ education and professional development in Cypriot higher education CALL practices. In Professional development in CALL: a selection of papers, ► pp. 25 ff.
Stockwell, Glenn & Hayo Reinders
2019. Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities. Annual Review of Applied Linguistics 39 ► pp. 40 ff.
Adnan, Müge
2018. Professional development in the transition to online teaching: The voice of entrant online instructors. ReCALL 30:1 ► pp. 88 ff.
Egbert, Joy L, Seyed Abdollah Shahrokni, Xue Zhang, Intissar Ahmed Yahia, Nataliia Borysenko, Adnan F. Saad Mohamed, David Herman, Sonia Lopez-Lopez, Chioma Ezeh & Faraj Aljarih
2018. Planning for Future Inquiry. International Journal of Computer-Assisted Language Learning and Teaching 8:2 ► pp. 39 ff.
Egbert, Joy L, Seyed Abdollah Shahrokni, Xue Zhang, Intissar Ahmed Yahia, Nataliia Borysenko, Adnan F. Saad Mohamed, David Herman, Sonia Lopez-Lopez, Chioma Ezeh & Faraj Aljarih
2020. Planning for Future Inquiry. In Language Learning and Literacy, ► pp. 1 ff.
KORUCU-KIS, S. & K. S. OZMEN
2018. TOWARD AN INTEGRATED TECHNOLOGY INTEGRATION FRAMEWORK FOR TEACHER PREPARATION: INSTRUCTIONAL TECHNOLOGICAL COMPETENCE. i-manager's Journal on School Educational Technology 14:2 ► pp. 31 ff.
2018. Chinese Language Teachers’ Perceptions of Technology and Instructional Use of Technology: A Path Analysis. Journal of Educational Computing Research 56:3 ► pp. 396 ff.
Martínez Lirola, María
2018. A proposal to improve narrative texts at the University using Genre Theory. Revista Guillermo de Ockham 16:1 ► pp. 21 ff.
Mei, Bing, Gavin T. L. Brown & Timothy Teo
2018. Toward an Understanding of Preservice English as a Foreign Language Teachers’ Acceptance of Computer-Assisted Language Learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research 56:1 ► pp. 74 ff.
Schwartz, Aaron D.
2018. Technology in the Intensive English Program. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Cimermanova, Ivana
2017. Computer-Assisted Learning in Slovakia. In Multiculturalism and Technology-Enhanced Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 252 ff.
Hauck, Mirjam & Malgorzata Kurek
2017. Digital Literacies in Teacher Preparation. In Language, Education and Technology, ► pp. 275 ff.
Jeong, Kyeong-Ouk
2017. Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning 30:6 ► pp. 488 ff.
Kessler, Greg & Philip Hubbard
2017. Language Teacher Education and Technology. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 278 ff.
Li, Zhi, Ahmet Dursun & Volker Hegelheimer
2017. Technology and L2 Writing. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 77 ff.
Orland-Barak, Lily & Ditza Maskit
2017. Information and Communication Technologies (ICT) as ‘Communicating Experience’. In Methodologies of Mediation in Professional Learning, ► pp. 121 ff.
Sert, Olcay & Li Li
2017. A Qualitative Study on CALL Knowledge and Materials Design. International Journal of Computer-Assisted Language Learning and Teaching 7:3 ► pp. 73 ff.
Sert, Olcay & Li Li
2019. A Qualitative Study on CALL Knowledge and Materials Design. In Computer-Assisted Language Learning, ► pp. 2036 ff.
Bueno-Alastuey, M.C. & M. Kleban
2016. Matching linguistic and pedagogical objectives in a telecollaboration project: a case study. Computer Assisted Language Learning 29:1 ► pp. 148 ff.
Hadjistassou, Stella K. & Judith Molka-Danielsen
2016. Designing Alien Mysteries in Chatterdale. In Handbook of Research on Gaming Trends in P-12 Education [Advances in Game-Based Learning, ], ► pp. 222 ff.
I. Berdugo Torres, Martha
2016. Les compétences professionnelles et les multilittératies du professeur de langues. Íkala, Revista de Lenguaje y Cultura 14:2 ► pp. 11 ff.
Tseng, Jun-Jie
2016. Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students. Computer Assisted Language Learning 29:2 ► pp. 302 ff.
Chang, Kyungsuk & Shelagh Rixon
2015. Bringing Information and Reflection Together: A Distance Mentoring and Teacher Development Experience in South Korea. In Experiences of Second Language Teacher Education, ► pp. 226 ff.
Ebrahimi, Alice & S. Susan Marandi
2015. Individual Differences among Student Teachers in Taking an Online Corpus Linguistics Course. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 71 ff.
He, Bi, Nattaya Puakpong & Andrew Lian
2015. Factors affecting the normalization of CALL in Chinese senior high schools. Computer Assisted Language Learning 28:3 ► pp. 189 ff.
