15. In-Service CALL education

What happens after the course is over?

Lillian Wong | The University of Hong Kong, China

Phil Benson | Hong Kong Institute of Education, China

Published online: 01 September 2006
https://doi.org/10.1075/lllt.14.21won

Cited by

Cited by 8 other publications

Benson, Phil

2010. Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research 14:3 ► pp. 259 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. In Language Learning and Literacy, ► pp. 1 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.

Hong, Kwang Hee

2010. CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL 22:1 ► pp. 53 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.

Vinther, Jane

2012. In Computer-Enhanced and Mobile-Assisted Language Learning, ► pp. 158 ff.

Yıldız, Turgut

2017. A comparison of pre-service, in-service and formation program for teachers perceptions of technological pedagogical content knowledge (TPACK) in English language teaching (ELT). Educational Research and Reviews 12:22 ► pp. 1091 ff.

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