Cover not available
Part of
Technology-mediated TBLT: Researching Technology and Tasks
Edited by Marta González-Lloret and Lourdes Ortega
[Task-Based Language Teaching 6] 2014
► pp. 23–50

Chapter 2. The need for needs analysis in technology-mediated TBLT

Needs analysis (NA) is an important component of any well-developed language curriculum and an essential component of a task-based language curriculum (Long & Crookes 1993; Long & Norris 2000). It is actually “the first stage in the design of a TBLT program” (Long 2007, p. 124). In this chapter, the tasks that make up such a program are understood in real-world terms, as something that the “learners need to do with the language” (Norris 2009, p. 578) in order to function in a certain situation which is based on authentic needs (Long & Norris 2000). It is through a NA that the tasks to be included in the program are identified, as well as the language needed to be able to conduct them effectively and appropriately. In a technology-mediated TBLT program, the NA should address not just the language necessities (linguistic and pragmatic) to complete the tasks, but also the informational and multimodal digital skills needed to effectively engage with the technology. In addition, a NA should help us gather information about what innovations and technological tools are most appropriate for the curriculum, as well as inform us about the necessary training for students and teachers to be able to use them successfully. Although NAs have been reported in the literature in the field of language teaching since the early 1980s, they are not yet a systematic practice in language educational curriculum development. This chapter defends the importance of such a practice, especially for technology-mediated language teaching. It presents the steps necessary to conduct a well-balanced, reliable NA for a technology-mediated TBLT program that would target not only the language needs and wants of students, teachers, and administrators, but also their multimodal, digital and informational needs. The chapter includes examples of several NAs conducted for task-based technology curricula and discusses the possible challenges of conducting such NAs.

Published online: 24 July 2014
DOI logo
https://doi.org/10.1075/tblt.6.02gon
References
Abbott, G. (
1981) Encouraging communication in English: A paradox. ELT Journal , 35(3), 228–230. DOI logoGoogle Scholar
Allwright, R. (
1982) Perceiving and pursuing learner’s needs. In M. Geddes & G. Sturtrigde (Eds.) Individualisation (pp. 24–31). Oxford, UK: Modern English Publications.Google Scholar
Altschuld, J. W., & Witkin, B. R. (
2000)  From needs assessment to action: Transforming needs into solution strategies . London, UK: Sage.Google Scholar
Arden-Close, C. (
1993) Language problems in science lectures to non-native speakers. English for Specific Purposes , 12, 251–261. DOI logoGoogle Scholar
Bacha, N. N., & Bahous, R. (
2008) Contrasting views of business students writing needs in an EFL environment. English for Specific Purposes , 27, 74–93. DOI logoGoogle Scholar
Baym, N. (
2010)  Personal connections in the digital age. Oxford , UK: Polity Press.Google Scholar
Bayyurt, Y., & Başak Karataş, N. (
2011) Needs-analysis: The first step in content development for mobile learning. Boğaziçi University Journal of Education , 28, 13–21.Google Scholar
Beaven, T., Emke, M., Enest, P., Germain-Rutherford, A., Hampel, R., Kopkins, J., Milan, M., & Stickler, U. (
2010) Needs and challenges for online language teachers: The ECML project dots. Teaching English with Technology – Developing online teaching skills . Special Issue , 10(2), 5–20.Google Scholar
Berwick, R. (
1989) Needs assessment in language programming. In R. K. Johnson. (Ed), The second language curriculum (pp. 48–62). Cambridge, UK: CUP. DOI logoGoogle Scholar
Bosher, S., & Smalkoski, K. (
2002) From needs analysis to curriculum development: designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes , 21, 59–79. DOI logoGoogle Scholar
Brindley, G. (
1984)  Needs analysis and objective setting in the adult migrant education program . Sydney, Australia: N.S.W. Adult Migrant Education Service.Google Scholar
