Cover not available

In:The COLT Observation Scheme: Digital versions and updated research applications
Nina Spada
[Language Learning & Language Teaching 60] 2024
► pp. 185–191

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

References

Published online: 15 August 2024
DOI logo with link
https://doi.org/10.1075/lllt.60.refs
Allen, P. (1983). A three-level curriculum model for second language education. Canadian Modern Language Review, 40, 23–43. Google Scholar logo with link to Google Scholar
Allen, P., Bialystok, E., Cummins, J., & Mougeon, R. (1982). The development of bilingual proficiency (An interim report on the first year of research). Ontario Institute for Studies in Education, University of Toronto.Google Scholar logo with link to Google Scholar
Allen, P., & Carroll, S. (1987). Evaluation of classroom processes in a Canadian core French programme. Evaluation and Research, 1, 49–61. Google Scholar logo with link to Google Scholar
(1988). Analytic and experimental dimensions in core French classrooms. Canadian Modern Language Review, 45, 43–64. Google Scholar logo with link to Google Scholar
Allen, P., Carroll, S., Burtis, J., & Gaudino, V. (1987). The core French observation study. In B. Harley, P. Allen, J. Cummins, & M. Swain. (Eds.), The development of bilingual proficiency: Final report. Vol. II: Classroom treatment (Unpublished report). Ontario Institute for Studies in Education, University of Toronto.Google Scholar logo with link to Google Scholar
Allen, P., Fröhlich, M., & Spada, N. (1984). The communicative orientation of language teaching: An observation scheme. In J. Handscombe, R. A. Orem, & B. Taylor. (Eds.), On TESOL: ‘83: The question of control (pp. 231–251). TESOL. [URL]
Allen, P., Swain, M., Harley, B., & Cummins, J. (1990). Aspects of classroom treatment: Toward a more comprehensive view of second language education. In B. Harley, P. Allen, J. Cummins, & M. Swain. (Eds.), The development of second language proficiency (pp. 57–81). Cambridge University Press. Google Scholar logo with link to Google Scholar
Allwright, R. L. (1972). Prescription and description in the training of language teachers. In J. Qvistgaard, H. Schwartz, & H. Spang-Hanssen. (Eds.), Applied linguistics: Problems and solutions (pp. 155–166). AILA Proceedings.Google Scholar logo with link to Google Scholar
Allwright, D. (1988). Observation in the language classroom. Longman.Google Scholar logo with link to Google Scholar
Australian Council of Educational Research. (1991). Australian Language Certificates. French.
Bachman, L., & Palmer, A. (1981). A multi-trait-multimethod investigation into the construct validity of six tests of speaking and reading. In A. Palmer. (Ed.), The construct validation of tests of communicative competence (pp.141–163). TESOL. [URL]
Bell, T. R. (2005). Behaviours and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38, 259–270. Google Scholar logo with link to Google Scholar
Breen, M., & Candlin, C. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1, 1–47. Google Scholar logo with link to Google Scholar
Brinton, D., Snow, M., & Wesche, M. (2003). Content-based second language instruction (2nd ed.). University of Michigan Press. Google Scholar logo with link to Google Scholar
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Longman.Google Scholar logo with link to Google Scholar
Brumfit, C. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge University Press.Google Scholar logo with link to Google Scholar
Canale, M., & Swain, M. (1980). Theoretical bases for communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47. Google Scholar logo with link to Google Scholar
Celce-Murcia, M. (2001). Language teaching approaches: An overview. In M. Celce-Murcia. (Ed.), Teaching English as a second or foreign language (pp. 3–11). Heinle & Heinle.Google Scholar logo with link to Google Scholar
Chacon, T. C. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257–272. Google Scholar logo with link to Google Scholar
Chastain, K. (1969). The audiolingual habit theory versus cognitive code-learning theory: Some theoretical considerations. International Review of Applied Linguistics, 7, 97–106. Google Scholar logo with link to Google Scholar
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge University Press. Google Scholar logo with link to Google Scholar
(1991). Activities in the classroom: A unit of analysis in classroom interaction for valid observation and analysis. In J. Drury & R. Wijesinha. (Eds.), Aspects of teaching and learning English as a second language (pp.14–33). Sri Lanka National Institute of Education.Google Scholar logo with link to Google Scholar
