Effects of CALL-mediated TBLT on motivation for L2 reading

References

• Adair-Hauk, B., Willingham-McLain, L., & Youngs, B. E. (2000). Evaluating the integration of technology and second language learning. CALICO Journal, 269–21.
   Google Scholar
• Ahn, S. K. (2018). Korean EFL College Students’ Acceptance and Use of Smartphone Applications for English Language Learning ( Doctoral dissertation). Alliant International University.
   Google Scholar
• Akobirov, F. R. (2017). The influence of technology on language learning and motivation with Uzbek EFL and United States ESL students ( Doctoral dissertation). University of Kansas.
   Google Scholar
• Aleissa, D. (2017). The Effect of Technology on Saudi Students Learning English as a Foreign/Second Language ( Doctoral dissertation). George Mason University.
   Google Scholar
• Allan, D. (2004). Oxford Placement Test 2. Oxford: Oxford University Press.
   Google Scholar
• Anderson, R. S., & Speck, B. W. (2001). Using technology in K-8 literacy classroom. Upper Saddle River, NJ: Merrill-Prentice Hall.
   Google Scholar
• Beauvois, M. H. (1994). E-talk: Attitudes and motivation in computer-assisted classroom discussion. Computer and the Humanities, 28, 177–190. doi:10.1007/BF01830738
   Google Scholar
• Beauvois, M. H., & Eledge, J. (1996). Personality types and megabytes: Student attitudes toward computer mediated communication (CMC) in the language classroom. CALICO Journal, 13(2/3), 27–46.
   Google Scholar
• Benson, S. D. (2016). Task-based language teaching: An empirical study of task transfer. Language Teaching Research, 20(3), 341–365. doi:10.1177/1362168815569829
   Web of Science ®Google Scholar
• Best, J. W., & Kahn, J. (2006). Research in Education. New Delhi: Prentice Hall of India Pvt. Ltd.
   Google Scholar
• Brandl, K. (2002). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centered approaches. Language Learning & Technology, 6(3), 87–107. Retrieved from http://llt.msu.edu/vol6num3/brandl/default.html
   Google Scholar
• Brown, J. D. (2005). Testing in language programs: a comprehensive guide to english language assessment. McGraw-Hill College.
   Google Scholar
• Bruner, J. S. (1960). The process of education. Cambridge: Harvard University Press.
   Google Scholar
• Bryfonski, L., & McKay, T. D. (2017). TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 18, 304–314.
   Google Scholar
• Bygate, M. (1994). Adjusting the focus: Teacher roles in task-based learning of grammar. In M. Bygate, A. Tonkyn, & E. Williams (Eds.), Grammar and the language teacher (pp. 237–259). Hemel Hempstead: Prentice Hall International.
   Google Scholar
• Bygate, M., Skehan, P., & Swain, M. (2001). Researching pedagogic tasks: Second language learning, teaching and testing. Harlow: Longman.
   Google Scholar
• Cellat, S. (2008). Computer assisted vocabulary learning: A study with Turkish 4th grade EFL learners ( Unpublished Master Thesis). Anadolu University, Eskisehir.
   Google Scholar
• Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
   Google Scholar
• Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
   Google Scholar
• Chapelle, C. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam: John Benjamins Publishing.
   Google Scholar
• Chapelle, C. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam: John Benjamins Publishing.
   Google Scholar
• Chapelle, C. (2014). Afterword: Technology‐mediated TBLT and the evolving role of the innovator. In M. Gonzalez-Lloret & L. Ortega (Eds.), Technology-mediated TBLT: Researching technology and tasks (pp. 323–334). Philadelphia, PA: John Benjamins.
   Google Scholar
• Chen, I. C. (2018). Incorporating task-based learning in an extensive reading programme. ELT Journal, 72(4), 405–414. doi:10.1093/elt/ccy008
   Web of Science ®Google Scholar
• Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22, 17–31. doi:10.1016/0346-251X(94)90037-X
   Google Scholar
• Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469–512. doi:10.1111/lang.1991.41.issue-4
   Web of Science ®Google Scholar
• Desmarais, L. (2002). Monitoring distance training. Paper presented at CALICO 2002, Davis, CA. doi: 10.1044/1059-0889(2002/er01)
   Google Scholar
• Dewey, J. (1938). Experience and education. New York: Collier Books.
