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Articles

2018

2016

  • Dooly, M., & Sadler, R. (2016). Becoming little scientists: Technologically-enhanced project-based language learning. Language Learning & Technology, 20(1):54-78.

  • Garrido, M. R. & Moore, E. (2016). ‘We can speak we do it our way”: Language biography raps for the empowerment of plurilingualism. Linguistics and Education, 35.

  • Lewis, T., O'Rourke, B., & Dooly, M. (2016). innovation in language learning and teaching - Online intercultural exchange, innovation in language learning and teaching. Innovation in Language Learning and Teaching,  (1), 1-5. 

2015

2014

  • Cañete Outeiral, A-M. (2014). Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum. Bellaterra Journal of Teaching & Learning Language & Literature, 7(1): 52-77.

  • Dooly, M., Mont, M. & Masats, D. (2014). Becoming little scientists: A case study of technologically-enhanced project-based language learning. APAC Journal, 78: 34-40.

2013

  • Cuestas Verjano, A. (2013). Using Skype in a primary class: A case study. Bellaterra Journal of Teaching & Learning Language & Literature, 6(2): 49-68.

  • Helm, F. (2013). A dialogic model for telecollaboration. Bellaterra Journal of Teaching & Learning Language & Literature, 6(2), 22-48.

2011

  • Antoniadou, V. (2011). New media, new communicative genres and inclusive technology-mediated L2 pedagogy: A conversation with Steve Thorne. Bellaterra Journal of Teaching & Learning Language & Literature 4(4): 99-109.

  • Dooly, M. (2011) Divergent perceptions of telecollaborative language learning tasks: Tasks-as-workplan vs. task-as-process. Language Learning & Technology, 15(2): 69-91.

  • Dooly, M. & Masats, D. (2011). Closing the loop between theory and praxis: New models in EFL teaching. ELT Journal, 65(1): 42-51.

  • Masats, D. & Dooly, M. (2011) Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education, 27(7): 1151-1162.

2010

  • Dooly, M. (2010) Empowering Language Minorities through Technology: Which Way to Go. eLearning Papers 2(19) abril 2010. ISSN 1887-1542.

2008

  • Dooly, M. (2008) Understanding the Many Steps for Effective Collaborative Language Learning. Language Learning Journal, 36(1): 95-78. ISSN 0957-1736

  • ​Dooly, M. & Masats, D. (2008). Russian dolls: Using projects to learn about projects. GRETA Journal 16(1-2): 27-35.

Chapters

2018

2016

  • Dooly, M. (2016). ‘Please remove your avatar from my personal space’: Competences of the telecollaboratively efficient person. In T. Lewis & R. O’Dowd (Eds.) Online intercultural exchange: Policy, pedagogy, practice (pp. 192-208). NY/London: Routledge.

  • Dooly, M. (2016). Proyectos didácticos para aprender lenguas. In D. Masats & L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.169-193). Madrid: Síntesis.

  • Dooly, M. (2016). Desarrollo de destrezas comunicativas. In D. Masats & L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.195-223). Madrid: Síntesis.

  • Masats, D. (2016). Recursos y materiales para aprender lenguas. In D. Masats & L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp. 225-251). Madrid: Síntesis.

  • Masats, D. (2016). Gestión de la comunicación en las aulas. In D. Masats & L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.143-168). Madrid: Síntesis.

  • Masats, D., & Noguerol. A. (2016). Proyectos lingüísticos de centro y currículo. In D. Masats & L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.59-84). Madrid: Síntesis.

  • Moore, E. (2016). Aprendizaje de lenguas e interacción social. In D. Masats & L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.35-58). Madrid: Síntesis.

  • Moore, E., & Nussbaum, L. (2016). Plurilingüismo en la formación del alumnado de la ESO. In D. Masats & L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.15-33). Madrid: Síntesis.

  • Nussbaum, L. (2016). Estudio de la interacción en el aula de lengua extranjera. In D. Masats & L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.113-142). Madrid: Síntesis.

2015

  • Dooly, M. (2015). Networked classrooms and networked minds: Language teaching in a brave new world. In C. J. Jenks & P. Seedhouse (Eds.) International perspectives on the ELT classroom (pp. 84-109). Houndsmills, Basingstoke/New York: Palgrave MacMillan.

  • Dooly, M. (2015).  Learning to e-function in a brave new world:Language teachers’ roles in educating for the future. A A. Turula, B. Mikolajewska, & D. Stanulewicz (Eds.) Insights into technology enhanced language pedagogy (pp. 11-25). Warsaw Studies in English Language and Literature. Vol. 18, J. Fisiak (Ed.). Bern/Vienna: Peter Lang.