Coskun, A. (2011). Investigation of the application of communicative language teaching in the English language classroom: A case study on teachers’ attitudes in Turkey. Journal of Linguistics and Language Teaching, 2, 1–27. [URL]Google Scholar logo with link to Google Scholar
Coulthard, M. (1977). An introduction to discourse analysis. Longman.Google Scholar logo with link to Google Scholar
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Retrieved on 2 February 2024 from [URL]
Crookes, G., & Chaudron, C. (1991). Guidelines for classroom language teaching. In M. Celce-Murcia. (Ed.), Teaching English as a second or foreign language (pp. 46–67). Newbury House.Google Scholar logo with link to Google Scholar
Dendrinou, V., Vikas, K., Marmaridou, S., Ouzounis, A., & Triandaphylou, T. (1987). Taskway English – Vols 1, 2 and 3. Greek Ministry of Education.Google Scholar logo with link to Google Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford.Google Scholar logo with link to Google Scholar
Doughty, C. (1994). Finetuning of feedback by competent speakers to language learners. In J. Alatis. (Ed.), GURT 1993 (pp. 96–108). Georgetown University Press.Google Scholar logo with link to Google Scholar
(2003). Instructed SLA: Constraints, compensation, and enhancement. In C. Doughty & M. Long. (Eds.), The handbook of second language acquisition (pp. 256–310). Blackwell. Google Scholar logo with link to Google Scholar
Edeihoff, C. (1981). Theme-oriented English teaching: Text varieties, media, skills, and project work. In C. Candlin. (Ed.), The communicative teaching of English: Principles and an exercise typology (pp. 49–62). Longman.Google Scholar logo with link to Google Scholar
Ellis, R. (2001). Investigating form-focused instruction. Language Learning, 51, 1–46. Google Scholar logo with link to Google Scholar
(2012). Language teaching research and language pedagogy. John Wiley & Sons. Google Scholar logo with link to Google Scholar
Fanselow, J. (1977). Beyond Rashomon – Conceptualizing and describing the teaching act. TESOL Quarterly, 11, 17–39. Google Scholar logo with link to Google Scholar
Friedenberg, J., & Schneider, M. (2008). An experiment in sheltered sociology at the university level. In R. Wilkinson & V. Zegers. (Eds.), Realizing content and language integration in higher education. (pp.155–168). Maastricht University.Google Scholar logo with link to Google Scholar
Fröhlich, M., Spada, N., & Allen, P. (1985). Differences in the communicative orientation of L2 classrooms. TESOL Quarterly, 19, 27–57. Google Scholar logo with link to Google Scholar
Goo, J., Granena, G., Yilmaz, Y., & Novella, M. (2015). Implicit and explicit instruction in L2 learning. In P. Rebuschat. (Ed.), Implicit and explicit learning of languages (pp. 443–482). John Benjamins. Google Scholar logo with link to Google Scholar
Guilloteaux, M., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 19, 55–77. Google Scholar logo with link to Google Scholar
Harley, B., Allen, P., Cummins, J., & Swain, M. (Eds.), (1990). The development of second language proficiency. Cambridge University Press. Google Scholar logo with link to Google Scholar
Hatch, E. (1978). Discourse analysis and second language acquisition. In E. Hatch. (Ed.), Second language acquisition: A book of readings. Newbury House. [URL]
Hincks, R. (2010). Speaking rate and information content in English lingua franca oral presentations. English for Specific Purposes, 29, 4–18. Google Scholar logo with link to Google Scholar
Hollands, S., Blackburn, D., & Christensen, H. (2022). Evaluating the performance of state-of-the-art ASR systems on non-native English using corpora with extensive language background variation. Interspeech 2022. Google Scholar logo with link to Google Scholar
Hymes, D. H. (1970). On communicative competence. In J. B. Pride & J. Holmes, (Eds.), Sociolinguistics (pp. 269–293). Penguin Books.Google Scholar logo with link to Google Scholar
İnceçay, G., & İnceçay, V. (2009). Turkish university students’ perceptions of communicative and non-communicative activities in EFL classroom. Procedia – Social and Behavioral Sciences, 1, 618–622. Google Scholar logo with link to Google Scholar
Ishizuka, H., & Yorozuya, R. (2014). Collaborative VOD platform for classroom observation. In J. Viteli & M. Leikomaa. (Eds.), Proceedings of EdMedia World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2014 (pp. 2427–2432).
