Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-23T21:47:33.973Z Has data issue: false hasContentIssue false
  • English
  • Français

The theory, pedagogy, technology and design issue in Digital Language Learning (DLL)

Published online by Cambridge University Press:  28 September 2021

Nian-Shing Chen Open the ORCID record for Nian-Shing Chen [Opens in a new window]
Nian-Shing Chen*
Affiliation:
Institute for Research Excellence in Learning Sciences and Program of Learning Sciences at the National Taiwan Normal University, Taipei, Taiwan
*
Address for correspondence: Nian-Shing Chen Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Peer Commentaries
Information
Bilingualism: Language and Cognition , Volume 25 , Issue 3 , May 2022 , pp. 381 - 383
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Cheng, YW, Sun, PC and Chen, NS (2018) The essential applications of educational robot: requirement analysis from the perspectives of experts, researchers and instructors. Computers & Education 126, 399–416.CrossRefGoogle Scholar
Cheng, YW, Wang, Y, Yang, YF, Yang, ZK and Chen, NS (2020) Designing an authoring system of robots and IoT-based toys for EFL teaching and learning. Computer Assisted Language Learning 34, 6–34. https://doi.org/10.1080/09588221.2020.1799823CrossRefGoogle Scholar
Li, P and Lan, YJ (2021) Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain. Bilingualism: Language and Cognition, 1–18. https://doi.org/10.1017/S1366728921000353CrossRefGoogle Scholar
Tlili, A, Lin, V, Chen, NS, Huang, R and Kinshuk, (2020) A Systematic Review on Robot-Assisted Special Education from the Activity Theory Perspective. Educational Technology & Society 23, 95–109.Google Scholar