   Google Scholar
• Doherty, K. M. (2002). Students speak out. Education Week, 11(35), 19–23.
   Google Scholar
• Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
   Google Scholar
• Dörnyei, Z. (2011). Teaching and researching motivation. Harlow: Pearson Education.
   Google Scholar
• Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
   Google Scholar
• Doughty, C, & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7, 50–80.
   Web of Science ®Google Scholar
• Egbert, J. L. (2005). Conducting research on CALL. In J. L. Egbert & G. M. Petrie (Eds.), CALL research perspectives (pp. 3–8). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Ellinger, B., Sandler, S., Chayen, D., Goldfrad, K., & Yarosky, J. (2001). Weaving the web into an EAP reading program. English Teaching Forum, 19, 150–158.
   Google Scholar
• Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
   Google Scholar
• Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based learning ( All theses and dissertations). Retrieved from https://dune.une.edu/theses/121/
   Google Scholar
• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
   Google Scholar
• Gardner, R. C, & Gliksman, L. (1982). On “gardner on affect”: A discussion of validity as it relates to the attitude/motivation test battery: A response from gardner 1. Language Learning, 32(1), 191–200.
   Web of Science ®Google Scholar
• Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13(4), 266–272. doi:10.1037/h0083787
   Web of Science ®Google Scholar
• Gardner, R. C., & MacIntyre, P. D. (1993). A student’s contribution to second language learning. Part II: Affective variables. Language Teaching, 26, 1–11. doi:10.1017/S0261444800000045
   Google Scholar
• Gilbert, S. D. (2001). How to be a successful online student. New York: McGraw Hill.
   Google Scholar
• Gonzalez-Lloret, M. (2017). Technology for task‐based language teaching. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 234–247).Hoboken, NJ: Wiley Blackwell.
   Google Scholar
• González-Lloret, M. (2014). The need for needs analysis in technology-mediated TBLT. In M. González-Lloret & L. Ortega (Eds.), Technology-mediated TBLT: Researching technology and tasks (pp. 23–50). Amsterdam: John Benjamins Publishing Company.
   Google Scholar
• Gonzalez-Lloret, M., & Ortega, L. (2014). Technology-mediated TBLT: Researching technology and tasks. Philadelphia, PA: John Benjamins.
   Google Scholar
• Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
   Google Scholar
• Guthrie, J., & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Mahwah, NJ: L. Erlbaum.
   Google Scholar
• Harmer, J. (2007). The practice of English language teaching. Harlow: Pearson Longman.
   Google Scholar
• Hauck, M. (2010). The enactment of task design in telecollaboration 2.0. In M. Thomas & H. Reinders (Eds.), Task-based language teaching and technology (pp. 197–217). New York: Continuum.
   Google Scholar
• Hazaea, A. N., & Alzubi, A. A. (2016). The effectiveness of using mobile on EFL learners’ reading practices in Najran University. English Language Teaching, 9(5), 8–21. doi:10.5539/elt.v9n5p8
   Google Scholar
• Hsieh, J. S. C., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. doi:10.1080/09588221.2015.1111910
   Web of Science ®Google Scholar
• Jogan, M. K., Heredia, A. H., & Aguilera, G. M. (2001). Cross-cultural e-mail: Providing cultural input for the advanced foreign language student. Foreign Language Annals, 34(4), 341–346. doi:10.1111/j.1944-9720.2001.tb02066.x
   Web of Science ®Google Scholar
• Kafipour, R., Mahmoudi, E., & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education, 5(1), 1–16. doi:10.1080/2331186X.2018.1496627
   Web of Science ®Google Scholar
• Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quality and characteristics of language production. Modern Language Journal, 79, 457–476. doi:10.1111/j.1540-4781.1995.tb05445.x
   Web of Science ®Google Scholar
• Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal, 27, 33–42. doi:10.1080/09571730385200061
   Google Scholar
• Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498–521. doi:10.11139/cj.28.2
   Google Scholar
• Lamy, M. N. (2007). Interactive task design: Metachat and the whole language learner. In P. Del Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp. 242–264). Clevedon, UK: Multilingual Matters.