Khazaie, Saeed & Hossein Vahid Dastjerdi
2015. Drawing Up a Medical Syllabus by Integrating the Gamified Blended Module of L2 English Learning. Interdisciplinary Journal of Virtual Learning in Medical Sciences 6:4
Martins, Claudia Beatriz Monte Jorge & Herivelto Moreira
2015. Brazilian FL Teachers through the Lens of the Diffusion of Innovations Theory. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 374 ff.
Martins, Claudia Beatriz Monte Jorge & Herivelto Moreira
2018. Brazilian FL Teachers Through the Lens of the Diffusion of Innovations Theory. In Information and Technology Literacy, ► pp. 2321 ff.
Toffoli, Denyze & Geoff Sockett
2015. University teachers’ perceptions of Online Informal Learning of English (OILE). Computer Assisted Language Learning 28:1 ► pp. 7 ff.
Al-Awidi, Hamed Mubarak & Sadiq Abdulwahed Ismail
2014. Teachers’ Perceptions of the Use of Computer Assisted Language Learning to Develop Children’s Reading Skills in English as a Second Language in the United Arab Emirates. Early Childhood Education Journal 42:1 ► pp. 29 ff.
Baptista, Janara Barbosa
2014. Reflexões de professores de inglês em formação inicial sobre o uso de novas tecnologias. Revista Brasileira de Linguística Aplicada 14:3 ► pp. 533 ff.
Cutrim Schmid, Euline & Volker Hegelheimer
2014. Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology. ReCALL 26:3 ► pp. 315 ff.
Morofushi, Mari & Sarah Ellen Pasfield-Neofitou
2014. Normalizing social networking in a beginners' Japanese course. The Language Learning Journal 42:1 ► pp. 67 ff.
Perren, James M.
2014. Critical Study of Gender and Teacher-Designed Interactive Educational Websites. In Encyclopedia of Information Science and Technology, Third Edition [Advances in Information Quality and Management, ], ► pp. 3078 ff.
Whyte, Shona
2014. Bridging the gaps: Using social media to develop techno-pedagogical competences in pre-service language teacher education. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT Vol. XXXIII N° 2 ► pp. 143 ff.
2014. Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning 27:2 ► pp. 122 ff.
Fuchs, Carolin & Farah Sultana Akbar
2013. Use of Technology in an Adult Intensive English Program: Benefits and Challenges. TESOL Quarterly 47:1 ► pp. 156 ff.
McNeil, Levi
2013. Exploring the relationship between situated activity and CALL learning in teacher education. ReCALL 25:2 ► pp. 215 ff.
Arancón, Pilar Rodríguez, Elena Bárcena & Jorge Arús
2012. A Novel Approach for the Development of Communicative Competence in English in a Blended Learning Context. Journal of Language Teaching and Research 3:2
COBB, THOMAS
2012. Technology and Language: Overview. In The Encyclopedia of Applied Linguistics,
Healey, Deborah
2012. Language Trainer Training in Technology. In The Encyclopedia of Applied Linguistics,
Kessler, Greg
2012. Language Teacher Training in Technology. In The Encyclopedia of Applied Linguistics,
Kessler, Greg
2012. Authoring Tools for Language Assessment. In The Encyclopedia of Applied Linguistics,
Martín Monje, Elena
2012. PRESENTE Y FUTURO DE LA ENSEÑANZA DE LENGUAS ASISTIDA POR ORDENADOR: ¿EL FINAL DE UNA ERA?. Revista de Lingüística y Lenguas Aplicadas 7:1
Vinther, Jane
2012. Cognitive Skills through CALL-Enhanced Teacher Training. In Computer-Enhanced and Mobile-Assisted Language Learning, ► pp. 158 ff.
Bax, Stephen
2011. Normalisation Revisited. International Journal of Computer-Assisted Language Learning and Teaching 1:2 ► pp. 1 ff.
Bax, Stephen
2013. Normalisation Revisited. In Explorations of Language Teaching and Learning with Computational Assistance, ► pp. 35 ff.
Chylinski, Renata & Ria Hanewald
2011. Creating Supportive Environments for CALL Teacher Autonomy. In Instructional Design, ► pp. 840 ff.
Cutrim Schmid, Euline
2011. Video-stimulated reflection as a professional development tool in interactive whiteboard research. ReCALL 23:3 ► pp. 252 ff.
Schmid, Euline Cutrim
2009. The Pedagogical Potential of Interactive Whiteboards 2.0. In Handbook of Research on Web 2.0 and Second Language Learning, ► pp. 491 ff.
Egbert, Joy, Omran Akasha, Leslie Huff & HyunGyung Lee
2011. Moving Forward. International Journal of Computer-Assisted Language Learning and Teaching 1:1 ► pp. 1 ff.
Egbert, Joy, Omran Akasha, Leslie Huff & HyunGyung Lee
2013. Moving Forward. In Explorations of Language Teaching and Learning with Computational Assistance, ► pp. 1 ff.
Gorjian, Bahman
2011. Using hypermedia annotations to teach vocabulary on the Web. Research in Learning Technology 19:sup1 ► pp. 7799 ff.
