Computer-mediated online language learning programmes vs. tailor-made teaching practices at university level: a foul relationship or a perfect match?

References

• Baddeley, A. (1995). Working memory. In M. S. Gazzaniga (Ed.), The cognitive neurosciences (pp. 755–764). Cambridge, MA: MIT Press.
   Google Scholar
• Bialystok, E., & Hakuta, K. (1994). In other words: The science and psychology of second language acquisition. New York, NY: Basic Books.
   Google Scholar
• Bracht, G. H. (1970). Experimental factors related to aptitude-treatment interactions. Review of Educational Research, 40, 627–645.10.3102/00346543040005627
   Web of Science ®Google Scholar
• Bracht, G. H., & Glass, G. V. (1968). The external validity of experiments. American Educational Research Journal, 5, 437–474.10.3102/00028312005004437
   Web of Science ®Google Scholar
• Brudermann, C. (2010). Analyse de l’efficacité des stratégies de travail des étudiants à distance dans un dispositif hybride [Action research to evaluate ESP students’ off site working strategies in a blended learning environment – interim report]. ALSIC, 13. Retrieved from http://alsic.revues.org/1348
   Google Scholar
• Brudermann, C. (2013). Tutorat en ligne et rétroactions correctives à distance: vers un modèle de médiation potentiellement favorable au processus d’appropriation de l’anglais langue étrangère [Online tutoring through feedback: An online mediation proposal for improving acquisition in English as a foreign language]. ALSIC, 16. Retrieved from http://alsic.revues.org/2633
   Google Scholar
• Brudermann, C., Benderdouche, F., & Demaison, C. (2012). Le CECRL: un outil pour construire une politique des langues? Retour d’expérience sur l’évaluation et la certification à l’Université UPMC (2009/2011) [The CEFRL: A tool for designing a language policy? Feedback about experiments in assessment and certification at UPMC (2009/2011)]. Les Cahiers de l’APLIUT. Retrieved from http://apliut.revues.org/3033
   Google Scholar
• Carroll, J. B. (1981). Twenty-five years of research on foreign language aptitude. In K. C. Diller (Ed.), Individual differences & universals in language learning aptitude (pp. 83–118). London: Newbury House.
   Google Scholar
• Cavanaugh, J. (2005). Teaching online – A time comparison. Online Journal of Distance Learning Administration, 1. Retrieved from https://www.westga.edu/~distance/ojdla/spring81/cavanaugh81.htm
   Google Scholar
• Chapelle, C. (1998). Multimedia call: Lessons to be learned from research on instructed SLA learning. Language Learning and Technology, 2, 22–34.
   Google Scholar
• Colpaert, J. (2006). Pedagogy-driven Design for Online Language Teaching and Learning. CALICO Journal, 23, 477–497.
   Google Scholar
• Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
   Google Scholar
• Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interaction. Oxford: Irvington.
   Google Scholar
• Defays, J.-M. (2013). Les Centres de langues universitaires à la croisée des chemins face à la globalisation [University language centers find themselves at a crossroads vis-à-vis globalization]. In M. Derivry, P. Faure, & C. Brudermann (Eds.), Enseigner les langues à l’Université au 21^ème siècle [Language teaching at the university level in the 21st century] (pp. 39–53). Paris: Riveneuve éditions.
   Google Scholar
• Dibiase, D., & Rademacher, H. J. (2005). Scaling up: Faculty workload, class size, and student satisfaction in a distance learning course on geographic information science. Journal of Geography in Higher Education, 29, 139–158.10.1080/03098260500030520
   Web of Science ®Google Scholar
• Ehrman, M. E., & Oxford, R. L. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23, 359–386.
   Google Scholar
• Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: OUP.
   Google Scholar
• Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339–368.
   Web of Science ®Google Scholar
• Felix, U. (2001). The web’s potential for language learning: The student’s perspective. ReCALL, 23, 47–58.
   Google Scholar
• Felix, U. (2003). Teaching languages online: Deconstructing the myths. Australian Journal of Educational Technology, 19, 118–138.