Brown, J. D. (
1995)  The elements of language curriculum: A systematic approach to program development . Boston, MA: Heinle & Heinle.Google Scholar
2009) Foreign and second language needs analysis. In M. Long & C. Doughty (Eds.), The Handbook of language teaching (pp. 269–293) . Malden, MA: Wiley-Blackwell.Google Scholar
Cameron, R. (
1998) A language-focused needs analysis for ESL-speaking nursing students in class and clinic. Foreign Language Annals , 31, 203–218. DOI logoGoogle Scholar
Chaudron, C., Doughty, C., Kim, Y., Kong, D., Lee, J., Lee, Y., Long, M., Rivers, R., & Urano, K. (
2005) A task-based needs analysis of a tertiary Korean as a foreign language program. In M. H. Long (Ed.), Second language needs analysis (pp. 225–261). Cambridge, UK: CUP. DOI logoGoogle Scholar
Cowling, J. D. (
2007) Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company. English for Specific Purposes , 26(4), 426–442. DOI logoGoogle Scholar
Coxhead, A., & Nation, P. (
2001) The specialised vocabulary of English for academic purposes, In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 252–267). Cambridge, UK: CUP. DOI logoGoogle Scholar
Cuban, L. (
1999) The technology puzzle. Education Week , 18(43), 68.Google Scholar
Decamps, S., & Bauvois, C. (
2001) A method of computer-assisted language learning: The elaboration of a tool designed for an ‘un-schoolable’ public. Computer Assisted Language Learning , 14(1), 69–96. DOI logoGoogle Scholar
Dodigovic, M. (
2005) Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. Computer Assisted Language Learning , 18, 443–455. DOI logoGoogle Scholar
Duff, P., Wong, F. P., & Early, M. (
2000) Learning language for work and life: The linguistic socialization of immigrant Canadians seeking careers in healthcare. Canadian Modern Language Review , 57, 9–57. DOI logoGoogle Scholar
Erben, T., Ban, R., & Castañeda, M. E. (
2009)  Teaching English language learners through technology. New York, NY: Routledge.Google Scholar
Florio-Ruane, S., & McVee, M. (
2000) Ethnographic approaches to literacy education. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, Vol.3 (pp. 153–162) . Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gilabert, R. (
2005) Evaluating the use of multiple sources and methods in needs analysis: A case study of journalists in the Autonomous Community of Catalonia (Spain). In M. Long (Ed.), Second language needs analysis (pp. 182–199). Cambridge, UK: CUP. DOI logoGoogle Scholar
González-Lloret, M. (
2003) Designing task-based call to promote interaction: En Busca de Esmeraldas. Language Learning & Technology , 7(1), 86–104.Google Scholar
2007) Implementing task-based language teaching on the Web. In K. Van den Branden, M. Verhelst, & K. V. Gorp (Eds.), Task-based language education (pp. 265–284). Newcastle upon Tyne, UK: Cambridge Scholars.Google Scholar
Graves, K. (
2000)  Designing language courses: A guide for teachers . Boston, MA: Newbury House.Google Scholar
Greene, C. (
2006) Computer-assisted language learning (CALL) for dyslexic students. In K. Miesenberger (Ed.), Computers helping people with special needs: 10th international conference, ICCHP 2006, Linz, Austria, July 11-13, 2006. Proceedings . Presented at the International Conference on Computers Helping People with Special Needs. Berlin: Springer.Google Scholar
Hartley, K., Strudler, N., & Schraw, G. (
2008)  Nevada schools educational technology needs assessment . Nevada Commission on Educational Technology & Nevada Department of Education. Las Vegas NV: University of Nevada, Las Vegas.Google Scholar
Hoffman, D. M. (
1989) Language and culture acquisition among Iranians in the United States. Anthropology and Education Quarterly , 20(2), 118–132. DOI logoGoogle Scholar
Holland, V. M., & Fisher, F. P. (
2008)  The path of speech technologies in computer assisted language learning from research toward practice . New York, NY: Routledge.Google Scholar
Hutchinson, T., & Waters, A. (
1987)  English for specific purposes: A learning-centered approach . Cambridge, UK: CUP. DOI logoGoogle Scholar
Iwai, T., Kondo, K., Lim, D., Ray, G., Shimizu, H., & Brown, J. D. (