Ishizuka, H., & Kibler, R. (2018). Development of automatic language classroom analysis system. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 626–630). Association for the Advancement of Computing in Education (AACE). [URL]
Ishizuka, H., & Pellerin, M. (2020). Providing quantitative data with AI Mobile COLT to support the reflection process in language teaching and pre-service teacher training: a discussion. In K. M. Frederiksen, S. Larsen, L. Bradley, & S. Thouësny. (Eds.), CALL for widening participation: Short papers from EUROCALL 2020 (pp. 125–131). Research-publishing.net. Google Scholar logo with link to Google Scholar
Jarvis, G. A. (1968). A behavioural observation system for classroom foreign language skill acquisition. Modern Language Journal, 52, 335–341. Google Scholar logo with link to Google Scholar
Johnson, K. (1982). Communicative syllabus design and methodology. Pergamon Press.Google Scholar logo with link to Google Scholar
Kang, E. Y., Sok, S., & Han, Z. H. (2018). Thirty-five years of ISLA on form-focused instruction: A methodological synthesis. Language Teaching Research, 23, 403–427. Google Scholar logo with link to Google Scholar
Katagiri, N. (2023). Web video text tracks to compile an English classroom transcript with bilingual speech. In Proceedings of the 48th JASELE Annual Convention (pp. 192–193).Google Scholar logo with link to Google Scholar
Katagiri, N., & Kawai, G. (2015). Tabulating transcripts and coding on COLT Part B Scheme to quantify classroom interaction analysis categories. HELES Journal, 14, 23–41. Google Scholar logo with link to Google Scholar
Katagiri, N., & Ohashi, Y. (2018). Non-native preservice English teachers’ lexical usage and interactional patterns in transcriptions coded on COLT Part B scheme. ACET International Convention Selected Papers, 5, 80–110. Jacet. Retrieved on 2 February 2024 from [URL]
Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24, 1859–1875. Google Scholar logo with link to Google Scholar
Krashen, S. (1981). Second language acquisition and second language learning. Oxford University Press.Google Scholar logo with link to Google Scholar
(1982). Principles and practice in second language acquisition. Pergamon Press.Google Scholar logo with link to Google Scholar
(1985). The input hypothesis: Issues and implications. Longman.Google Scholar logo with link to Google Scholar
Krashen, S., & Seliger, H. (1975). The essential contribution of formal instruction in adult second language learning. TESOL Quarterly, 9, 173–183. Google Scholar logo with link to Google Scholar
Larsen-Freeman, D. (2003). Techniques and principles in language teaching (2nd ed.). Oxford University Press.Google Scholar logo with link to Google Scholar
Lightbown, P. M., & Spada, N. (1994). An innovative program for primary ESL in Quebec. TESOL Quarterly, 28, 563–579. Google Scholar logo with link to Google Scholar
(1993). How languages are learned. Oxford University Press.Google Scholar logo with link to Google Scholar
, (2015). How languages are learned (5th ed.). Oxford University Press. [URL]
Littlewood, W. T. (1981). Communicative language teaching: An introduction. Cambridge University Press.Google Scholar logo with link to Google Scholar
Long, M. H. (1980). Inside the ‘black box’: Methodological issues in classroom research on language learning. Language Learning, 30, 1–42. Google Scholar logo with link to Google Scholar
(1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126–141. Google Scholar logo with link to Google Scholar
(1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, D. Coste, R. Ginsberg, & C. Kramsch. (Eds.), Foreign language research in cross-cultural perspective. John Benjamins. Google Scholar logo with link to Google Scholar
Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51–81. Google Scholar logo with link to Google Scholar
(2002). Negotiation in immersion teacher-student interaction. International Journal of Educational Research, 37, 237–253. Google Scholar logo with link to Google Scholar
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37–66. Google Scholar logo with link to Google Scholar
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269–300. Google Scholar logo with link to Google Scholar
Mackey, A., & Gass, S. (2005). Second language research methodology and design. Routledge.Google Scholar logo with link to Google Scholar
McKay, P. (1994). Communicative orientation and language outcomes in Australian junior secondary foreign language classes (Unpublished doctoral dissertation). University of Queensland.
McKay, S. (2006). Researching second language classrooms. Lawrence Erlbaum. Google Scholar logo with link to Google Scholar
Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan. (2017). Heisei 28 nendo eigo kyoiku jisshi jokyo chosa (chugakko) no kekka [Results of English language education progress report on junior high schools]. Retrieved on 2 February 2024 from [URL]
Mitchell, R. (1985). Process research in second language classrooms. Language Teaching, 18, 330–352. Google Scholar logo with link to Google Scholar
Mori, H. (2002). Error treatment sequences in Japanese immersion classroom interactions at different grade levels (Unpublished doctoral dissertation). University of California, Los Angeles.
