Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of the Research Evidence

Research output: Contribution to conferencePaper

Standard

Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of the Research Evidence. / Handley, Zoe Louise; Walter, Catherine.

2010. 139-149 Paper presented at British Association of Applied Linguistics, Aberdeen, United Kingdom.

Research output: Contribution to conferencePaper

Harvard

Handley, ZL & Walter, C 2010, 'Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of the Research Evidence', Paper presented at British Association of Applied Linguistics, Aberdeen, United Kingdom, 9/09/10 - 11/09/10 pp. 139-149.

APA

Handley, Z. L., & Walter, C. (2010). Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of the Research Evidence. 139-149. Paper presented at British Association of Applied Linguistics, Aberdeen, United Kingdom.

Vancouver

Handley ZL, Walter C. Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of the Research Evidence. 2010. Paper presented at British Association of Applied Linguistics, Aberdeen, United Kingdom.

Author

Handley, Zoe Louise ; Walter, Catherine. / Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of the Research Evidence. Paper presented at British Association of Applied Linguistics, Aberdeen, United Kingdom.10 p.

Bibtex - Download

@conference{97297759e2fd466e83a351ddea695fe6,
title = "Do New Technologies Facilitate the Acquisition of Reading Skills?: A Systematic Review of the Research Evidence",
abstract = "Introduction: In 2009, Spain launched its Escuela2.0 initiative, which aims to digitalise over 14,000 classrooms in primary and secondary schools (Presidencia del Gobierno 2009). Similarly, China is planning to provide 90 per cent of schools with Internet connectivity by 2010 (UNESCO 2009). Following similar initiatives in the UK, the National Curriculum now requires the use of technology in modern foreign languages. Countries such as Spain and China may, therefore, soon require the same in English as a Foreign Language (EFL) classes. Consequently, there is a need to assess the state of the art of new technologies7 in language learning (henceforth Computer- Assisted Language Learning; CALL)8 in primary and secondary education, sectors not traditionally associated with CALL (Jung 2005). The results of a systematic review (as defined by the EPPI-Centre 2007) conducted in response to this need are presented here.",
author = "Handley, {Zoe Louise} and Catherine Walter",
year = "2010",
language = "English",
pages = "139--149",
note = "British Association of Applied Linguistics ; Conference date: 09-09-2010 Through 11-09-2010",

}

RIS (suitable for import to EndNote) - Download

TY - CONF

T1 - Do New Technologies Facilitate the Acquisition of Reading Skills?

T2 - British Association of Applied Linguistics

AU - Handley, Zoe Louise

AU - Walter, Catherine

PY - 2010

Y1 - 2010

N2 - Introduction: In 2009, Spain launched its Escuela2.0 initiative, which aims to digitalise over 14,000 classrooms in primary and secondary schools (Presidencia del Gobierno 2009). Similarly, China is planning to provide 90 per cent of schools with Internet connectivity by 2010 (UNESCO 2009). Following similar initiatives in the UK, the National Curriculum now requires the use of technology in modern foreign languages. Countries such as Spain and China may, therefore, soon require the same in English as a Foreign Language (EFL) classes. Consequently, there is a need to assess the state of the art of new technologies7 in language learning (henceforth Computer- Assisted Language Learning; CALL)8 in primary and secondary education, sectors not traditionally associated with CALL (Jung 2005). The results of a systematic review (as defined by the EPPI-Centre 2007) conducted in response to this need are presented here.

AB - Introduction: In 2009, Spain launched its Escuela2.0 initiative, which aims to digitalise over 14,000 classrooms in primary and secondary schools (Presidencia del Gobierno 2009). Similarly, China is planning to provide 90 per cent of schools with Internet connectivity by 2010 (UNESCO 2009). Following similar initiatives in the UK, the National Curriculum now requires the use of technology in modern foreign languages. Countries such as Spain and China may, therefore, soon require the same in English as a Foreign Language (EFL) classes. Consequently, there is a need to assess the state of the art of new technologies7 in language learning (henceforth Computer- Assisted Language Learning; CALL)8 in primary and secondary education, sectors not traditionally associated with CALL (Jung 2005). The results of a systematic review (as defined by the EPPI-Centre 2007) conducted in response to this need are presented here.

M3 - Paper

SP - 139

EP - 149

Y2 - 9 September 2010 through 11 September 2010

ER -