References

American Council on the Teaching of Foreign Languages (ACTFL). (2012). ACTFL Proficiency Guidelines 2012. Retrieved from http://www.actfl.org/publications/guidelines-and-manuals/.

American Council on the Teaching of Foreign Languages (ACTFL). (n.d.). Testing for Proficiency. Retrieved May 8, 2016, from http://www.actfl.org/professional-development/certified-proficiency-testing-program/testing-proficiency?pageid=3348

Asher, J. J. (1969). The Total Physical Response Approach to Second Language Learning. *The modern language journal, 53(1), 3-17.

Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities (pp. 1-84). Creative common.

Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutierrez, K., et al (2007) Learning in and out of school in diverse environments: Life-Long, Life-Wide, Life-Deep. Seattle, WA: Center for Multicultural Education.

Bourgerie, D. S. (2003). Computer aided language learning for Chinese: A survey and annotated bibliography. Journal of the Chinese Language Teachers Association, 38(2), 17-47.

Bozorgian, H. (2015). Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension. IJRSLL, 4(1). doi:10.5861/ijrsll.2014.748

Bransford, J.D., Brown, A., & Cocking, R.R. (2000). Chapter 2: How experts differ from novices. In, How People Learn: Brain, Mind, Experience, and School: Expanded Edition, pp. 31-50. Washington, DC: National Academy Press.

Brown, H. D. (2000) Teaching by principles. 2nd ed. Pearson ESL, NY: Prentice Hall.

Brown, H. D. (2002). English language teaching in the “post-method” era: Toward better diagnosis, treatment, and assessment. Methodology in language teaching: An anthology of current practice, 9-18.

Chacon, S., & Straub, B. (2014). Pro git. Apress.

Chinnery, G. M. (2006). Emerging technologies. Going to the mall: mobile assisted language learning. Language learning & technology, 10(1), 9-16.

Coleman, E. G. (2013). Coding freedom: The ethics and aesthetics of hacking. Princeton University Press.

AAA Diener, C. I., & Dweck, C. S. (1980). An analysis of learned helplessness: II. The processing of success. Journal of personality and social psychology,39(5), 940.

AAA Dweck, C. (2006). Mindset: The new psychology of success. Random House.

AAA Ferreira, P. (2014). Beliefs and Practices towards Teaching and Learning Grammar: A Multicase Study. Bellaterra: journal of teaching and learning language and literature, 7(3), 14-29.

Galante, A. (2014). English language teaching in the post-method era. Contact,40(3), 57-62.

Gardner, R. C., & Lambert, R. C. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266–272.

AAA Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury.

Git. (n.d.). Git. Retrieved April 28, 2016, from https://git-scm.com/

AAA Gregersen, T. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36, 25-32.

Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non‐anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570.

AAA Gudykunst, W. B., & Kim, Y. Y. (1992). Communicating with strangers: An approach to intercultural communication (Vol. 19). New York: McGraw-Hill.

Halvorson, H. G. (2010). Succeed: How we can reach our goals. Penguin.

Hartshorn, K. J. (2013). An Analysis of ESL Learner Preferences for Native Accent Retention and Reduction. The Journal of Language Teaching and Learning, 3(2), 1-20.

Helander, M. G. (Ed.). (2014). Handbook of human-computer interaction. Elsevier.

AAA Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.

IDEO.org. (n.d.). Embrace Ambiguity. Retrieved April 30, 2016, from http://www.designkit.org/mindsets/5

Johnson, S. (2015). Learning a language in later life: Are you ever too old?. The Guardian. Retrieved from http://www.theguardian.com/education/2015/mar/18/.

Kern, R. G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28, 71-92.

Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation. Educational Technology Research and Development, 38(1), 5-21.

AAA Knowles, M. S. (1968). Andragogy, not pedagogy. Adult leadership, 16(10), 350-352.

Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. Jossey-Bass Inc Pub.

Kukulska-Hulme, A., & Shield, L. (2007). An overview of mobile assisted language learning: Can mobile devices support collaborative practice in speaking and listening. ReCALL, 20(3), 1-20.

Lessig, L. (2004). Free culture: How big media uses technology and the law to lock down culture and control creativity. Penguin.

Lee, V. (Ed.). (2014). Introduction: Technology meets body, body meets technology. In, Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. New York: Routledge.

Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.

Lookout Mobile Security. (n.d.). Reports. Retrieved November 26, 2014, from https://www.lookout.com/resources/reports/mobile-mindset.

Lightbown, P. M., Spada, N. (2006). How languages are learned. Vol. 3. Oxford: Oxford.

AAA Marcos-Llinás, M. & Garau, M. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42, 94-111.