   Google Scholar
• Lamy, M. N., & Hampel, R. (2007). Online communication in language learning and teaching. Houndmills: Palgrave Macmillan.
   Google Scholar
• Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning (3rd ed.). Maidenhead & New York: Open University Press.
   Google Scholar
• Lee, J. (2000). Tasks and communicating in language classrooms. Boston: McGraw-Hill.
   Google Scholar
• Lee, J. S., Nakamura, Y., & Sadler, R. (2018). Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL). ReCALL, 30(3), 319–336. doi:10.1017/S095834401700026X
   Web of Science ®Google Scholar
• Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Marwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Lin, H. (2015). A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA. Language Learning and Technology, 19(2), 85–117.
   Web of Science ®Google Scholar
• Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58, 319–326. doi:10.1093/elt/58.4.319
   Google Scholar
• Long, M. H. (1990). Second language classroom research and teacher education. In C. Brumfit & R. Mitchell (Eds.), Research in the language classroom. ELT Documents 133 (pp. 161–170). London: Macmillan.
   Google Scholar
• Long, M. H., & Norris, J. M. (2000). Task-based teaching and assessment. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 597–603). London: Routledge.
   Google Scholar
• Long, M. H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36(2016), 5–33. doi:10.1017/S0267190515000057
   Web of Science ®Google Scholar
• Luo, T. (2013). Web 2.0 for language learning: Benefits and challenges for educators. International Journal Of Computer-assisted Language Learning and Teaching (Ijcallt), 3(3), 1–17.
   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
• Mayora, C. A. (2006). Integrating multimedia technology in a high school EFL program. English Teaching Forum, 44(3), 14. US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
   Google Scholar
• Meskill, C. (1999). Computers as tools for sociocollaborative language learning. In K. Cameron (Ed.), CALL: Media, design and applications (pp. 141–162). The Netherlands: Swets & Zeitlinger.
   Google Scholar
• Murday, K., & Ushida, E. (2002). Student experiences in the language online project. Paper presented at CALICO 2002, Davis, CA. doi: 10.1044/1059-0889(2002/er01)
   Google Scholar
• Nejati, E., Jahangiri, A., & Salehi, M. R. (2018). The effect of using computer-assisted language learning (CALL) on Iranian EFL learners’ vocabulary learning: An experimental study. Cypriot Journal of Educational Sciences, 13(2), 351–362. doi:10.18844/cjes.v13i2
   Google Scholar
• Nguyen, H. B., & Nguyen, A. H. (2018). Task-based vocabulary instruction at a Vietnamese high school: Students’ perceptions. European Journal of English Language Teaching. Retrieved from https://oapub.org/edu/index.php/ejel/article/view/1359
   Google Scholar
• Nobar, A. G., & Ahangari, S. (2012). The impact of computer assisted language learning on Iranian EFL learners’ task-based listening skill and motivation. Journal of Academic and Applied Studies, 2(1), 39–61.
   Google Scholar
• Norris, J. (2009). Task-based teaching and testing. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 578–594). Malden, MA: Wiley-Blackwell.
   Google Scholar
• Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
   Google Scholar
• O’Reilly, T. (2005). What is Web 2.0: Design patterns and business models for the next generation of software. Available from: https://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html
   Google Scholar
• Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109–148. doi:10.1017/S0272263199001047
   Google Scholar
• Ortega, L. (2009, September). Tasks and technology in language learning: Elective affinities and (dis) encounters. Plenary delivered at the 3rd international task-based language teaching conference, Lancaster, 13–16.
   Google Scholar
• Otto, S. E. K. (2017). From past to present: A hundred years of technology for L2 learning. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 10–25). New York, NY: John Wiley & Sons.
   Google Scholar
• Park, M. (2012). Implementing computer-assisted task-based language teaching in the Korean secondary. In A. Shehadeh & C. A. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 215–240). Amsterdam: John Benjamins.
   Google Scholar
• Petersen, K., & Sachs, R. (2015). The language classroom in the age of networked learning. In R. P. Leow, L. Cerezo, & M. Baralt (Eds.), Technology and L2 learning: A psycholinguistic approach (pp. 3-22). Berlin, Germany: De Gruyter Mouton.
   Google Scholar
• Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 9–34). Clevedon: Multilingual Matters.
