Melinda Dooly, PhD

  Articles  

2019

Dooly, M., & Sadler, R. (2019). “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL, 1-21. doi:10.1017/S0958344019000107 (early view online)

Dooly, M. & Vallejo, C. (2019). Bringing plurilingualism into teaching practice: a quixotic quest? Special Issue: The evolution of language teaching: Towards plurilingualism and translanguaging [online]. International Journal of Bilingual Education and Bilingualism. (early view online)

Knight, J., Dooly, M., & Barberà, E. (2019). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 1-22. doi:10.1017/S0958344019000132 (early view online)

Vallejo, C., & Dooly, M. (2019). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. Special Issue: The evolution of language teaching: Towards plurilingualism and translanguaging [online]. International Journal of Bilingual Education and Bilingualism. (early view online)

2018

Knight, J., Dooly, M., & Barberà, E. (2018). Multimodal meaning making: Navigational acts in online speaking tasks. System, 78, 65-78.

Dooly, M., & Davitova, N. (2018). ‘What can we do to talk more?’ Analysing language Learners’ online interaction. P. Seedhouse, O. Sert & U. Balaman (Eds.) Hacettepe University Journal of Education, Special Issue: Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives, 33, 215-237. (complete special issue)

Dooly, M. (2018). “I do which the question”: Students’ innovative use of technology resources in the language classroom. Language Learning & Technology, 22(1), 184-217.

Dooly, M., & Vallejo, C. (2018). Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication. Language & Intercultural Communication (Special Issue), 18(1), 1-8.

2017

Dooly, M. (2017). Performing identities in social media: A proposal for studying identity construction in language learning online. ALSIC [Special Issue, H. Baldauf-Quilliatre, M. Ollagnier-Beldame, & C. Develotte (Eds.)], 20.

Helm, F. & Dooly, M. (2017). Challenges in transcribing multimodal data: A case study, Language Learning & Technology, Special Issue on Methodological Innovation in CALL Research, 21(1), 166-185.

Dooly, M., Barba Calatrava, J., Borràs González, A., Creus Pedrol, M., & González Andreu, C. (2017).  “I don’t know”: Results of a small-scale survey on teachers’ perspectives of the European Language Portfolio. Porta Linguarum, 27, 63-77.