Cómo citar
Resumen
El objetivo de este trabajo es sintetizar los temas que abordan las nuevas alfabetizaciones de los profesores de idiomas en los artículos publicados entre 2010-2020 para comprender la investigación y los enfoques de las nuevas alfabetizaciones de los profesores de idiomas. Para ello, los investigadores aplicaron una revisión integradora de 29 artículos seleccionados de un conjunto de 503 artículos publicados en nueve bases de datos. La revisión mostró que la mayoría de los artículos relacionados con las nuevas alfabetizaciones en el desarrollo profesional se centra en el término “alfabetización digital”. Además, la mayoría de los trabajos publicados proceden de Asia y Europa y se realizaron con profesores en activo. La gran mayoría de los trabajos publicados se basan en un diseño de investigación cualitativo, y las tecnologías de la web 2.0 son las dominantes en los estudios revisados. Nuestros hallazgos pueden allanar el camino para que los futuros investigadores reconozcan y clasifiquen nuevas áreas posibles de investigación en lo que respecta al uso de las nuevas alfabetizaciones como una necesidad para la pedagogía del lenguaje.
Citas
Agyei, D. D., & Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and Information Technologies, 16, 423–439. https://doi.org/10.1007/s10639-010-9141-9
Akayoglu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85-97. https://doi.org/10.14742/ajet.4711
Albers, P., Turnbull, S., Angay-Crowder, T., Cho, A., Shin, J. H., Pace, C., . . . Jung, J. K. (2015). Questions of matter: Critical conversations in online spaces. Journal of Adolescent & Adult Literacy, 59(2), 171-181. https://doi.org/10.1002/jaal.446
Albiladi, W. (2019). Research in TESOL: An investigation of trends and types of research over the last ten years. Preprints. https://www.preprints.org/manuscript/201911.0380/v1
Alexander, B., Adams Becker, S., & Cummins, M. (2016) Digital Literacy: An NMC Horizon Project Strategic Brief. Vol. 3.3, October 2016. New Media Consortium.
Allen, C. (2015). Marriages of convenience? Teachers and coursebooks in the digital age. ELT Journal, 69(3), 249-263. https://doi.org/10.1093/elt/ccv005
Allen, C., & Berggren, J. (2016). Digital literacy and sustainability – a field study in EFL teacher development. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds.), CALL communities and culture – short papers from EUROCALL 2016 (pp.14-19). Research-publishing.net.
Almås, A. G., & Krumsvik, R. (2007). Digitally literate teachers in leading edge schools in Norway. Journal of In-Service Education, 33(4), 479-497. https://doi.org/10.1080/13674580701687864
Anderson, J., Chung, Y.-C., & Macleroy, V. (2018). Creative and critical approaches to language learning and digital technology: findings from a multilingual digital storytelling project. Language and Education, 32(3), 195-211. https://doi.org/10.1080/09500782.2018.1430151
Aşık, A., Köse, S., Ekşi, G. Y., Seferoğlu, G., Pereira, R., & Ekiert, M. (2020). ICT integration in English language teacher education: insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7), 708-731. https://doi.org/10.1080/09588221.2019.1588744
Aytan, T. (2017). Evaluation of electronic writing experiences of Turkish teacher candidates at WATTPAD environment. Higher Education Studies, 7(4), 1-8. http://doi.org/10.5539/hes.v7n4p1
Benitt, N., Schmidt, T., & Legutke, M. K. (2019). Teacher learning and technology-enhanced teacher education. In X. Gao (Ed.), Second handbook of English language teaching (pp. 1171-1193). Springer. https://doi.org/10.1007/978-3-030-02899-2_58
Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. SAGE.
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. https://doi.org/10.1017/S0958344014000159
Cardoso, S. (2017). New technologies, multiple literacies and teaching English as a foreign language. e-TEALS: An e-journal of Teacher Education and Applied Language Studies, 8, 1-26.
Castañeda, M. (2013). “I am proud that I did it and it’s a piece of me”: Digital storytelling in the foreign language classroom. CALICO Journal, 30(1), 44–62. https://doi.org/10.1558/cj.30.1.44-62
Chien, Y.-T., Chang, C.-Y., Yeh, T.-K., & Chang, K.-E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching & Teacher Education, 28(4), 578–588. https://doi.org/10.1016/j.tate.2011.12.005
Choe, M. H., & Ma, J. H. (2013). A comparison of current research topics and methods between domestic and international journals in SLA. English Teaching 68(2), 79-103.
Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80. https://doi.org/10.1111/modl.12302
Cooper, H. (1998). Synthesizing research: A guide for literature review (3rd ed.). SAGE.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE.
Cruz Arcila, F. (2018). The wisdom of teachers’ personal theories: Creative ELT practices from Colombian rural schools. Profile: Issues in Teachers’ Professional Development, 20(2), 65-78. https://doi.org/10.15446/profile.v20n2.67142
Dagenais, D., Toohey, K., Fox, A. B., & Singh, A. (2017). Multilingual and multimodal composition at school: ScribJab in action. Language and Education, 31(3), 263–282. https://doi.org/10.1080/09500782.2016.1261893
Dashtestani, R. (2013). Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances. The JALT CALL Journal, 9(2), 149–168. https://doi.org/10.29140/jaltcall.v9n2.153
Dashtestani, R. (2014). Exploring English as a foreign language (EFL) teacher trainers’ perspectives on challenges to promoting computer literacy of EFL teachers. The JALT CALL Journal, 10(2), 139-151. https://doi.org/10.29140/jaltcall.v10n2.172
Dayag, J. D. (2018). EFL virtual learning environments: Perception, concerns and challenges. Teaching English with Technology, 18(4), 20-33.
Denton, D. W. (2012). Enhancing instruction through constructivism, cooperative learning, and cloud computing. TechTrends, 56, 34–41. https://doi.org/10.1007/s11528-012-0585-1
Dooly, M. (2015). It takes research to build a community: Ongoing challenges for scholars in digitally-supported communicative language teaching. CALICO Journal, 32(1), 172-194. https://dx.doi.org/10.1558/calico.v32i1.25664
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Dowdall, C. (2018). Young children’s writing in the 21st century: The challenge of moving from paper to screen. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer & I. S. Pires Pereira (Eds.), The Routledge handbook of digital literacy in early childhood (pp. 257-269). Routledge.
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187-199. https://doi.org/10.1016/j.compedu.2007.05.001
Ducate, L., & Lomicka, L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28. https://doi.org/10.1080/09588220701865474
Dudeney, G., Hockly, N., & Pegrum, M. (2013). Digital literacies. Pearson Education.
Erben, T. (1999). Constructing learning in a virtual immersion bath: LOTE teacher education through audiographics. In R. Debski & M. Levy (Eds.), WORLDCALL: Global perspectives on computer-assisted language learning (pp. 229–248). Swets & Zeitlinger.
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Eshet-Alkalai, Y., & Chajut, E. (2009). Changes over time in digital literacy. CyberPsychology & Behavior, 12(6), 713-715. https://doi.org/10.1089/cpb.2008.0264
Gao, Y., Li, L., & Lu, J. (2001). Trends in research methods in applied linguistics: China and the west. English for Specific Purposes, 20(1), 1-14. https://doi.org/10.1016/S0889-4906(99)00015-0
Gass, S. (2015). Methodologies of second language acquisition. In M. Bigelow & J. Ennser–Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 9–22). Routledge/Taylor & Francis.
Gee, J. (1992). The social mind: Language, ideology, and social practice. Bergin and Garvey.
Hauck, M. (2019). Virtual exchange for (critical) digital literacy skills development. European Journal of Language Policy, 11(2), 187-209. https://doi.org/10.3828/ejlp.2019.12
Haugerud, T. (2011). Student teachers learning to teach: The mastery and appropriation of digital technology. Nordic Journal of Digital Literacy, 6(04), 226–238.
Heil, C. R., Wu, J. S., Lee, J. J., Schmidt, T. (2016). A review of mobile language learning applications: Trends, challenges, and opportunities. The EuroCALL Review, 24(2), 32-50. https://doi.org/10.4995/eurocall.2016.6402
Hockly, N. (2012). Digital literacies. ELT Journal, 66(1), 108-112. https://doi.org/10.1093/elt/ccr077
Hsu, H., Wang, S., & Comac, L. (2008). Using audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181–198. https://doi.org/10.1080/09588220801943775
Hung, H-T., Yang, J. C., Hwang, G-J., Chu, H-C., & Wang, C-C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104. https://doi.org/10.1007/s11423-019-09702-2
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technology, 21, 655–679. https://doi.org/10.1007/s10639-014-9346-4
Jamalvandi, B., Sadeghi, H., & Soleimani, H. (2017). Computer Assisted Language Learning and EFL Teachers' Literacy: A Case in Iran. International Journal of English Linguistics, 7(1), 201-214. https://doi.org/10.5539/ijel.v7n1p201
Jeong, K.-O. (2017). Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning, 30(6), 488-509. https://doi.org/10.1080/09588221.2017.1321554
Jiang, L., Yu, S., & Zhao, Y. (2019). Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum. Language Teaching Research, 1-20. https://doi.org/10.1177%2F1362168819864975
Kazemi, A., & Narafshan, M. H. (2014). Technology and English Language Teaching (ELT). Advances in Language and Literary Studies, 5(6), 60-67. http://dx.doi.org/10.7575/aiac.alls.v.5n.6p.60
Kellner, D. (2002). Technological revolution, multiple literacies, and the restructuring of education. In I. Snyder (Ed.), Silicon literacies (pp. 154-169). Routledge.
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic Web‐based projects. Language Learning & Technology, 16, 91–109. http://dx.doi.org/10125/44276
Khalid, M. S., Slættalíð, T., Parveen, M., & Hossain, M. S. (2015). A systematic review and meta-analysis of teachers’ development of digital literacy. In E. K. Sorensen, A. Szucs, & M. S. Khalid (Eds.), Proceedings of the 1th D4 Learning international Conference Innovations in Digital Learning for Inclusion (D4Learning, 2015) (pp. 136-144). Aalborg Universitetsforlag.
Knobel, M., & Lankshear, C. (2019). Language teachers researching and understanding new literacies and language-in-use from a social languages perspective. The European Journal of Applied Linguistics and TEFL, 8(2), 159-174.
Krulatz, A., & Neokleous, G. (2018). Fostering literacy in adolescent EFL classrooms: An overview of techniques and teaching ideas. The European Journal of Applied Linguistics and TEFL, 7(1), 57-71.
Lankshear, C., Gee, J. P., Knobel, M., & Searle, C. (1997). Changing literacies. Open University Press.
Lazaraton, A. (2000). Current trends in research methodology and statistics in applied linguistics. TESOL Quarterly, 34(1), 175-181. https://doi.org/10.2307/3588103
Lazaraton, A. (2002). Quantitative and qualitative approaches to discourse analysis. Annual Review of Applied Linguistics, 22, 32-51. https://doi.org/10.1017/S0267190502000028
Lazaraton, A. (2005). Quantitative research methods. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 209-224). Lawrence Erlbaum.
Lee, L. (2017). Learners’ perceptions of the effectiveness of blogging for L2 writing in fully online language courses. International Journal of Computer‐Assisted Language Learning and Teaching, 7, 19–33. https://doi.org/10.4018/IJCALLT.2017010102
Lee, L. (2019). Using telecollaboration 2.0 to build intercultural communicative competence: A Spanish-American exchange. In: D. Tafazoli, M. E. Gomez Parra & C. A. Huertas Abril (Eds.), Cross-cultural perspectives on technology-enhanced language learning (pp. 303-321). IGI Global.
Liu, M. H., & Kleinsasser, R. C. (2015). Exploring EFL teachers’ CALL knowledge and competencies: In-service program perspectives. Language Learning & Technology, 19, 119-138. http://dx.doi.org/10125/44405
Liu, Q., & Chao, C. (2018). CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom. ReCALL, 30(1), 68-87. https://doi.org/10.1017/S0958344017000222
Ma, J. H., & Kim, Y. (2014). Current research trends of English education in domestic and international journals. Foreign Language Education Research, 17, 1-13.
Mackey, A., Abbuhl, R., & Gass, S. M. (2012). Interactionist approaches. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 7–23). Routledge/Taylor & Francis.
Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An update critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32, 503–528. https://doi.org/10.1111/jcal.12154
Nami, F. (2020) (Ed.). Digital storytelling in second and foreign language teaching. Peter Lang.