Martinez, M. (2010). Cognitive Development Through the Life Span [Chapter 7]. Learning and Cognition, The Design of the Mind, pp. 197-212. New Jersey: Pearson Education, Inc.

Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT journal, 64(4), 436-444.

Mercer, S. (2012). Dispelling the myth of the natural-born linguist. ELT journal, 66(1), 22-29.

Merriam, S. B. (2001). Andragogy and self‐directed learning: Pillars of adult learning theory. New directions for adult and continuing education, 2001(89), 3-14.

AAA Mohamed , N. (2006). An exploratory study of the interplay between teachers’ beliefs, instructional practices & professional development (PhD thesis). University of Auckland

Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language learning, 50(1), 57-85.

Noels, K. A., & Lou, M. T. (2015). Mindsets, Goal Orientations and Language Learning: What we Know And What We Can Do. Contact. 41.2: 41-52.

Nesbitt, D. (2013). Student evaluation of CALL tools during the design process. Computer Assisted Language Learning, 26(4), 371-387.

Nunan, D. (1989). Understanding language classrooms: A guide for teacher-initiated action. Hemel Hempstead: Prentice Hall.

NYU American Language Institute (ALI). (n.d.). Language Testing. Retrieved May 8, 2016, from http://www.scps.nyu.edu/academics/departments/ali/language-testing.html

Oberg, A., & Daniels, P. (2013). Analysis of the effect a student-centred mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 26(2), 177-196.

Oh, M.T. (1996). Beliefs about language learning and foreign language anxiety: A study of American university students learning Japanese. Dissertation Abstracts International, 57 (9), 3858A. (UMI No.9705927).

Pew Research Center. (2015) The Smartphone Difference. Retrieved from: http://www.pewinternet.org/2015/04/01/us-smartphone-use-in-2015.

Reiser, B. J. & Tabak, I. (2014). Scaffolding. The Cambridge Handbook of the Learning Sciences, 2nd ed., pp. 44-62.Cambridge: Cambridge University Press. Cambridge Books Online. Web. 25 January 2015.

Samuel, A. G., & Larraza, S. (2015). Does listening to non-native speech impair speech perception?. Journal of Memory and Language, 81, 51-71.

Saffer, D. (2009). Designing for interaction: creating innovative applications and devices. New Riders.

Scott, M. J., & Ghinea, G. (2014). On the domain-specificity of mindsets: The relationship between aptitude beliefs and programming practice. Education, IEEE Transactions on, 57(3), 169-174.

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). New York: John Wiley & Sons Inc.

Stallman, R. (2002). Free software, free society: Selected essays of Richard M. Stallman. Retrieved from: http://www.gnu.org/doc/fsfs3-paperback.pdf.

Sung, K. Y., & Tsai, H. M. (2014). Exploring Student Errors, Teachers’ Corrective Feedback (CF), Learner Uptake and Repair, and Learners’ Preferences of CF. The Journal of Language Teaching and Learning, 4(1), 37-54.

Sweller, J. (2010). Cognitive Load Theory: Recent Theoretical Advances. In, J. L. Plass, R. Moreno, & R. Brünken (Eds.) Cognitive Load Theory, 1st Ed., pp. 29-47. Cambridge: Cambridge University Press. Cambridge Books Online. Web. 25 January 2015

AAA Torres, K., & Turner, J. E. (2014). Exploring students’ foreign language anxiety, intercultural sensitivity, and perceptions of teacher effectiveness. The Journal of Language Teaching and Learning, 4(1), 84-101.

Wagstrom, P., Jergensen, C., & Sarma, A. (2012). Roles in a Networked Software Development Ecosystem: A Case Study in GitHub. CSE Technical reports. Paper 149. Retrieved from: http://digitalcommons.unl.edu/csetechreports/149

AAA Ward, L. (2014, November 7). Most language students unable to do more than understand basic phrases. The Guardian. Retrieved from http://www.theguardian.com/education/2014/nov/07/-sp-young-people-language-learning-a-level

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(02), 57-71.

Widodo, H. P. (2005). Teaching children using a Total Physical Response (TPR) method: Rethinking. Bahasa Dan Seni, Tahum, 33(2).

Winne, P. H. & Azevedo, R. (2014). Metacognition. In, R. K. Sawyer (Ed.) The Cambridge Handbook of the Learning Sciences, 2nd ed. pp. 63-87. Cambridge: Cambridge University Press. Cambridge Books Online. Web. 25 January 2015.

-AAA Yang, X., & Chen, D. (2014). Do Instructors’ Perceptions on Teaching Culture in Foreign Language Classroom Make a Difference: Lessons from a Qualitative Study of Language Instructors and Learners. The Journal of Language Teaching and Learning, 4(2), 1-14.

AAA Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.