64d38602a8fa2.pdf
DOI:
Mavjud emas
1. Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225.
2. Liaw, M. L., & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in elearning environments. Computers & Education, 60(1), 14-24.
3. Lai, C. L., & Kuo, C. H. (2015). A review of using digital games as a learning tool in language learning. Journal of Educational Technology & Society, 18(1), 211- 224.
4. Blake, R. J. (2016). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.
5. Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225.
6. Hubbard, P., & Levy, M. (2016). The scope of task-based language teaching. In T. Lamb & H. Reinders (Eds.), Routledge Handbook of Instructed Second Language Acquisition (pp. 21-35). Routledge.
7. Warschauer, M. (2011). Learning to write in the laptop classroom. Computers & Composition, 28(3), 220-232.
8. Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Lawrence Erlbaum Associates.
9. Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95- 110.
10. Beatty, K. (2010). Teaching and researching computer-assisted language learning (2nd ed.). Longman.