Chapters  

2019

Dooly, M. & Masats, D. (2019). 'What do you zinc about the project?': Examples of technology-enhanced project-based language learning. In G. Beckett & T. Slater (Eds.), Global perspectives on project-based language learning, teaching, and assessment: Key approaches, Technology Tools, and Frameworks (pp. 126–145). NY/Milton Park, Abingdon: Routledge.

Dooly, M.; Mont, M. & Vallejo, C. (2019). Coordinating between classes: Tasks and tools. In D. Masats, M. Mont & N. Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 29-35). Rothersthorpe: Paragon Publishing. Paragon Publishing.

Dooly, M. & Sadler, R. (2019). Preparing English student-teachers with digital and collaborative knowledge: An illustrative synopsis. In D. Masats, M. Mont & N. Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 21-28). Rothersthorpe: Paragon Publishing. Paragon Publishing.

Tolosa, C. & Dooly, M. (2019). Introduction: Reflections from the classroom: Teacher internship from different perspectives. In D. Masats, M. Mont & N. Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 119-112). Rothersthorpe: Paragon Publishing. Paragon Publishing.

2018

Dooly, M. (2018). ‘¡Flipo con tus clases!’: La formación de profesorado en la didáctica de lenguas a través de clases invertidas y telecolaboración [‘Your Classes Flip Me Out!': The Training of Language Teachers Through Flipped Classes and Telecollaboration]. En M. González-Lloret y M. Vinagre (coords.) Comunicación Mediada por Tecnologías - Aprendizaje y Enseñanza de la Lengua Extranjera (pág. 167-182). UK: Equinox.

Dooly, M. (2018). Foreword. In R. Breeze & Pilar Gerns (Eds.) Developing creativity in content and language learning (pp. 3-6). Pamplona: Servicio de Publicaciones de la Universidad de Navarra

Dooly, M. (2018). “I h8 txt msgs”. How social media has had an impact on language awareness. In P. Garrett & J.M. Cots (Eds.) The Routledge handbook of language awareness (pp. 306-322). London/New York: Routledge.

Dooly, M. (2018). Collaborative learning. In J.I. Liontas & M. DelliCarpini (Eds.) The TESOL encyclopedia of English language teaching (pp. 1-7). Hoboken, NJ: John Wiley & Sons.

Dooly, M. & O'Dowd, R. (2018). Telecollaboration in the foreign language classroom: A review of its origins and its application to language teaching practices. In M. Dooly & R. O'Dowd (eds.) In this together: Teachers’ experiences with transnational, telecollaborative language learning projects. New York/Bern: Peter Lang. Gold open access

2017

Dooly, M. (2017). Telecollaboration. A C. Chapelle & S. Sauro (Eds.) The handbook of technology in second language teaching and learning (pp. 169-183). Hoboken, NJ: Wiley-Blackwell.

Antoniadou, V. & Dooly, M. (2017). Educational ethnography in blended learning environments. In E. Moore & M. Dooly (Eds), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (p. 237-263). Dublin, Ireland/Voillans, France: Research-publishing.net.

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© 2017 Melinda Dooly

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