HIGHLIGHTS
SUMMARY
In the 1990s, some researchers and practitioners were exploring the ways in which communication tools-supported by the internet-could be used to promote language learning in ways that go beyond the classroom walls (e_g Brammerts, 1995; Johnson, 1996; Kern, 1996; Warschauer, 1995a, 1995b, 1996). With the increase in bandwidth and more advanced videoconferencing tools, the opportunities to connect groups of speakers in synchronous connections meant teachers could introduce more elaborate and longer interactions between speakers (e_g, Kinginger et_al, 1999; Orsini-Jones, 2004; Ware and amp; O`Dowd, 2008). At the same time, the . . .
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