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Rustam Shadiev & Yingying Feng. (2023) Using automated corrective feedback tools in language learning: a review study. Interactive Learning Environments 0:0, pages 1-29.
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Irina Engeness. (2021) Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education 44:1, pages 96-114.
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Articles from other publishers (9)
Kristin Børte, Sølvi Lillejord, Jessica Chan, Barbara Wasson & Samuel Greiff. (2023) Prerequisites for teachers’ technology use in formative assessment practices: A systematic review. Educational Research Review 41, pages 100568.
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Titis Angga Rini, Ni Luh Sakinah Nuraini & Puri Selfi Cholifah. 2023. Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022). Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022)
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Serpil Meri-Yilan. 2022. New Directions in Technology for Writing Instruction. New Directions in Technology for Writing Instruction
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Roghibatul Luthfiyyah, Gusti Nur Hafifah, Francisca Maria Ivone & Sintha Tresnadewi. (2021) Technology use in secondary level of English language teaching: A Literature Review. JEES (Journal of English Educators Society) 6:1, pages 79-89.
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A. Singh & I. Engeness. (2021) Examining Instructors’ Roles in Facilitating Students’ Learning Process in Pedagogical Information and Communication Technology Massive Open Online Course. Cultural-Historical Psychology Культурно-историческая психология 17:2, pages 76-89.
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Irina Engeness. (2021) Tools and Signs in Massive Open Online Courses: Implications for Learning and Design. Human Development 65:4, pages 221-233.
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Fredy Geovanni Escobar Fandiño & Angela Juliette Silva Velandia. (2020) How an online tutor motivates E-learning English. Heliyon 6:8, pages e04630.
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Irina Engeness, Magnus Nohr, Ammar Bahadur Singh & Anders Mørch. (2020) Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway. Policy Futures in Education 18:4, pages 497-516.
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I. Engeness & M. Nohr. (2020) Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway. Cultural-Historical Psychology Культурно-историческая психология 16:3, pages 71-82.
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