   Google Scholar
• Prabhu, N. S. (1987). Second language pedagogy. A perspective. Oxford: Oxford University Press.
   Google Scholar
• Richards, J. C. (2005). Communicative language teaching today (RELC portfolio Series 13). Singapore: SEAMEO Regional Language Center.
   Google Scholar
• Samuda, V., & Bygate, M. (2008). Tasks in second language learning. New York: Palgrave Macmillan.
   Google Scholar
• Schmid, E. C. (2009). Interactive whiteboard technology in the language classroom: Exploring new pedagogical opportunities. Saarbrücken, Germany: VDM, Verlag Dr. Müller.
   Google Scholar
• Shield, L., & Kukulska-Hulme, A. (Eds.). (2008). Special issue of ReCALL on mobile assisted language learning. Cambridge: Cambridge University Press.
   Google Scholar
• Skehan, P. (2011). Researching tasks: Performance, assessment, and pedagogy. Shanghai: Shanghai Foreign Language Education Press.
   Google Scholar
• Skehan, P., & Foster, P. (1997). The influence of planning and post-task activities on accuracy and complexity in task-based learning. Language Teaching Research 1, (3), 185–211.
   Google Scholar
• Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning and Technology, 12, 165–180.
   Google Scholar
• Stockwell, G. (2013). Technology and motivation in English-language teaching and learning. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 156-175). London: Palgrave Macmillan.
   Google Scholar
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. doi:10.1007/s10984-012-9108-4
   Google Scholar
• Thomas, M. (2013). Task-based language teaching and CALL. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 341–358). London: Continuum.
   Google Scholar
• Thomas, M., & Reinders, H. (2010). Task-based language teaching and technology. New York: Continuum.
   Google Scholar
• Ushida, E. (2005). The role of students’ attitudes and motivation in second language learning in online language courses. CALICO Journal, 23(1), 49–78. doi:10.1558/cj.v23i1.49-78
   Google Scholar
• Vafaeepour, A. (2017). Printed Internet-Sourced Materials As Alternative To Reading Textbooks ( Doctoral dissertation). Multimedia University.
   Google Scholar
• Van Den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University Press.
   Google Scholar
• Vygotsky, L. (1978). Mind in society. Cambridge: Cambridge University Press.
   Google Scholar
• Wang, Y. (2004). English magazines, motivation, and improved EFL writing skill. English Teaching Forum, 42(1), 24–29.
   Google Scholar
• Warschauer, M. (1996a). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2/3), 7–26.
   Google Scholar
• Warschauer, M. (1996b). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecollaboration in foreign language learning: Proceedings of the Hawai’i symposium (Technical Report No. 12 pp. 29–46). Honolulu: University of Hawai’i Second Language Teaching and Curriculum Center.
   Google Scholar
• Warschauer, M. (2007). The paradoxical future of digital learning. Journal Learning Inquiry, 1(1), 41–49. doi:10.1007/s11519-007-0001-5
   Google Scholar
• Warschauer, M, & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of web 2.0. Annual Review Of Applied Linguistics, 27, 1–23.
   Google Scholar
• Wiersma, W., & Jurs, S. G. (2009). Research methods in education: An introduction (9th ed.). New York, NY: Library of Congress.
   Google Scholar
• Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
   Google Scholar
• Willis, J. (1996). A framework for task-based teaching. Harlow, UK: Longman.
   Google Scholar
• Willis, J. (2004). Perspectives on task-based instruction: Understanding our practices, acknowledging different practitioners. In J. Leaver & J. Willis (Eds.), Task-based instruction in foreign language education (pp. 3–44). Washington, DC: Georgetown University Press.
   Google Scholar
• Winet, D. (2016). Mobile instant messaging in the ESL writing class. The Electronic Journal for English as a Second Language, 20(3), 1–6.
   Google Scholar
• Winne, P. H., & Marx, R. W. (1989). A cognitive-processing analysis of motivation within classroom tasks. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol. 3. Goals and cognitions (pp. 223–257). San Diego: Academic Press, Inc.
   Google Scholar
• Zengin, R. (2007). A research about the English language teachers’ use of instructional technologies in Turkey. Hasan Âli Yücel Eğitim Fakültesi Dergisi, 4(2).
   Google Scholar