CALL and the development of learner autonomy: Towards an activity-theoretical perspective
By Françoise Blin. ReCALL, 2004
200 citations recorded by the source corpus.
Subfields: Human Factors and Ergonomics, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/fc995fa5dde501c02148626768f568e30c27af25
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In Human Factors and Ergonomics
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Why hasn't technology disrupted academics' teaching practices Understanding resistance to change through the lens of activity theory (2008, background): “…2007: 2), others call upon activity theory as a framework either to design technology-rich learning environments (e.g. Jonassen & Land, 2000; Blin, 2004), to enhance evaluation practices of learning technologies (e.g. Scanlon & Issroff, 2005, p. 430; He´mard, 2006), or to understand the…”
- Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad (2011, background): “…framework, researchers advocate that CALL provide catalytic conditions for active involvement in constructing knowledge, critical reflection on content, and collaborative interaction with peers (Benson, 2001; Blin, 2004; Leahy, 2008; Meskill & Ranglova, 2000; Murphy, 2006; Schwienhorst, 2008).”
- The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, background): “Autonomous learning behavior is highly important in assisting learners exploit the potential of learning resources, both in more traditional learning environments and in a computer-assisted setting (Blin, 2004).”