Christina Yerou-Kokou
Soulé, M.V., Stylianou, K., Yerou, C., Xerou, E., Tsitsi, T., Charalambous, A. (2021). “HERO Project: Language Training for migrants’ professional career as caregivers through blended learning”, Paper presented at: EUROCALL 2021: CALL and Professionalisation, 26-27 August 2021, On site: Paris and online, Livestreamed session
Dimitrios Boglou
Iolie Nicolaidou, Petros Pissas & Dimitrios Boglou (2021) Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: a quasi-experiment, Interactive Learning Environments, DOI: 10.1080/10494820.2020.1870504
Boglou, D. (2021). Navigating the Various Wired and Mobile VR Systems and VR application for a more productive and immersive Learning Experience.
Christoforou, M., Boglou, D., & Xerou, E. (2019). First-year undergraduate ESP students Virtual Reality User Experience.
Boglou, D. (2016). Increasing Tertiary Education Students’ Willingness to Communicate in an Advanced Academic English Language Class with the Adaptation of Facebook. In Conference proceedings. ICT for language learning (p. 174). libreriauniversitaria. it Edizioni.
Stavroula Hadjiconstantinou
Hadjiconstantinou, S. (2021). Multimodal texts in support of linguistic and critical thinking development in English for specific purposes. In Papadima-Sophocleous, Salomi; Kakoulli Constantinou, Elis; Giannikas, Christina Nicole (Eds), Tertiary education language learning: a collection of research (pp. 29-45). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.51.1253
Mavri, A., & Hadjiconstantinou, S. (2018, July). Evaluating the Use of Groupware Technologies in Support of Collaborative Learning in an ESP Tertiary Education Course. In International Conference on Learning and Collaboration Technologies (pp. 446-465). Springer, Cham.
Hadjiconstantinou, S. (2017). E-portfolios as professional identities for university learners in an English for communication and media program. International Journal of Language Studies, 11(3), 151-166. http://www.ijls.net/pages/volume/vol11no3.html
Elis Kakoulli – Constantinou
Papadima-Sophocleous, S., Kakoulli Constantinou, E. & Giannikas, C. N. (Eds.) (2021). Tertiary Education Language Learning: a collection of research. Research-publishing.net. https://research-publishing.net/book?10.14705/rpnet.2021.51.9782490057894
Kakoulli Constantinou, E. & Papadima-Sophocleous, S. (2021). Professional development in English for specific purposes: designing the curriculum of an online ESP teacher education course. In Papadima-Sophocleous, S., Kakoulli Constantinou, E. & Giannikas, C. N. (Eds), Tertiary education language learning: a collection of research (pp. 89-109). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.51.1256
Kakoulli Constantinou, E. (2020). Teaching English for Specific Academic Purposes: Insights into Students' Perceptions. In D. Di Pardo Léon-Henri & J. Bhawana (Eds.), Contemporary Research in Foreign Language Teaching and Learning (pp.125-142). Newcastle upon Tyne: Cambridge Scholars Publishing.
Kakoulli Constantinou, E., & Papadima-Sophocleous, S. (2020). The Use of Digital Technology in ESP: Current Practices and Suggestions for ESP Teacher Education. The Journal of Teaching English for Specific and Academic Purposes, 8(1), Special Issue, 17–29. http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/1030
Antigoni Parmaxi
Parmaxi, A. (2020). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive learning environments, 1-13.
Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861-875.
Parmaxi, A., & Zaphiris, P. (2017). Web 2.0 in Computer-Assisted Language Learning: a research synthesis and implications for instructional design and educational practice. Interactive Learning Environments, 25(6), 704-716.
Parmaxi, A., Zaphiris, P., & Ioannou, A. (2016). Enacting artifact-based activities for social technologies in language learning using a design-based research approach. Computers in Human Behavior, 63, 556-567.
Androulla Athanasiou
Burston, J., & Athanasiou, A. (2020). Twenty-Five Years of MALL Experimental Implementation Studies: What Do We Really Know About It?. In A. Andujar (Ed.), Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning (pp. 35-59). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-1097-1.ch002
Burston, J., Athanasiou, A., & Yiokari Neophytou, M. (2020). Chapter Fourteen: The Challenge of Aligning Vocabulary and Grammar Difficulty Levels with CEFR Proficiency Ratings: The Case Of The E-CAT. In Tsagari, D. (Ed.), Language Assessment Literacy: From Theory to Practice. Cambridge Scholars Publishing, 304.
Parmaxi, A., Athanasiou, A. and Demetriou, A. A.. “Introducing a student-led application of Google Expeditions: an exploratory study”. In Educational Media International, Volume 58, 2021.
Pardoel, B., Papadima-Sophocleous, S., & Athanasiou, A. (2019). MISSION BERLIN--A Mobile Gamified Exploration of a New Educational Landscape. In New educational landscapes: innovative perspectives in language learning and technology, pp. 25-31.
