Vol. 39 No. 1 (2022): Special Issue: Emergency Remote Language Teaching and Learning in Disruptive Times

Guest Edited by Li Jin, Elizabeth Deifell, and Katie Angus

Published: 2022-01-04

Editorial

Emergency Remote Language Teaching and Learning in Disruptive Times

Li Jin, Elizabeth Deifell, Katie Angus

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- PDF

Articles

When “Blended” Becomes “Online” A Data-Driven Study on the Change of Self-Directed Engagement During COVID-19

Dennis Foung, Julia Chen, Linda Lin

1-25
- Requires Subscription or Fee PDF (GBP 23)
Connecting Through Flipgrid Examining Social Presence of English Language Learners in an Online Course During the Pandemic

Ellen Yeh, Grace Y. Choi, Yonty Friesem

26-52
- Requires Subscription or Fee PDF (GBP 23)
Pivoting, Partnering, and Sensemaking How Teachers Navigate the Transition to Remote Teaching Together

Jillian M. Conry, Ann M. Wernick, Paige Ware

53-78
- Requires Subscription or Fee PDF (GBP 23)
“Siempre Adistanciados” Ideology, Equity, and Access in Peruvian Emergency Distance Education for Spanish as a Second Language

Michele Back, Virginia Zavala, Raiza Franco

79-102
- Requires Subscription or Fee PDF (GBP 23)

Book Reviews

Academic Writing with Corpora: A Resource Book for Data-Driven Learning by Tatyana Karpenko-Seccombe

J. Elliott Casal

103-107
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Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation by Daria Mizza and Fernando Rubio

Kathryn Murphy-Judy

108-112
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Open Education and Second Language Learning and Teaching: The Rise of a New Knowledge Ecology edited by Carl S. Blyth and Joshua J. Thoms

Ananda Astrini Muhammad

113-117
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Learning Technology Reviews

Hypothesis

Crystal Rose-Wainstock

118-128
- PDF