| 2023-11 |
Academic literacy socialization through reading transformations across similar but distinctly different contexts: A longitudinal case study of a Chinese multilingual scholar |
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說明頁(726) |
| 2022-10 |
Being a YouTuber that language learners recognize: A study on constructing language teacher identities in social media community of practice |
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| 2022-08 |
Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user |
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| 2020-12 |
YouTube華語教學背後的奧妙：解析開放式網路教學之教師實務理論化與身份認同建構 |
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| 2020-06 |
YouTube華語教學背後的奧妙：後教學法如何揭示開放式網路教學之宏觀與微觀策略 |
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| 2018-04 |
Towards A Cross-generational Understanding of EFL Learner Agency: A Multiple Case Study on Learners From Taiwan |
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| 2018-03 |
CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom |
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說明頁(1702) |
| 2018-01 |
CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom |
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| 2016-09 |
Experiencing Cross-cultural Communication in Taiwan: A Qualitative Case Study on Three Learners of Chinese from the West |
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| 2015-02 |
Rethinking transfer: Learning from call teacher education as consequential transition |
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說明頁(1648) |
| 2011-02 |
Poststructural feminist pedagogy in English instruction of vocational-and-technical education |
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pdf(993) |
| 2005-04 |
尋找英語學習的新樂園：英語自學措施分類與分析 |
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| 2004-04 |
WebQuest在英語教學上的運用：中學教師學習歷程之分析 |
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| 2003-03 |
建構新世紀語言學習環境：東吳大學外語自學室的理念架構 |
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| 2003 |
建構新世紀語言學習環境：東吳大學外語自學室的理念架構 |
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| 2001 |
The Internet Learning Forum: Developing a community prototype for teachers of the 21st century |
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