1999)  Japanese language needs analysis . Honolulu, HI: National Foreign Language Resource Center.Google Scholar
Jasso-Aguilar, R. (
2005) Sources, methods and triangulation in needs analysis: A critical perspective in a case study of Waikiki maids. In M. H. Long (Ed.), Second language needs analysis (pp. 127–158). Cambridge, UK: CUP. DOI logoGoogle Scholar
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (
2007) Toward a definition of mixed methods research. Journal of Mixed Methods Research , 1(2), 112–133 DOI logoGoogle Scholar
Jonassen, D. H., Tessmer, M., & Hannum, W. H. (
1999)  Task analysis methods for instructional design. Mahwah , NJ: Lawrence Erlbaum Associates.Google Scholar
Kellerman, E., Hoonen, H., & Van der Haagen, M. (
2005) “Feet speak louder than the tong”: A preliminary analysis of language provisions for foreign professional footballers in the Netherlands. In M. H. Long (Ed.), Second language needs analysis (pp. 200–222). Cambridge, UK: CUP. DOI logoGoogle Scholar
Kelliny, W. (
1988)  Language communicative needs: Two case studies . Bern: Peter Lang.Google Scholar
Kohn, K. (
2012) Pedagogic corpora for content and language integrated learning. Insights from the BACKBONE project. The Eurocall Review , 20(2), 3–22.Google Scholar
Lambert, C. (
2010) A task-based needs analysis: Putting principles into practice. Language Teaching Research , 14(1), 99–112. DOI logoGoogle Scholar
Lai, C., Zhao, Y., & Wang, J. (
2011) Task-Based Language Teaching in Online Ab Initio Foreign Language Classrooms. The Modern Language Journal , 95, 81–103. DOI logoGoogle Scholar
Lett, J. (
2005) Foreign language needs assessment in the US military. In M. H. Long (Ed.), Second language needs analysis (pp. 105–124). Cambridge, UK: CUP. DOI logoGoogle Scholar
Long, M. H. (
2005a)  TBLT: Building the road as we travel . Plenary paper presented at the International Conference on Task-Based Language Teaching, Leuven, Belgium.Google Scholar
2005b) Methodological issues in learner needs analysis. In M. H. Long (Ed.), Second language needs analysis (pp. 19–76). Cambridge, UK: CUP. DOI logoGoogle Scholar
2007)  Problems in SLA . Mahwah, NJ: Lawrence Erlbaum AssociatesGoogle Scholar
Long, M. H., & Crookes, G. (
1993) Units of analysis in syllabus design: The case for task. In G. Crooks & S. M. Gass (Eds.), Tasks in pedagogical context: Integrating theory and practice (pp. 9–54). Clevedon, UK: Multilingual Matters.Google Scholar
Long, M. H., & Norris, J. M. (
2000) Task-based teaching and assessment. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 597–603). London, UK: Routledge.Google Scholar
Mackay, R. (
1978) Identifying the nature of the learner’s needs. In R. Mackay & A. Mountford (Eds.), English for Specific Purposes (pp. 21–42). London, UK: Longman.Google Scholar
Meskill, C., Mossop, J., DiAngelo, S., & Pasquale, R. (
2002) Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning & Technology , 6(3), 46–57.Google Scholar
Munby, J. (
1978)  Communicative syllabus design . Cambridge, UK: CUP.Google Scholar
Narita, Y. (
1999) Rethinking needs in an English language program: Three case studies in English for academic purposes. University of Hawaii Working Papers in ESL , 17(2), 41–74.Google Scholar
Norris, J. (
2009) Task-based teaching and testing. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 578–594). Malden, MA: Wiley-Blackwell. DOI logoGoogle Scholar
Park, M. (
2010) A needs analysis for a Korean middle school EFL general education curriculum. In J. Davis & G. Lamb (Eds.), Proceedings of the 14th College-Wide Conference for Graduate Students in Languages, Linguistics, and Literature (pp. 12–24). Honolulu, HI: University of Hawai'i, Mānoa.Google Scholar
2012) Implementing computer-assisted task-based language teaching in the Korean secondary EFL context. In A. Shehadeh & C. A. Coombe (Eds.), Task-based Language teaching in foreign language contexts: Research and implementation (pp. 215–240). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Patton, M. (
1997)  Utilization focused evaluation: The new century text (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
Peters, E., & Van Houtven, T. (
