Überlegungen zur räumlichen Interaktion im virtuellen Literaturunterricht nach einer Pandemieabriegelung

Mustafa Zeki Çıraklı

Abstract


Der Beitrag enthält das Abstract ausschließlich in englischer Sprache.


Schlagworte


Autoethnographie; Pandemiezeitalter; virtuelles Literatur-Klassenzimmer; räumliche Interaktion; Haltungen der Lernenden

Volltext:

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Literaturhinweise


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Carter, R. (2007). Literature and language teaching 1986–2006: a review. International Journal of Applied Linguistics, 17(1), 3–12.

Custer, D. (2014). Autoethnography as a Transformative Research Method. The Qualitative Report, 19, 1–13. https://doi.org/10.46743/2160-3715/2014.1011

Çıraklı, M. Z. (2018). Theory of postromantic education in the postmodernist era: maxims. Journal Narrative and Language Stud-ies, 6(11), 133–136. https://www.nalans.com/index.php/nalans/article /view/127

Çıraklı, M. Z. (2022). Loss of spatial interaction in virtual environments and the improvement of cognition: online literature classroom through Adobe Connect. In F. Kılıçkaya, J. Kic-Drgas, & R. Nahlen (Eds.), The Challenges and Opportunities of Teaching English Worldwide in the COVID-19 Pandemic (pp. 183–191). Cambridge Scholars.

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Ricci, R. (2003). Autoethnographic verse: Nicky’s boy: A life in two worlds. The Qualitative Report, 8(4), 591– 597.

Russell, V., & Murphy-Judy, K. (2020). Teaching language online: A guide for designing, developing, and delivering online, blended, and flipped language courses. Routledge.

Werner, S., & Küplüce, C. (2021). Digital language teaching after COVID-19: what can we learn from the crisis? In N. Zoghlami, C. Brudermann, C. Sarré, M. Grosbois, L. Bradley, & S. Thouësny (Eds.), CALL and professionalisation: Short papers from EU-ROCALL 2021 (pp. 296–301). https://doi.org/10.14705/rpnet.2021.54.1349




DOI: http://dx.doi.org/10.17951/lsmll.2023.47.3.19-29
Date of publication: 2023-11-08 11:50:07
Date of submission: 2023-02-04 16:24:22


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