Gorjian, Bahman
2012. Teaching Vocabulary through Web-Based Language Learning (WBLL) Approach. Procedia Technology 1 ► pp. 334 ff.
Guichon, Nicolas & Mirjam Hauck
2011. Editorial: Teacher education research in CALL and CMC: more in demand than ever. ReCALL 23:3 ► pp. 187 ff.
Ruan, Quanyou
2011. 2011 International Conference on Control, Automation and Systems Engineering (CASE), ► pp. 1 ff.
Thouësny, Sylvie & Linda Bradley
2011. Introduction on views of emergent researchers in L2 teaching and learning with technology. In Second Language Teaching and Learning with Technology: Views of Emergent Researchers, ► pp. 1 ff.
Fuchs, Carolin
2010. Cross-Institutional Blended Learning in Teacher Education. International Journal of Mobile and Blended Learning 2:2 ► pp. 30 ff.
Fuchs, Carolin
2012. Cross-Institutional Blended Learning in Teacher Education. In Refining Current Practices in Mobile and Blended Learning [Advances in Mobile and Distance Learning, ], ► pp. 188 ff.
Fuchs, Carolin
2015. Use of the Wiki for Cross-Institutional Collaborations. International Journal of Online Pedagogy and Course Design 5:1 ► pp. 1 ff.
Fuchs, Carolin
2016. “Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration. Computer Assisted Language Learning 29:7 ► pp. 1152 ff.
Hong, Kwang Hee
2010. CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL 22:1 ► pp. 53 ff.
Li, Ji & Yu Li
2010. 2010 5th International Conference on Computer Science & Education, ► pp. 306 ff.
Compton, Lily K.L.
2009. Preparing language teachers to teach language online: a look at skills, roles, and responsibilities. Computer Assisted Language Learning 22:1 ► pp. 73 ff.
GARRETT, NINA
2009. Computer‐Assisted Language Learning Trends and Issues Revisited: Integrating Innovation. The Modern Language Journal 93:s1 ► pp. 719 ff.
Guichon, Nicolas
2009. Training future language teachers to develop online tutors’ competence through reflective analysis. ReCALL 21:2 ► pp. 166 ff.
Guichon, Nicolas
2009. Former par la recherche-développement : le cas des métiers de l'enseignement des langues. Alsic Vol. 12
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 ff.
Hubbard, Philip
2009. Educating the CALL specialist. Innovation in Language Learning and Teaching 3:1 ► pp. 3 ff.
Hubbard, Philip
2023. Emerging technologies and language learning: mining the past to transform the future. Journal of China Computer-Assisted Language Learning 3:2 ► pp. 239 ff.
Hubbard, Philip
2023. Contextualizing and Adapting Teacher Education and Professional Development. In Handbook of CALL Teacher Education and Professional Development, ► pp. 3 ff.
LEVY, MIKE
2009. Technologies in Use for Second Language Learning. The Modern Language Journal 93:s1 ► pp. 769 ff.
Meskill, Carla
2009. CMC in language teacher education: learning with and through instructional conversations. Innovation in Language Learning and Teaching 3:1 ► pp. 51 ff.
Motteram, Gary
2009. Social computing and teacher education: an agenda for course development. Innovation in Language Learning and Teaching 3:1 ► pp. 83 ff.
Motteram, Gary
2014. Re-aligning research into teacher education for CALL and bringing it into the mainstream. Language Teaching 47:3 ► pp. 319 ff.
OTTO, SUE E. K. & JAMES P. PUSACK
2009. Computer‐Assisted Language Learning Authoring Issues. The Modern Language Journal 93:s1 ► pp. 784 ff.
Raby, Françoise
2009. La dissonance motivationnelle ou l’impact d’un environnement hautement dynamique sur la motivation des enseignants de langues1. Lidil :40 ► pp. 123 ff.
Stockwell, Glenn
2009. Teacher education in CALL: teaching teachers to educate themselves. Innovation in Language Learning and Teaching 3:1 ► pp. 99 ff.
Chapelle, Carol A.
2008. Computer Assisted Language Learning. In The Handbook of Educational Linguistics, ► pp. 585 ff.
Blake, Robert J.
2007. NEW TRENDS IN USING TECHNOLOGY IN THE LANGUAGE CURRICULUM. Annual Review of Applied Linguistics 27 ► pp. 76 ff.
BLAKE, ROBERT J.
2009. The Use of Technology for Second Language Distance Learning. The Modern Language Journal 93:s1 ► pp. 822 ff.
[no author supplied]
2015. Conclusion and Discussion. In Intelligent Web-Based English Instruction in Middle Schools [Advances in Educational Technologies and Instructional Design, ], ► pp. 289 ff.
[no author supplied]
2025. Social Aspects. In The Cambridge Handbook of Technology in Language Teaching and Learning, ► pp. 231 ff.
[no author supplied]
2025. Practice. In The Cambridge Handbook of Technology in Language Teaching and Learning, ► pp. 297 ff.
[no author supplied]
2025. Laying the Foundations. In The Cambridge Handbook of Technology in Language Teaching and Learning, ► pp. 1 ff.
This list is based on CrossRef data as of 6 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.
