“Think before you type”: the effectiveness of implementing an anti-cyberbullying project in an EFL classroom

References

• Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62, 276–283. doi:10.1093/elt/ccn025
   Google Scholar
• Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43(4), 10–21.
   Google Scholar
• Andresen, L., Boud, D., & Cohen, R. (2000). Experience-based learning. In G. Foley (Ed.), Understanding adult education and training (2nd ed., pp. 225–239). Sydney: Allen & Unwin.
   Google Scholar
• Ang, R. P., & Goh, D. H. (2010). Cyberbullying among adolescents: The role of affective and cognitive empathy, and gender. Child Psychiatry & Human Development, 41, 387–397. doi:10.1007/s10578-010-0176-3
   PubMed Web of Science ®Google Scholar
• Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. Internet and Higher Education, 13, 188–195. doi:10.1016/j.iheduc.2010.04.002
   Web of Science ®Google Scholar
• Bell, K. (2016). Educating global citizens through international partnerships for social justice. In P. Blessinger & B. Cozza (Eds.), University partnerships for international development (pp. 19–36). Bingley: Emerald Group Publishing Limited.
   Google Scholar
• Benson, P. (2001). Teaching and research autonomy in language learning. Harlow, Essex: Pearson Education Limited.
   Google Scholar
• Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning and Technology, 19, 88–105.
   Web of Science ®Google Scholar
• Bourdieu, P. (1991). Language and symbolic power. (G. Raymond & M. Adamson, Trans.). Cambridge: Polity Press.
   Google Scholar
• Boyd, M. (2014). (New) participatory framework on YouTube? Commenter interaction in US political speeches. Journal of Pragmatics, 72, 46–58. doi:10.1016/j.pragma.2014.03.002
   Web of Science ®Google Scholar
• Chang, C.-C. (2013). Using public reflective learning journals to promote autonomy: A case study of advanced English language learners. English Teaching & Learning, 37(4), 195–232.
   Google Scholar
• Chaves-Carballo, O., & Villalobos-Ulate, N. (2015). Re-imagining the classroom through social justice projects: Portraying students’ attitudes. Universidad en Diálogo, 5(1), 15–29.
   Google Scholar
• Edelsky, C. (1992). With literacy and justice for all. London: Falmer Press.
   Google Scholar
• Fairclough, N. (Ed.). (1992). Critical language awareness. London: Longman.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
   Google Scholar
• Gee, J. P. (1994). Orality and literacy: From the savage mind to ways with words. In J. Maybin (Ed.), Language and literacy in social practice (pp. 168–192). Clevedon: Multilingual Matters.
   Google Scholar
• Ghahremani-Ghajar, -S.-S., & Mirhosseini, S. A. (2005). English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school. Language, Culture and Curriculum, 18, 286–299. doi:10.1080/07908310508668748
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1976). The discovery of grounded theory. Chicago: Aldine.
   Google Scholar
• Hammond, J., & Macken-Horarik, M. (1999). Critical literacy: Challenges and questions for ESL classroom. TESOL Quarterly, 33, 528–544. doi:10.2307/3587678
   Web of Science ®Google Scholar
• Higgins, D., & Elliott, C. (2011). Learning to make sense: What works in entrepreneurial education? Journal of European Industrial Training, 35, 345–367. doi:10.1108/03090591111128324
   Google Scholar
• Hood, S. (1998). Critical literacy: What does it mean in theory and practice? In A. Burns & S. Hood (Eds.), Teachers’ voices 3: Teaching critical literacy (pp. 11–19). Sydney: National Centre for English Language Teaching and Research.
   Google Scholar
• Hsu, L. Y. (2014). Integrating culture with project-based instruction in an EFL classroom. English Teaching & Learning, 38(1), 61–90.
   Google Scholar
• Huang, S.-Y. (2011). “Critical literacy helps wipe away the dirt on our glasses”: Towards an understanding of reading as ideological practice. English Teaching: Practice and Critique, 10, 140–164.
   Web of Science ®Google Scholar
• Huang, S.-Y. (2012). The integration of “critical” and “literacy” education in the EFL curriculum: Expanding the possibilities of critical writing practices. Language, Culture and Curriculum, 25, 283–298. doi:10.1080/07908318.2012.723715
   Web of Science ®Google Scholar
• Karia, M., Bathula, H., & Abbott, M. (2015). An experiential learning approach to teaching business planning: Connecting students to the real world. In M. Li & Y. Zhao (Eds.), Exploring learning & teaching in higher education (pp. 123–144). Berlin: Springer-Verlag.
   Google Scholar
• Kim, M. (2014). Action research on advanced bilingual enhancement in translator education. In K. Knuz, E. Teich, S. Hansen-Schirra, S. Neumann, & P. Daut (Eds.), Caught in the middle – Language use and translation (pp. 195–213). Saarbrucken: Saarland University Press.
   Google Scholar
• Knutson, S. (2003). Experiential learning in second-language classrooms. TESL Canada Journal, 20(2), 52–64. doi:10.18806/tesl.v20i2.948
   Google Scholar
• Ko, M.-Y. (2013). A case study of an EFL teacher’s critical literacy teaching in a reading class in Taiwan. Language Teaching Research, 17, 91–108. doi:10.1177/1362168812457537
   Web of Science ®Google Scholar
• Ko, M.-Y., & Wang, T.-F. (2013). EFL learners’ critical literacy practices: A case study of four college students in Taiwan. Asia-Pacific Education Researcher, 22, 221–229. doi:10.1007/s40299-012-0013-5
   Web of Science ®Google Scholar
• Kohonen, V. (2001). Towards experiential foreign language education. In V. Kohonen, R. Jaatinen, P. Kaikkonen, & J. Lehtovaara (Eds.), Experiential learning in foreign language education (pp. 8–56). Harlow: Pearson Education Limited.
