Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
| dc.contributor.author | Dooly, Melinda | |
| dc.date.accessioned | 2017-06-14T02:44:42Z | |
| dc.date.available | 2017-06-14T02:44:42Z | |
| dc.date.issued | 2011-06-01 | |
| dc.identifier.citation | Dooly, M. (2011). Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process. Language Learning & Technology, 15(2), 69–91. http://dx.doi.org/10125/44252 | |
| dc.identifier.issn | 1094-3501 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10125/44252 | |
| dc.publisher | University of Hawaii National Foreign Language Resource Center | |
| dc.publisher | Michigan State University Center for Language Education and Research | |
| dc.title | Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process | |
| dc.type | Article | |
| dc.type.dcmi | Text | |
| prism.endingpage | 91 | |
| prism.number | 2 | |
| prism.publicationname | Language Learning & Technology | |
| prism.startingpage | 69 | |
| prism.volume | 15 |
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