2011)  Are lecturers’ and students’ needs different? A needs analysis for reading tasks in Flemish higher education . Paper presented at the 3rd Biennial Conference on TBLT, University of Lancaster, UK. Retrieved from [URL]Google Scholar
Pratt, D. (
1980)  Curriculum design and development. New York, NY: Harcourt Brace Jovanovich.Google Scholar
Reinders, H., & Darasawang, P. (
2012) Diversity on learner support. In G. Stockwell (Ed.), Computer-assisted language learning: diversity in research and practice (pp. 49–70). Cambridge, UK: CUP. DOI logoGoogle Scholar
Richterich, R
. (Ed) (1983). Case studies in identifying language needs. Oxford, UK: Pergamon Press.Google Scholar
Robinson, P. (
1991)  ESP today: A practitioner’s guide. Hemel Hemstead , UK: Prentice Hall.Google Scholar
2005) Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics , 43(1), 1–32. DOI logoGoogle Scholar
2007) Criteria for classifying and sequencing pedagogic tasks. In M. D. P. García-Mayo (Ed.), Investigating tasks in formal language learning (pp. 7–26). Clevedon, UK: Multilingual Matters.Google Scholar
Rodriguez
(1983) Identification of the language needs of pupils learning French within the Portuguese educational system. In R. Richterich (Ed.), Case studies in identifying language needs (pp. 52–59). Oxford, UK: Pergamon Press.Google Scholar
Rossett, A. (
1995) Needs assessment. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future (pp.183–196). Englewood, CO: Libraries Unlimited.Google Scholar
Sampson, N. (
2003) Meeting the needs of distance learners. Language Learning & Technology , 7(3), 103–118.Google Scholar
Schrooten, W. (
2006) TBLT and ICT: Developing and assessing interactive multimedia for task-based language teaching. In K. Van den Branden (Ed.), Task-based language teaching in practice . Cambridge, UK: CUP.Google Scholar
Seedhouse, P. (
1995) Needs analysis and the general English classroom, ELTJ , 49(1), 59–65. DOI logoGoogle Scholar
Shetzer, H., & Warschauer, M. (
2000) An electronic literacy approach to network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 171–185). Cambridge, UK: CUP. DOI logoGoogle Scholar
Stapleton, P. (
2012) Shifting cognitive processes while composing in an electronic environment: A study of L2 graduate writing. Applied Linguistics Review , 3, 151–171. DOI logoGoogle Scholar
Stapleton, P., Helms-Park, R., & Radia, P. (
2006) The Web as a source of unconventional research materials in second language academic writing. The Internet and Higher Education , 9, 63–75. DOI logoGoogle Scholar
Svendsen, C., & Krebs, K. (
1984) Identifying English for the job: Examples from healthcare occupations. The ESP Journal , 3, 153–164. DOI logoGoogle Scholar
Tarone, E., & Yule, G. (
1989)  Focus on the language learner: Approaches to identifying and meeting the needs of second language learners. Oxford, UK: OUP.Google Scholar
Van Avermaet, P., & Gysen, S. (
2006) From needs to tasks: Language learning needs in a task-based approach. In K. Van den Branden (Ed.), Task-based language teaching in practice (pp. 17–46). Cambridge, UK: CUP. DOI logoGoogle Scholar
Van Els, T.J. M. (
1994) Planning foreign language teaching in a small country. Annals of the American Academy of Political and Social Science , 532, 35–46. DOI logoGoogle Scholar
Vandermeeren, S. (
2005) Foreign language need of business firms. In M. H. Long (Ed.), Second language needs analysis (pp. 159–181). Cambridge, UK: CUP. DOI logoGoogle Scholar
Walther, J. B. (
2012) Interaction through technological lenses: Computer-mediated communication and language. Journal of Language and Social Psychology , 31, 397–414. DOI logoGoogle Scholar
Warschauer, M. (
2004) Technological change and the future of CALL. In S. Fotos & C. Brown (Eds.), New perspectives on CALL for second and foreign language classrooms (pp. 15–25). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Watanabe, Y. (
2006) A needs analysis for Japanese high school EFL general curriculum. Second Language Studies , 25(1), 83–163. Retrieved from [URL]Google Scholar
West, R. (
1994) Needs analysis in language teaching. Language Teaching , 27, 1–19. DOI logoGoogle Scholar