   Google Scholar
• Kohonen, V., Jaatinen, R., Kaikkonen, P., & Lehtovaara, J. (Eds.). (2001). Experiential learning in foreign language education. Harlow: Pearson Education Limited.
   Google Scholar
• Kolb, A. Y., & Kolb, D. A. (2008). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong & C. V. Fukami (Eds.), The Sage handbook of management learning, education and development (pp. 42–68). London: Sage.
   Google Scholar
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles (pp. 227–248). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Koponen, J., Pyörälä, E., & Isotalus, P. (2012). Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills. Medical Teacher, 34, e198–e207. doi:10.3109/0142159X.2012.642828
   PubMed Web of Science ®Google Scholar
• Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41, S22–S30. doi:10.1016/j.jadohealth.2007.08.017
   PubMed Web of Science ®Google Scholar
• Kruger, J. S., Kruger, D. J., & Suzuki, R. (2015). Assessing the effectiveness of experiential learning in a student-run free clinic. Pedagogy in Health Promotion, 1, 91–94. doi:10.1177/2373379915575530
   Google Scholar
• Leggette, H. R., Witt, C., Dooley, K. E., Rutherford, T., Murphrey, T. P., Doerfert, D., & Edgar, L. D. (2012). Experiential learning using Second Life: A content analysis of student reflective writing. Journal of Agricultural Education, 53, 124–136. doi:10.5032/jae.2012.03124
   Google Scholar
• Luke, A. (1996). Genres of power? Literacy education and the production of capital. In R. Hasan & G. Williams (Ed.), Literacy in society (pp. 308–338). London: Longman.
   Google Scholar
• Luke, A., & Dooley, K. (2011). Critical literacy and second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 856–868). New York: Routledge.
   Google Scholar
• Mak, B., & Coniam, D. (2008). Using wikis to enhance and develop writing skills among secondary school students in Hong Kong. System, 36, 437–455. doi:10.1016/j.system.2008.02.004
   Web of Science ®Google Scholar
• Mak, B., Coniam, D., & Chan, M. (2008). A buddy reading programme in Hong Kong schools. ELT Journal, 62, 385–394. doi:10.1093/elt/ccm065
   Google Scholar
• Masney, D., & Ghahremani-Ghajar, S.-S. (1999). Weaving multiple literacies: Somali children and their teachers in the context of school culture. Language Culture and Curriculum, 12, 72–93.
   Google Scholar
• McCarthy, P. R., & McCarthy, H. M. (2006). When case studies are not enough: Integrating experiential learning into business curricula. Journal of Education for Business, 81, 201–204. doi:10.3200/JOEB.81.4.201-204
   Google Scholar
• McConnell, S. (1992). Literacy and empowerment. The Australian Journal of Language and Literacy, 15, 123–138.
   Google Scholar
• McKinney, C. (2013). Orientations to english in post-apartheid schooling. English Today, 29, 22–27. doi: 10.1017/S0266078412000491
   Web of Science ®Google Scholar
• Merchant, G. (2009). Web 2.0, new literacies, and the idea of learning through participation. English Teaching: Practice and Critique, 8, 107–122.
   Web of Science ®Google Scholar
• Mills, N. (2009). A guide du routard simulation: Increasing self-efficacy in the standards through project-based learning. Foreign Language Annals, 42, 607–639. doi:10.1111/flan.2009.42.issue-4
   Web of Science ®Google Scholar
• Ogrinc, G., Nierenberg, D. W., & Batalden, P. B. (2011). Building experiential learning about quality improvement into a medical school curriculum: The Dartmouth experience. Health Affairs, 30, 716–722. doi:10.1377/hlthaff.2011.0072
   Web of Science ®Google Scholar
• Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33, 329–348. doi:10.2307/3587668
   Web of Science ®Google Scholar
• Ronson, J. (2016). So you’ve been publicly shamed. New York: Riverheads Books.
   Google Scholar
• Scharle, Á., & Szabó, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press.
   Google Scholar
• Shor, I. (1999). What is critical literacy? In I. Shor & C. Pari (Eds.), Critical literacy in action: Writing words, changing worlds (pp. 1–30). Portsmouth, NH: Boynton/Cook.
   Google Scholar
• Siegel, A. (2014). What should we talk about? The authenticity of textbook topics. ELT Journal, 68, 363–375. doi:10.1093/elt/ccu012
   Web of Science ®Google Scholar
• Slater, T., Beckett, G., & Aufderhaar, C. (2006). Project-based second and foreign language education: Past, present, and future. In G. H. Beckett & P. C. Miller (Eds.), Assessing project-based second language and content learning (pp. 241–262). Greenwich: CT Information Age Publishing.
   Google Scholar
• Smith, W. C., Fraser, P., Chykina, V., Ikoma, S., Levitan, J., Liu, J., & Mahfouz, J. (2016). Global citizenship and the importance of education in a globally integrated world. Globalisation, Socities and Education, 1–18.
   Google Scholar
• Stoller, F. (1997). Project work: A means to promote language content. English Teaching Forum, 35(4), 1–17.
   Google Scholar
• Trabelsi, S. (2013). Project works as vehicles for authenticity in the graduate business school of Sfax, Tunisia. Arab World English Journal, 4, 77–92.
   Google Scholar
• Tsai, S. (2012). Integration of multimedia courseware into ESP instruction for technological purposes in higher technical education. Educational Technology and Society, 15, 50–61.
   Web of Science ®Google Scholar