Moskowitz, G. (1970). The foreign language teacher interacts. Minneapolis Association for Productive Teaching.Google Scholar logo with link to Google Scholar
Munby, J. (1978). Communicative syllabus design. Cambridge University Press.Google Scholar logo with link to Google Scholar
Murray, D. E., & Christison, M. (2011). What English language teachers need to know. Vol. 1: Understanding learning. Routledge.Google Scholar logo with link to Google Scholar
Myers, M. (2008). Code-switching in content learning. In R. Wilkinson & V. Zegers. (Eds.), Realizing content and language integration in higher education (pp. 43–52). Maastricht University.Google Scholar logo with link to Google Scholar
Nations Unies. (2020). Note de synthèse: L’éducation en temps de COVID-19 et après. Retrieved on 2 February 2024 from [URL]
Newmark, L., & Riebel, D. A. (1968). Necessity and sufficiency in language learning. International Review of Applied Linguistics, 6, 145–164. Google Scholar logo with link to Google Scholar
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528. Google Scholar logo with link to Google Scholar
O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge University Press. Google Scholar logo with link to Google Scholar
Pellerin, M. (2011). The use of the open-source e-portfolio system Mahara to support the notion of digital documentation and the development of electronic-portfolio with pre-service language teachers. In T. Bastiaens & M. Ebner. (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 523–528). Association for the Advancement of Computing in Education (AACE). [URL]
(2018). Affordances of new mobile technologies: Promoting learner agency, autonomy, and self-regulated learning. Journal of Interactive Learning Research, 29, 335–350. [URL]
Pellerin, M., Branch-Mueller, J., Nicholas, P., & Wei, W. (2018). The integration of e-portfolios in higher education, and students’ perceptions. Journal of Interactive Learning Research, 29, 529–544. [URL]
Pellerin, M., & Ishizuka, H. (2022). Rethinking language teacher supervision and pedagogical coaching for a new digital era with AI COLT system, online platform, and videoconferencing tool. Paper presented at the 3rd Asia Education Technology Symposium (AETS 2022).
Pica, T. (1987). The selective impact of classroom instruction on second-language acquisition. Applied Linguistics, 6, 214–222. Google Scholar logo with link to Google Scholar
Politzer, R. L. (1970). Some reflections on ‘good’ and ‘bad’ language teaching behaviours. Language Learning, 20, 31–43. Google Scholar logo with link to Google Scholar
Prabhu, N. S. (1979). The teaching of English and notions about communication. In J. C. Richards. (Ed.), Applications of linguistics to language teaching – RELC Anthology 6. Singapore University Press.Google Scholar logo with link to Google Scholar
Richard-Amato, P. (2003). Making it happen: From interactive to participatory language teaching. Pearson.Google Scholar logo with link to Google Scholar
Richards, J., & Farrell, T. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press. Google Scholar logo with link to Google Scholar
Richards, J., & Rodgers, T. S. (2004). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.Google Scholar logo with link to Google Scholar
Rodgers, D. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal, 90, 373–386. Google Scholar logo with link to Google Scholar
Roser, M. (2022). The brief history of artificial intelligence: The world has changed fast – What might be next? Our World in Data. [URL]
Sano, A., Katagiri, N., Sakai, Y., & Shimura, A. (2017). Assessing the effectiveness of the COLT scheme as a reflection tool for high school teachers of English. JACET International Convention Selected Papers, 4, 85–113. [URL]
Savignon, S. (1972). Communicative competence: An experiment in foreign language teaching. Philadelphia Center for Curriculum Development.Google Scholar logo with link to Google Scholar
Scherer, G., & Wertheimer, F. (1964). A psycholinguistic experiment in foreign-language teaching. McGraw-Hill.Google Scholar logo with link to Google Scholar
Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. Wittrock. (Ed.), Third handbook of research on teaching (pp. 3–36) Macmillan.Google Scholar logo with link to Google Scholar
Sheen, Y., & Ellis, R. (2011). Corrective feedback in language teaching. In E. Hinkel. (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 593–610). Routledge. [URL]Google Scholar logo with link to Google Scholar
Smith, P. D. (1969). The Pennsylvania foreign language research project: Teaching proficiency and class achievement in two modern languages. Foreign Language Annals, 3, 194–207. Google Scholar logo with link to Google Scholar
Spada, N. (1987). Relationships between instructional differences and learning outcomes: A process-product study of communicative language teaching. Applied Linguistics, 8, 137–161. Google Scholar logo with link to Google Scholar
