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dc.contributor.authorWang, Yupingen_US
dc.contributor.editorRober Fischeren_US
dc.date.accessioned2017-04-04T17:22:13Z
dc.date.available2017-04-04T17:22:13Z
dc.date.issued2007en_US
dc.date.modified2009-09-23T02:39:08Z
dc.identifier.issn07427778en_US
dc.identifier.urihttp://hdl.handle.net/10072/18145
dc.description.abstractThis article addresses a pervasive need in the area of videoconference-supported distance language learning: task design. On the basis of Chapelle's (2001) criteria for CALL task appropriateness, this article proposes a set of criteria for evaluating videoconferencing-based tasks which examine such aspects of a task as practicality, language-learning potential, learner fit, authenticity, and positive impact. These criteria were then tested with language learners who completed various tasks using a videoconferencing tool called NetMeeting. Upon examination of the findings in regard to each of these criteria, issues in videoconferencing task design and performance are recommended for further study.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherComputer Assisted Language Instruction Consortiumen_US
dc.publisher.placeTexas State University, USAen_US
dc.publisher.urihttp://eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ809404en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom590en_US
dc.relation.ispartofpageto630en_US
dc.relation.ispartofissue3en_AU
dc.relation.ispartofjournalCALICO Journalen_US
dc.relation.ispartofvolume24en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode420112en_US
dc.titleTask Design in Videoconferencing-supported Distance Language Learningen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Languages and Linguisticsen_US
gro.date.issued2007
gro.hasfulltextNo Full Text


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