![]() ![]() Atlanta: Performance Management Publications.ĭewaele, J.M., et al. ![]() Chichester: Wiley-Blackwell.ĭaniels, C.D., and J.E. In The handbook of language teaching, ed. Journal of Applied Psychology 88 (3): 552–560.īygate, M. Management team learning orientation and business unit performance. Westport, CT London: Ablex.īunderson, J.S., and K.M. In Pedagogy of language learning in higher education: An introduction, ed. Language learning centres: Bridging the gap between high school and college. Designing an effective learning environment for language learning during the COVID-19 pandemic. Academy of Management Journal 37: 641–655.īetoncu, O., et al. Effects of distribution of feedback in workgroups. An open for replication study: The role of feedback timing in synchronous computer-mediated communication. Journal of Social Psychology 134: 681–694.Īrroyo, D.C., and Y. Individual versus group feedback in cooperative groups. ![]() It will then demonstrate how some of the features of online language teaching can broaden teachers’ pedagogical toolbox within the sphere of formative feedback, even outside the need for social distancing. In particular, the chapter explores how videoconferencing software allows learners to interact with each other in a virtual classroom setting while also enabling them, at a later stage, to analyse and correct their own language production, just as the language lab did. This chapter explores and expands on these topics and, in so doing, it also subsequently describes as exemplars a series of activities that were delivered in 2020–2021. While the practice of oral pattern drills has been widely criticised and has long been considered out of date by theorists and practitioners alike, the focus on learners’ oral production, feedback, and self-correction offers some valuable lessons for today’s technology-enhanced language classroom. The concept was as compelling as it was faulty, assuming that the best results for language learners could be achieved through memorising pre-set sentence and dialogue structures. Based on a behaviourist approach, the foreign language lab was considered state of the art for schools and universities for most of the second half of the twentieth century. Following the COVID-19 emergency and ensuing Emergency Remote Teaching (ERT) practices, this chapter reflects on how learning strategies associated with the post-war technology of the language lab can inform contemporary teaching through technology-within blended, face-to-face, or predominantly online education settings. ![]()
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