Promoting Learner Autonomy through Multiliteracy Skills Development in Cross-Institutional Exchanges

This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States....

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Veröffentlicht in:	Language learning & technology 2012-10, Vol.16 (3), p.82-102
Hauptverfasser:	Fuchs, Carolin, Hauck, Mirjam, Muller-Hartmann, Andreas
Format:	Artikel
Sprache:	eng
Online-Zugang:	Volltext
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