(1990a). Observing classroom behaviours and learning outcomes in different second language programs. In J. C. Richards & D. Nunan. (Eds.), Second language teacher education (pp. 292–310). Cambridge University Press.Google Scholar logo with link to Google Scholar
(1990b). A look at the research process in classroom observation: A case study. In C. Brumfit & R. Mitchell. (Eds.), Research in the language classroom, ELT Documents: 133 (pp. 81–93). Modern English Publications in association with the British Council.Google Scholar logo with link to Google Scholar
(1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching 30, 73–87. Google Scholar logo with link to Google Scholar
(2011). Beyond form-focused instruction: Reflections on past, present, and future research. Language Teaching, 44, 225–236. Google Scholar logo with link to Google Scholar
(2019). Classroom observation research. In J. Schwieter & A. Benati. (Eds.), The Cambridge handbook of language learning (pp.186–207). Cambridge University Press. Google Scholar logo with link to Google Scholar
Spada, N., & Frölich, M. (1995). The communicative orientation of language teaching observation scheme (COLT): Coding conventions and applications. Macquarie University.Google Scholar logo with link to Google Scholar
Spada, N., & Fröhlich, M. (1995). The communicative orientation of language teaching observation scheme (COLT): Coding conventions and applications. MacMillan.Google Scholar logo with link to Google Scholar
Spada, N., & Lyster, R. (1997). Macroscopic and microscopic views of L2 classrooms. TESOL Quarterly, 31, 787–795. Google Scholar logo with link to Google Scholar
Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 263–308. Google Scholar logo with link to Google Scholar
Stern, H. (1983). Fundamental concepts of language teaching. Oxford University Press.Google Scholar logo with link to Google Scholar
Strauss, A., & Corbin, J. M. (1997). Grounded theory in practice. Sage.Google Scholar logo with link to Google Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden. (Eds.), Input in second language acquisition (pp. 235–253). Newbury House.Google Scholar logo with link to Google Scholar
Tatzl, D. (2011). English-medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences, and challenges. Journal of English for Academic Purposes, 10, 250–270. Google Scholar logo with link to Google Scholar
Tomlin, R., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16, 183–203. Google Scholar logo with link to Google Scholar
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measurement. Review of Educational Research, 68, 202–248. Google Scholar logo with link to Google Scholar
Ullman, R. & Geva, E. (1984). Approaches to observation in second language classes. In P. Allen & M. Swain. (Eds.), Language issues and education policies: ELT Documents, 119 (pp.113–128). Pergamon.Google Scholar logo with link to Google Scholar
UNESCO. (2020). Éducation et COVID-19: Réponse de l’UNESCO. Notes thématiques du Secteur de l’Éducation. Note thématique no 2.2-avril 2020. Retrieved on 2 February 2024 from [URL]
Valcárcel, M., Verdú, M. Roca, J., & Chaudron, C. (1991). Classroom activity types, tasks, and sequencing. Paper presented at the 25th Annual TESOL Convention, New York, 26 March.
van Lier, L. (1988). The classroom and the language learner. Longman.Google Scholar logo with link to Google Scholar
(1997). Observation from an ecological perspective. TESOL Quarterly, 31, 783–787. Google Scholar logo with link to Google Scholar
Watson-Gegeo, K. A. (1997). Classroom ethnography. In N. Hornberger & D. Corson. (Eds.), Encyclopedia of language and education (Vol. 8, pp. 135–144). Kluwer. Google Scholar logo with link to Google Scholar
White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7, 133–161. Google Scholar logo with link to Google Scholar
White, L., Spada, N., Lightbown, P. M., & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12, 416–432. Google Scholar logo with link to Google Scholar
Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press.Google Scholar logo with link to Google Scholar
Wilkins, D. A. (1976). Notional syllabuses. Oxford University Press.Google Scholar logo with link to Google Scholar
Yalden, J. (1983). The communicative syllabus: Evolution, design, and implementation. Pergamon.Google Scholar logo with link to Google Scholar
Zhu, X., & Goldberg, A. B. (2009). Introduction to semi-supervised learning. Synthesis Lectures on Artificial Intelligence and Machine Learning, 3, 1–130. Google Scholar logo with link to Google Scholar
Zotou, V. (1993). Effective foreign language teaching: A Greek case study (Unpublished doctoral dissertation). University of Southampton.
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue