| Section |
Title |
Author |
Published |
| Editorial
|
|
Emergency Remote Language Teaching and Learning in Disruptive Times |
Li Jin, Elizabeth Deifell, Katie Angus |
Dec 27, 2021 |
| Articles
|
|
When “Blended” Becomes “Online” : A Data-Driven Study on the Change of Self- Directed Engagement During COVID-19 |
Dennis Foung, Julia Chen, Linda Lin |
Dec 27, 2021 |
|
Connecting Through Flipgrid : Examining Social Presence of English Language Learners in an Online Course During the Pandemic |
Ellen Yeh, Grace Y. Choi, Yonty Friesem |
Dec 27, 2021 |
|
Pivoting, Partnering, and Sensemaking : How Teachers Navigate the Transition to Remote Teaching Together |
Jillian M. Conry, Ann M. Wernick, Paige Ware |
Dec 27, 2021 |
|
“Siempre Adistanciados” : Ideology, Equity, and Access in Peruvian Emergency Distance Education for Spanish as a Second Language |
Michele Back, Virginia Zavala, Raiza Franco |
Dec 27, 2021 |
| Book Reviews
|
|
Academic Writing with Corpora: A Resource Book for Data-Driven Learning by Tatyana Karpenko-Seccombe |
J. Elliott Casal |
Dec 27, 2021 |
|
Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation by Daria Mizza and Fernando Rubio |
Kathryn Murphy-Judy |
Dec 27, 2021 |
|
Open Education and Second Language Learning and Teaching: The Rise of a New Knowledge Ecology edited by Carl S. Blyth and Joshua J. Thoms |
Ananda Astrini Muhammad |
Dec 27, 2021 |
| Learning Technology Reviews
|
|
Hypothesis |
Crystal Rose-Wainstock |
Dec 27, 2021 |