References
- Barkhuizen, G. (2013). Introduction: Narrative research in applied linguistics. In G. Barkhuizen (Ed.), Narrative research in applied linguistics (pp. 1–16). Cambridge, UK: Cambridge University Press.
- Barkhuizen, G. (2015). Narrative inquiry. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics (pp. 169–185). London: Bloomsbury.
- Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Routledge.
- Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533–550. doi:10.1558/cj.v23i3.533-550
- Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207–213. doi:10.2307/3588331
- Benson, P. (2013). Narrative writing as method: Second language identity development in study abroad. In G. Barkhuizen (Ed.), Narrative research in applied linguistics (pp. 244–264). Cambridge: Cambridge University Press.
- Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. Internet and Higher Education, 10(4), 231–244. doi:10.1016/j.iheduc.2007.08.001
- Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27(1), 44–54. doi:10.1177/1321103X060270010301
- Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in a blended learning course. ReCALL, 23(03), 218–232. doi:10.1017/S0958344011000152
- Comas-Quinn, A., de los Arcos, B., & Mardomingo, R. (2012). Virtual learning environments (VLEs) for distance language learning: shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25(2), 129–143. doi:10.1080/09588221.2011.636055
- Compton, L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73–99. doi:10.1080/09588220802613831
- Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616. doi:10.1080/01411920600775316
- Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 2(17), 90–100. doi:10.1016/j.iheduc.2012.11.003
- Ertmer, P., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59, 423–435. doi:10.1016/j.compedu.2012.02.001
- Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
- Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105. doi:10.1016/j.iheduc.2004.02.001
- Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second-language teachers’ development. Teachers and Teaching: Theory and Practice, 10(3), 307–327. doi:10.1080/1354060042000204388
- Golombek, P. R., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111. doi:10.1016/j.tate.2014.01.002
- Goodlad, J. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
- Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4–14. doi:10.1016/j.iheduc.2012.09.003
- Gruba, P., Hinkelman, D., & Cárdenas-Claros, M. (2016). ‘New technologies, blended learning and the “flipped classroom” in ELT’. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 135–149). London: Routledge. https://doi.org/10.1057/978-1-137-53686-0_5
- Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. Internet and Higher Education, 20, 20–34. doi:10.1016/j.iheduc.2013.09.004
- Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311–326. doi:10.1080/09588220500335455
- Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.
- Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke, UK: Palgrave Macmillan. https://doi.org/10.1057/9780230348424
- Liu, Y., & Xu, Y. (2011). Inclusion or exclusion? A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589–597. doi:10.1016/j.tate.2010.10.013
- Marsh, D. (2012). Blended Learning: Creating learning opportunities for language learners. Cambridge: Cambridge University Press.
- Martel, J. (2017). Identity, innovation, and learning to teach a foreign/second language. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 87–92). New York: Routledge.
- Moskal, P., Dziuban, P., & Hartman, J. (2013). Blended learning: a dangerous idea? Internet and Higher Education, 18, 15–23. doi:10.1016/j.iheduc.2012.12.001
- Muñoz, J., & González, A. (2010). Teaching reading comprehension in English in a distance web-based course: New roles for teachers. PROFILE Issues in Teacher Professional Development, 12(2), 69–85.
- Nias, J. (1989). Primary teachers talking: A study of teaching as work. London: Routledge.
- Nissen, E., & Tea, E. (2012). Going blended: New challenges for second generation L2 tutors. Computer Assisted Language Learning, 25(2), 145–163. doi:10.1080/09588221.2011.636052
- Pavlenko, A. (2002). Narrative study: Whose story is it, anyway? TESOL Quarterly, 36(2), 213–218. doi:10.2307/3588332
- Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles, CA: Sage Publications.
- Shelley, M., Murphy, L., & White, C. (2013). Language teacher development in a narrative frame: the transition from classroom to distance and blended settings. System, 41(3), 560–574. doi:10.1016/j.system.2013.06.002
- Søreide, G. E. (2006). Narrative construction of teacher identity: positioning and negotiation. Teachers and Teaching: Theory and Practice, 12(5), 527–547. doi:10.1080/13540600600832247
- Strambi, A., & Bouvet, E. (2003). Flexibility and interaction at a distance: A mixed-mode environment for language learning. Language Learning and Technology, 7(3), 81–102. Retrieved from http://dx.doi.org/10125/25215
- Walker, A., & White, G. (2013). Technology enhanced language learning. Connecting theory and practice. Oxford: Oxford University Press. https://doi.org/10.1093/elt/cct069
- White, C. (2003). Language learning in distance education. Cambridge: Cambridge University Press.
- White, C. (2007). Innovation and identity in distance learning and teaching. Innovation in Language Learning and Teaching, 1(1), 97–110. doi:10.2167/illt45.0
- Xu, Y., & Liu, Y. (2009). Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teacher’s experience. TESOL Quarterly, 43(3), 493–513. doi:10.1002/j.1545-7249.2009.tb00246.x
- Zembylas, S. (2010). Teacher emotions in the context of educational reforms. In A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds.), Second international handbook of educational change (pp. 221–236). London: Springer. https://doi.org/10.1007/978-90-481-2660-6