   Google Scholar
• Gardner, H. (1983/2003). Frames of mind. The theory of multiple intelligences. New York, NY: BasicBooks.
   Google Scholar
• Gardner, H. (1999). Intelligence reframed. New York, NY: Basic Books.
   Google Scholar
• Hampel, R. (2009). Training teachers for the multimedia age: Developing teacher expertise to enhance online learner interaction and collaboration. Innovation in Language Learning and Teaching, 3, 35–50.10.1080/17501220802655425
   Google Scholar
• Hampel, R., & Hauck, M. (2005). The challenges of implementing online tuition in distance language courses: Task design and tutor role. In B. Holmberg, M. Shelley, & C. White (Eds.), Distance Education and Languages, Evolution and Change (pp. 258–277). Clevedon: Multilingual Matters.
   Google Scholar
• Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18, 311–326.10.1080/09588220500335455
   Google Scholar
• Heift, T. (2001). Error-specific and individualised feedback in a web-based language tutoring system: Do they read it? ReCALL, 13, 99–109.
   Google Scholar
• Heift, T. (2003). Multiple learner errors and meaningful feedback: A challenge for ICALL systems. CALICO Journal, 20, 533–548.
   Google Scholar
• Hyland, F. (2001). Providing effective support: Investigating feedback to distance language learners. Open Learning: The Journal of Open and Distance Learning, 16, 233–247.10.1080/02680510120084959
   Google Scholar
• Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39, 83–101.10.1017/S0261444806003399
   Google Scholar
• Lamy, M.-N. (2013). Distance CALL online. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 141–158). London: Continuum Books.
   Google Scholar
• Lancien, T. (1998). Le multimédia [Multimedia]. Paris: Clé International.
   Google Scholar
• Leontjev, D. (2014). The effect of automated adaptive corrective feedback: L2 English questions. Apples – Journal of Applied Language Studies, 8, 43–66.
   Google Scholar
• McPherson, M., & Nunes, M. B. (2004). The failure of a virtual social space (VSS) designed to create a learning community: Lessons learned. British Journal of Educational Technology, 35, 305–321.10.1111/bjet.2004.35.issue-3
   Web of Science ®Google Scholar
• Nassaji, H. (2009). Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59, 411–452.10.1111/lang.2009.59.issue-2
   Web of Science ®Google Scholar
• Orr, R., Williams, M., & Pennington, K. (2009). Institutional efforts to support faculty in online teaching. Innovative Higher Education, 34, 257–268.10.1007/s10755-009-9111-6
   Google Scholar
• Randall, M. (2007). Psychology and second language learning. Amsterdam: John Benjamins.10.1075/lllt.19
   Google Scholar
• Robinson, P. (2002). Individual differences and instructed language learning. Amsterdam: John Benjamins.10.1075/lllt
   Google Scholar
• Rutherford, W. E. (1987). Second language grammar: Learning and teaching. London: Longman.
   Google Scholar
• Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158.10.1093/applin/11.2.129
   Web of Science ®Google Scholar
• Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206–226.
   Google Scholar
• Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 165–209). London: Academic Press.
   Google Scholar
• Stein, D. S., Wanstreet, C. E., Calvin, J., Overtoom, C., & Wheaton, J. E. (2005). Bridging the transactional distance gap in online learning environments. American Journal of Distance Education, 19, 105–118.10.1207/s15389286ajde1902_4
   Google Scholar
• Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19, 57–78.10.1017/S0958344007000511
   Google Scholar
• Taillefer, G. (2008). Transformations, évolution: un regard sur la dynamique de notre métier [Change and development: Insight into the workings of our own profession]. Cahiers de l’APLIUT, 27, 49–65.
   Google Scholar
• Vanpatten, B. (1994). Evaluating the role of consciousness in second language acquisition: Terms, linguistic feature and research methodology. AILA Review, 11, 27–36.
   Google Scholar
• Yang, S. C., & Chen, Y.-J. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23, 860–879.10.1016/j.chb.2006.02.015
   Web of Science ®Google Scholar