Wettergren, S. T. (
2005)  Second language needs analysis in the workplace: a case study of Hispanic immigrant manufacturing workers. Ames, IA: Iowa State University.Google Scholar
Williams, G. (
2003)  Technology needs assessment (Executive summary). Austin, TX: Construction Industry Institute.Google Scholar
Witkin, B. R., & Altschuld, J. W. (
1995)  Planning and conducting needs assessments: A practical guide . Thousand Oaks, CA: Sage.Google Scholar
Wozniak, S. (
2010) Language needs analysis from a perspective of international professional mobility: The case of French mountain guides. English for Specific Purposes , 29, 243–252. DOI logoGoogle Scholar
Yasuda, S. (
2012)  The implementation of genre-based tasks in foreign language writing instruction: A longitudinal study of writers’ rhetorical awareness, writing quality, and lexicogrammatical choices (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession No. 3534562).Google Scholar
Yutdhana, S. (
2004)  A needs analysis of Thai high school teachers in using Internet applications for teaching English as a foreign language (M. A. dissertation). Washington State University. Retrieved from [URL]Google Scholar
Yzer, M. C., & Southwell, B. G. (
2008) New communication technologies, old questions. American Behavioral Scientist , 25, 8–20. DOI logoGoogle Scholar
Zhao, W. (
2010)  Needs analysis of English language competences in vocational senior secondary education in mainland China: A mixed methods inquiry (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession No. 3489032.)Google Scholar
Cited by

Cited by 33 other publications

Abrams, Zsuzsanna Ittzes
2016. Possibilities and challenges of learning German in a multimodal environment: A case study. ReCALL 28:3 ► pp. 343 ff. DOI logo
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Arroyo, Diana C. & Yucel Yilmaz
2018. An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication. Language Learning 68:4 ► pp. 942 ff. DOI logo
Canals, Laia, Gisela Granena, Yucel Yilmaz & Aleksandra Malicka
2021. The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication. Language Teaching Research ► pp. 136216882110527 ff. DOI logo
Carvalho, Joana, Sixto Cubo Delgado & Inmaculada Sánchez Casado
2020. Task-Based Technology: Portuguese Language Teaching Practices. International Journal of Learning and Teaching ► pp. 81 ff. DOI logo
Chapelle, Carol A.
2017. Evaluation of Technology and Language Learning. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 378 ff. DOI logo
Chapelle, Carol A.
2019. Technology-Mediated Language Learning. In The Cambridge Handbook of Language Learning, ► pp. 575 ff. DOI logo
Fang, Wei-Chieh, Hui-Chin Yeh, Bo-Ru Luo & Nian-Shing Chen
2021. Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL 33:1 ► pp. 71 ff. DOI logo
Gacs, Adam, Senta Goertler & Shannon Spasova
2020. Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals 53:2 ► pp. 380 ff. DOI logo
Gilabert, Roger & Aleksandra Malicka
2021. From Needs Analysis to Task-Based Design: Methodology, Assessment and Programme Evaluation. In Task-Based Language Teaching and Assessment, ► pp. 93 ff. DOI logo
Goertler, Senta & Adam Gacs
2018. Assessment in Online German: Assessment Methods and Results. Die Unterrichtspraxis/Teaching German 51:2 ► pp. 156 ff. DOI logo
González-Lloret, Marta
2016. Technology and Task-Based Language Teaching. In Language and Technology, ► pp. 1 ff. DOI logo
González-Lloret, Marta
2017. Technology and Task-Based Language Teaching. In Language, Education and Technology, ► pp. 193 ff. DOI logo
González‐Lloret, Marta
2017. Technology for Task‐based Language Teaching. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 234 ff. DOI logo
González‐Lloret, Marta
2020. Collaborative tasks for online language teaching. Foreign Language Annals 53:2 ► pp. 260 ff. DOI logo
González-Lloret, Marta & Lourdes Ortega
2018. Chapter 8. Pragmatics, tasks, and technology. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 192 ff. DOI logo
González-Lloret, Marta & Nicole Ziegler
2021. Technology-Mediated Task-Based Language Teaching. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 326 ff. DOI logo
Jackson, Daniel O.