Nazari, M., & Xodabande, I. (2020). L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1799825
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Norton, B., & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly, 45(3), 415-439. https://doi.org/10.5054/tq.2011.261161
Oskoz, A., & Elola, I. (2016). Digital stories: Overview. CALICO Journal, 33(2), 157-173. https://dx.doi.org/10.1558/cj.v33i2.29295
Oskoz, A., & Elola, I. (2014). Integrating digital stories in the writing class: Towards a 21st century literacy. In J. P. Guikema & L. Williams (Eds.), Digital literacies in foreign and second language education: Research, perspectives, and best practices (pp. 179–200). CALICO.
Ozden, M. (2018). Digital literacy perceptions of the students in the Department of Computer Technologies teaching and Turkish language teaching. International Journal of Progressive Education, 14(4), 26-36. https://doi.org/10.29329/ijpe.2018.154.3
Paneru, D. R. (2018). Information communication technologies in teaching English as a foreign language: Analysing EFL teachers’ TPACK in Czech elementary schools. Center for Educational Policy Studies Journal, 8(3), 141-163. https://doi.org/10.26529/cepsj.499
Rahman, M. S. (2015). The contribution made by qualitative research to TESOL. International Journal of English Language Teaching, 3(2), 1-14.
Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1-39. https://doi.org/10.1017/S0261444818000356
Riazi, A. M., & Candlin, C. N. (2014). Mixed-methods research in language teaching and learning: Opportunities, issues and challenges. Language Teaching, 47, 135–173. https://doi.org/10.1017/S0261444813000505
Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Language Teaching, 42(2), 147-180. https://doi.org/10.1017/S0261444808005612
Richards, K., Ross, S., & Seedhouse, P. (2012). Research methods for applied language studies. Routledge/Taylor & Francis.
Rwodzi, C., de Jager, L., & Mpofu, N. (2020). The innovative use of social media for teaching English as a second language. Td-the Journal for Transdisciplinary Research in Southern Africa, 16(1), 1-7. https://doi.org/10.4102/td.v16i1.702
Ryu, J., & Boggs, G. (2016). Teachers’ perceptions about teaching multimodal composition: The case study of Korean English teachers at secondary schools. English Language Teaching, 9(6), 52-60. https://doi.org/10.5539/elt.v9n6p52
Salaberry, M. R. (2000). Pedagogical design of computer mediated communication tasks: Learning objectives and technological capabilities. The Modern Language Journal, 84(1), 28–37. https://doi.org/10.1111/0026-7902.00050
Seong, M. H., & Nam, E. H. (2010). An analysis of article trends published in the journal of Modern English Education over the past 10 years. Modern English Education, 11(2), 1-19.
Seppälä, P., & Alamäki, H. (2003). Mobile learning in teacher training. Journal of Computer Assisted Learning, 19(3), 330-335. https://doi.org/10.1046/j.0266-4909.2003.00034.x
Soler, I. G., & Tecedor, M. (2018). Foreign language teaching assistant training: A contrastive analysis of trainers and trainees' perspectives. Hispania, 101(1), 38-54. https://doi.org/10.1353/hpn.2018.0083
Son, J.-B. (2018). Teacher development in technology-enhanced language teaching. Palgrave Macmillan.
Son, J.-B., Robb, T., & Charismiadji, I. (2011). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. CALL-EJ, 12(1), 26–42.
Snyder, I. (Ed.). (1997). Page to screen: Taking literacy into the electronic era. Routledge.
Snyder, I., & Beavis, C. (Eds.). (2004). Doing literacy online: Teaching, learning and playing in an electronic world. Hampton Press.
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1-21. https://doi.org/10.1080/2331186X.2018.1519143
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110. http://dx.doi.org/10125/44216
Stockwell, G. (2012). Working with constraints in mobile learning – A response to Ballance. Language Learning & Technology, 16(3), 24-31. http://dx.doi.org/10125/44294
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. SAGE.