2013

  • Dooly, M. (2013) Promoting competency-based language teaching through project-based language learning. A M.L. Pérez Cañado (ed.) Competency-based language teaching in higher education (pp. 77-92). Dordrecht: Springer.

  • Dooly, M. (2013) Speaking like a ‘glocal’: Using computer-mediated communication in language teacher education to promote network learning. A S. Ben Said & L. Jun Zhang (eds.) Language teachers and teaching: Global perspectives, local initiatives (pp. 237-255). NY: Taylor & Francis/Routledge.

2012

  • Sadler, R. & Dooly, M. (2012). Language learning in virtual worlds: Research and practice. In M. Thomas, H. Reinders & M. Warschauer (eds.) Contemporary computer-assisted language learning (pp. 159-182). London & New York: Continuum.

2010

  • Dooly, M. (2010). The teacher 2.0. In S. Guth & F. Helm (eds) Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st Century (pp. 277-303). Bern: Peter Lang.

  • Dooly, M. (2010). Their Hopes and Fears: A Catalyst for Project-Based Language Learning. In Dooly, M. (ed.) (2010) Their Hopes, Fears and Reality. Working with Children and Youth for the Future (pp. 99-132). Bern: Peter Lang.

2008

  • Dooly, M. & Ellermann, C. (2008) Engaging young learners in online, intercultural learning: The MICaLL project. In M. Dooly & D. Eastment (eds.) “How we’re going about it.” Teachers’ voices on innovative approaches to teaching and learning languages (pp. 177-186). Newcastle upon Tyne: Cambridge Scholars Publishing.

  • Dooly, M., Masats, D. & Koenraad, T.  (2008). Using portals to open horizons. In Dooly, M. (Ed)  Telecollaborative language learning: a guidebook to moderating intercultural collaboration online (pp. 127 – 148). Bern, Peter Lang.

  • Dooly, M., Masats, D., Müller-Hartmann, A., & Caballero de Rodas; B. (2008). Building effective, dynamic online partnerships. In Dooly, M. (Ed) Telecollaborative language learning: a guidebook to moderating intercultural collaboration online (pp. 45-75). Bern, Peter Lang.

  • Dooly, M., Pavlikov, J., Eastment, D., Müller-Hartmann, A., & Visser, M. (2008). Finding the right tools. In Dooly, M. (Ed) Telecollaborative language learning: a guidebook to moderating intercultural collaboration online (pp. 78-126). Bern, Peter Lang.

  • Dooly, M. (2008). Constructing knowledge together. In Dooly, M. (Ed) Telecollaborative language learning: a guidebook to moderating intercultural collaboration online (pp. 21-43). Bern: Peter Lang.

  • Dooly, M. (2008). Looking back: What did we do right?. In Dooly, M. (Ed) (2008). Telecollaborative language learning: a guidebook to moderating intercultural collaboration online (pp. 149 – 165). Bern: Peter Lang.

  • Dooly, M. (2008). Tuning into languages: Multiple languages as a resource. In M. Dooly & D. Eastment (eds.) “How we’re going about it.” Teachers’ voices on innovative approaches to teaching and learning languages (pp. 12-14). Newcastle upon Tyne. Cambridge Scholars Publishing.

  • Dooly, M. (2008). Content and language integrated learning: Introduction. In M. Dooly & D. Eastment (eds.) “How we’re going about it.” Teachers’ voices on innovative approaches to teaching and learning languages (pp. 104-108). Newcastle upon Tyne. Cambridge Scholars Publishing.

  • Dooly, M. (2008). Technology integrated into language learning: Introduction. In M. Dooly & D. Eastment (eds.) “How we’re going about it.” Teachers’ voices on innovative approaches to teaching and learning languages (pp. 159-164). Newcastle upon Tyne. Cambridge Scholars Publishing.

Books

2018

2015

  • Canals, E. (2015). Editor of issue number 45 of the eLearning Papers on Language Learning and Technology.​

  • Tcherepashenets, N. (Ed.) (2015). Globalizing On-line: Telecollaboration, Internationalization and Social Justice. Telecollaboration in Education, vol. 4. Bern: Peter Lang.

2012

  • Dooly, M. & O'Dowd, R. (eds.) (2012) Researching online interaction and exchange in foreign language education. Bern/Wien: Peter Lang.

  • Sadler, R. (2012) Virtual worlds for language learning: From theory to practice. Bern/Wien: Peter Lang.

2010

  • Guth, S. & Helm, F. (eds.) (2010) Telecollaboration 2.0. Language, literacies and intercultural learning in the 21st century. Wien/Bern: Peter Lang.

2008

  • Dooly, M. (Ed) (2008). Telecollaborative language learning: a guidebook to moderating intercultural collaboration online. Bern: Peter Lang.

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