2022. Task-Based Language Teaching, DOI logo
Kim, Hye Yeong
2017. Effect of modality and task type on interlanguage variation. ReCALL 29:2 ► pp. 219 ff. DOI logo
Kourtali, Nektaria-Efstathia & Lais Borges
2023. The effects of feedback timing on L2 development in written SCMC. Computer Assisted Language Learning ► pp. 1 ff. DOI logo
Lightbourn, Ryleigh & Catherine Caws
2021. Une analyse sociocritique de l’usage de Twitter pour le développement de compétences socio-interactionnelles et numériques. Éducation et francophonie 49:2 DOI logo
Lopes, Juarez Aloizo & Rafael Vetromille Castro
2023. Technology-mediated task-based learning: creating affordances for English language development in digital intercultural encounters. Letras ► pp. 90 ff. DOI logo
MAVİLİ, Selin & Günizi KARTAL
2022. Technology Integration Designed to Scaffold 5th Graders in Task-Based Language Teaching. Mersin Üniversitesi Eğitim Fakültesi Dergisi 18:3 ► pp. 301 ff. DOI logo
Morgana, Valentina
2024. Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks. ReCALL 36:2 ► pp. 119 ff. DOI logo
Norris, John M.
2021. The Long road to TBLT. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 162 ff. DOI logo
Oliveira Maquiné, Gilmara, Iandra Maria Weirich da Silva Coelho & Sandra Bastos Figueiredo
2020. Digital tools for remote teaching of additional languages in times of pandemic. Revista de Estudos e Pesquisas sobre Ensino Tecnológico (EDUCITEC) 6 DOI logo
Oliveira Maquiné, Gilmara, Iandra Maria Weirich da Silva Coelho & Sandra Figueiredo
2020. Ferramentas digitais para o ensino remoto de línguas adicionais em tempos de pandemia. Revista de Estudos e Pesquisas sobre Ensino Tecnológico (EDUCITEC) 6 DOI logo
Pomposo, Mª Lourdes & Antonio Martinez
2023. Telecollaboration as a Tool to Design Fictitious Sustainable Start-Ups in an ESP Context. In Telecollaboration Applications in Foreign Language Classrooms [Advances in Educational Technologies and Instructional Design, ], ► pp. 288 ff. DOI logo
Saearani, Muhammad Fazli Taib
2022. Collaborative learning among dance students in teaching and creative movement course: coping strategies of practical dance classes during Covid-19 pandemic. Research in Dance Education ► pp. 1 ff. DOI logo
Sun, Susan Y. H.
2017. Design for CALL – possible synergies between CALL and design for learning. Computer Assisted Language Learning 30:6 ► pp. 575 ff. DOI logo
Sykes, Julie & Marta González-Lloret
2020. Exploring the Interface of Interlanguage (L2) Pragmatics and Digital Spaces. CALICO Journal 37:1 DOI logo
Tamayo Cano, Luis Hernando, Andrés Felipe Riascos Gómez & Jorge Eduardo Pineda Hoyos
2023. Needs Analysis to Design an English Blended Learning Program: Teachers’ and Administrators’ Voices. Profile: Issues in Teachers' Professional Development 25:1 ► pp. 193 ff. DOI logo
Williams, Thomas A.
2022. A feladatközpontú nyelvtanítás (TBLT) elmélete és gyakorlata. Magyar Pedagógia 122:1 ► pp. 47 ff. DOI logo

This list is based on CrossRef data as of 23 april 2024. 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.