Sun, Y. C., & Chang, Y. J. (2012). Blogging to learn: Becoming EFL academic writers through collaborative dialogues. Language Learning & Technology, 16(1), 43-61. http://dx.doi.org/10125/44274
Swier, R., & Peterson, M. (2018). 3D digital games, virtual worlds, and language learning in higher education: continuing challenges in Japan. The JALT CALL Journal, 14(3), 225-238. https://doi.org/10.29140/jaltcall.v14n3.232
Sykes, J. M. (2018). Digital games and language teaching and learning. Foreign Language Annals, 51(1), 219-224. https://doi.org/10.1111/flan.12325
Tafazoli, D., Gómez Parra, M. E., & Huertas Abril, C. A. (2017). Computer literacy: Sine qua non for digital age of language learning & teaching. Theory and Practice in Language Studies, 7(9), 716-722. http://dx.doi.org/10.17507/tpls.0709.02
Tafazoli, D., Gómez Parra, M. E., & Huertas Abril, C. A. (2019). Attitude towards computer-assisted language learning: Do age, gender, and educational level matter? Teaching English with Technology, 19(3), 22-39.
Tan, S., O’Halloran, K., & Wignell, P. (2016). Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL. ReCALL, 28(3), 253-273. https://doi.org/10.1017/S0958344016000124
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE.
Tok, M. (2015). Examining pre-service teacher views on the implementation of screen-based writing instruction. International Electronic Journal of Elementary Education, 7(2), 235-252.
Tømte, C. E. (2015). Educating teachers for the new millennium? Teacher training, ICT and digital competence. Nordic Journal of Digital Literacy, 10(Special issue 2006–2016), 138-154.
Tuzel, S. (2013). Integrating multimodal literacy instruction into Turkish language teacher education: An action research study. Anthropologist, 16(3), 619-630. https://doi.org/10.1080/09720073.2013.11891387
Ulmer, G. L. (2003). Internet invention: From literacy to electracy. Longman.
Van Gorp, K., Giupponi, L., Heidrich Uebel, E., Dursun, A., & Swinehart, N. (2019). Defining teachers’ readiness for online language teaching: Toward a unified framework. In F. Meunier, J. Van de Vuver, L. Bradley, & S. Thousëny (Eds.), CALL and complexity – short papers from EUROCALL 2019 (pp. 373-378). Rseaech-publishing.net.
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 211-239.
Waldman, T., Harel, E., & Schwab, G. (2019). Extended telecollaboration practice in teacher education: Towards pluricultural and plurilingual proficiency. European Journal of Language Policy, 11(2), 167-185. https://doi.org/10.3828/ejlp.2019.11
Warner, C., & Dupuy, B. (2018). Moving toward multiliteracies in foreign language teaching: Past and present perspectives ... and beyond. Foreign Language Annals, 51, 116-128. https://doi.org/10.1111/flan.12316
Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412-430. https://dx.doi.org/10.11139/cj.29.3.412-430
Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Lawrence Erlbaum.
Xerri, D., & Campbell, C. (2016). E-portfolios in teacher development: The better option? ELT Journal, 70(4), 392-400. https://doi.org/10.1093/elt/ccw032
Xue, S., & Churchill, D. (2020). Educational affordances of mobile social media for language teaching and learning: A Chinese teacher’s perspective. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1765811
Yang, J. C., Lin, M. Y. D., Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game-based learning. Journal of Computer Assisted Learning, 34(3), 324-334. https://doi.org/10.1111/jcal.12245
Yang, Y., & Wu. W. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59, 339–352. http://dx.doi.org/10.1016/j.compedu.2011.12.012
Yanguas, Í. (2018). Technology in the Spanish heritage language classroom: Can computer-assisted language learning help? Hispania, 101(2), 224-236. http://doi.org/10.1353/hpn.2018.0115
Yi, Y., & Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50(4), 988-998. https://doi.org/10.1002/tesq.326
Zacchi, V. J. (2018). Literacies and digital gaming: Negotiating meanings in English language teacher education. Revista Tempos E Espacos Educacao, 11(1), 153-168. https://doi.org/10.20952/revtee.v11i01.9831
Zheng, B., Yim, S., & Warschauer, M. (2018). Social media in the writing classroom and beyond. In D. D. Belcher & A. Hirvela (Eds.), The TESOL encyclopedia of English language teaching (pp. 1-5). John Wiley & Sons.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2021 Aula Abierta