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Kitade, Keiko – CALICO Journal, 2015
A growing number of studies examining second language (L2) teacher education from the perspective of sociocultural theory, in particular the activity theory framework (Engeström, 1999), show that transformations in teachers' cognition and practice can be fostered through negotiation of sociocultural and cognitive dissonance in their teaching…
Descriptors: Computer Assisted Instruction, Second Language Instruction, Language Teachers, Technology Uses in Education
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Kitade, Keiko – CALICO Journal, 2014
The sociocultural perspective of second language teacher education (L2TE) (e.g., Johnson, 2009), unlike the traditional one, values the importance of teacher development through actual teaching practice. Student teachers' (STs) initial beliefs should be challenged and reconstructed by taking into account particular teaching contexts. This…
Descriptors: Second Language Instruction, Second Language Learning, Japanese, Language Teachers
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Kitade, Keiko – CALICO Journal, 2006
Based on recent studies, computer-mediated communication (CMC) has been considered a tool to aid in language learning on account of its distinctive interactional features. However, most studies have referred to "synchronous" CMC and neglected to investigate how "asynchronous" CMC contributes to language learning. Asynchronous CMC possesses…
Descriptors: Feedback (Response), Computer Mediated Communication, Native Speakers, Second Language Learning