Additional bibliography for study
Kukulska-Hulme, A., Norris, L., and Donohue, J. (2015) Mobile pedagogy for English language teaching: a guide for teachers
Kukulska‐Hulme, A. and Viberg, O. (2018), Mobile collaborative language learning: State of the art. Br J Educ Technol, 49: 207-218. doi:10.1111/bjet.12580 https://drive.google.com/file/d/1Yv5IzgYCqDfC2hJwjx16yiKYhfukNUmo/view
Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, (1), 60-70. Waynesville, NC USA: Society for Information Technology & Teacher Education. https://www.learntechlib.org/p/29544/
Pazinas, M. (2015). Towards a Pedagogically Diverse Model for Technology Integration in Language Teaching and Learning Communities. Laureate Cambridge | Online Language Learning Research Network (OLLREN) = http://ollren.org/ebooks
Puentedura, R. (2010). “SAMR and TPCK Intro to Advanced Practice”. http://hippasus.com/resources/sweden2010/
Jonas-Dwyer, D., Clark, C., Celenza, A., & Siddiqui, Z. (2012). Evaluating Apps for Learning and Teaching. International Journal Of Emerging Technologies In Learning (IJET), 7(1), pp. 54-57. doi:http://dx.doi.org/10.3991/ijet.v7i1.1901 http://journals.sfu.ca/onlinejour/index.php/i-jet/article/download/1901/2144
Effective Assessment in a Digital Age: A guide to technology-enhanced assessment and feedback - A JISC Publication retrieved from: www.jisc.ac.uk/digiassess
Psychogyiou, A and Karasimos, A. (2018). The effectiveness of learning a foreign language via a distance learning tool: testing the Duolingo application. Selected Papers of International Symposium of Theoretical and Applied Linguistics 23.
Stafyla, G. (2017).Using Viber to enhance the communicative competence of B2 adult EFL learners in private language schools. MEd Dissertation. Patras: Hellenic Open University.
Karasimos, A. & V. Zorbas (2017). From multi-genres computer games to multi-skills language teaching and learning: A theoretical proposal. Selected Papers of International Symposium of Theoretical and Applied Linguistics 23.
Buckley, P., & Doyle, E. (2014). Gamification and student motivation. Interactive Learning Environments, (October), 1-14.
Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer.
Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179-188.
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Kukulska-Hulme, Agnes (2016). Mobile Assistance in Language Learning: A critical appraisal. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press Co., Ltd., pp. 138–160.
Palalas, A., & Anderson, T. (2013). Educational design research: Designing mobile learning interventions for language learners. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 967-990). Enschede, the Netherlands: SLO
Palalas, A. (2013). Preparing Mobile Learning Strategy for Your Institution. QScience Proceedings: Vol. 2013, 12th World Conference on Mobile and Contextual Learning (mLearn 2013), 32. DOI: 10.5339/qproc.2013.mlearn.32
Gitsaki, C., & Robby, M. A. (2014). Post-secondary students using the iPad to learn English: An impact study. International Journal of Mobile and Blended Learning, 6(4), 53-74. DOI: 10.4018/ijmbl.2014100104
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. doi:10.1017/S0958344014000159