Search results for author:"Guofang Li"
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Michigan State University
Literacy Engagement through Online and Offline Communities outside School: English Language Learners' Development as Readers and Writers
Theory Into Practice Vol. 51, No. 4 (2012) pp. 312–318
How do second-language learners become successful readers and writers? This article examines the importance of social networks to English language learners' reading and writing development. It describes different family, peer, and virtual social...
From Absence to Affordances: Integrating Old and New Literacies in School-Based Instruction for English Learners
Journal of Adolescent & Adult Literacy Vol. 61, No. 3 (2017) pp. 241–246
Immigrant youths' frequent and skillful use of new media technologies outside of school has generated discussion on the need to integrate their expertise in formal literacy instruction in school. This commentary argues that braiding old and new...
CALICO Journal Vol. 28, No. 2 (January 2011) pp. 498–521
Task-based language teaching (TBLT) has been drawing researchers' and practitioners' attention since its onset in the 1980s. The rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical...
Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language
International Journal of Computer-Assisted Language Learning and Teaching Vol. 3, No. 1 (January 2013) pp. 33–49
Despite the great potential technologies bring to TBLT, few studies have examined the effects of technology-enhanced TBLT curriculum on students’ language development, especially among young learners. This paper addresses this need by reporting the...
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 1883–1888
During the past decade, a variety of technology-rich curricula have been developed and implemented with an intention to improve the quality of education. However, the literature indicates that simply offering students technology-rich content does...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3876–3879
Recently, a variety of technology-rich curricula have been implemented in foreign/second language education. However, the literature demonstrates that simply providing technology in the classroom does not guarantee learning outcomes; it is more...
Developing a TPACK assessment framework for evaluating teachers’ knowledge and practice to provide ongoing feedback
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 1980–1983
This paper reports findings from investigations of visual artifacts (teachers’ surveys, interviews, and video clips) of Chinese teachers teaching English in China. The authors constructed a Technological Pedagogical Content Knowledge (TPACK)...