Anna Nicolaou
Nicolaou, A., & Sevilla-Pavón, A. (2022). Developing intercultural communicative competence in ESP contexts through virtual exchange: An ecological perspective. Second Language Teaching and Learning through Virtual Exchange, 29, 117.
Nicolaou, A. (2021). Technological mediation in a global competence virtual exchange project: a critical digital literacies perspective. In Papadima-Sophocleous, Salomi; Kakoulli Constantinou, Elis; Giannikas, Christina Nicole (Eds), Tertiary education language learning: a collection of research (pp. 111-131). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.51.1257
Sevilla-Pavón, A., & Nicolaou, A. (2020). Artefact co-construction in virtual exchange: ‘Youth Entrepreneurship for Society’, Computer Assisted Language Learning, DOI: 10.1080/09588221.2020.1825096
Nicolaou A. (2020). “Designing a Virtual Exchange Intervention for the Development of Global Competence: An Exploratory Study”. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020. Lecture Notes in Computer Science, vol 12205. Springer, Cham. https://doi.org/10.1007/978-3-030-50513-4_38
Panayiota Hadjiconstantinou
Hadjiconstantinou, P. (2019, November). The Use of ICT in Project-Based Teaching in Higher Education. In Conference Proceedings. Innovation in Language Learning 2019.
Hadjiconstantinou, P. Using text-based Synchronous Discussion in EFL, in a Higher Education Context.
Maria Christoforou
Christoforou, M., & Boglou, D. (2021). Exploring 3D artistry with the Virtual Reality application Tilt Brush: student perceptions.
Christoforou, M. (2021). Language Teaching Through The" Black Screen": Implications of an Emergency Remote Teaching Context in Higher Education. In Proceedings of EDULEARN21 Conference (Vol. 5, p. 6th).
Christoforou, M., Xerou, E., & Papadima-Sophocleous, S. (2019). Integrating a virtual reality application to simulate situated learning experiences in a foreign language course. CALL and complexity–short papers from EUROCALL, 82-87.
Maria Victoria Soulé
Marinov, S., Soulé, M. V. & Cots, J. M. (2021). The role of context in shaping plurilingual identity: The case of non-language majors studying abroad. In Mitchell, R. & Tyne, H. (eds.), Language and mobility: Study abroad in the contemporary European context, pp 189-206. Oxfordshire: Routledge. DOI: https://doi.org/10.4324/9781003087953
Marinov, S., Soulé, M. V. & Cots, J. M. (2021). The role of context in shaping plurilingual identity: The case of non-language majors studying abroad. In Mitchell, R. & Tyne, H. (eds.), Language and mobility: Study abroad in the contemporary European context, pp 189-206. Oxfordshire: Routledge. DOI: https://doi.org/10.4324/9781003087953
Soulé, M. V., Stylianou, K., Yerou, C., Xerou, E., Tsitsi, T., & Charalambous, A. (2021). The HERO project: language training for migrants’ professional career as caregivers through blended learning. CALL and professionalisation: short papers from EUROCALL 2021, 273.
Soulé, M. V., & Pérez-Vidal, C. (2021). Advanced learners of Spanish abroad: An exploratory study of the development of past tense morphology. Study Abroad Research in Second Language Acquisition and International Education, 6(2), 244-275.
Parmaxi, A., Nicolaou, A., Kakoulli Constantinou, E., Soulé, M. V., Papadima Sophocleous, S., & Perifanou, M. (2021, July). Learning theories and teaching methodologies for the design of training in digital competence for language teachers: a narrative review. In International Conference on Human-Computer Interaction (pp. 125-139). Springer, Cham.
Pammer-Schindler, V., Wild, F., Fominykh, M., Ley, T., Perifanou, M., Soule, M.V., Hernández-Leo, D., Kalz, M., Klamma, R. Pedro, L. Santos, C., Glahn, Ch., Economides, A., Parmaxi, P., Prasolova-Førland, E., Gillet, D., Maillet, K. (2020). Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe. Frontiers in Education, section Educational Psychology, 5: 150. DOI: https://doi.org/10.3389/feduc.2020.00150
Eftychia Xerou
Soulé, M. V., Stylianou, K., Yerou, C., Xerou, E., Tsitsi, T., & Charalambous, A. (2021). The HERO project: language training for migrants’ professional career as caregivers through blended learning. CALL and professionalisation: short papers from EUROCALL 2021, 273.
Angeli, C., Xerou, E., & Nicolau, M. (2019). Investigating K-2 Students' Computational Thinking Skills during a Problem-Solving Activity about the Water Cycle Using Educational Robotics. International Association for Development of the Information Society.
Xerou, E., & Christoforou, M. (2019). Using the TESOL Technology Standards Framework to evaluate students’ technological knowledge in an undergraduate Italian course.
Savvi Antoniou
Papadima-Sophocleous, S., & Antoniou, S. (υπό δημοσίευση, 2023). Teacher self-training in creating Moodle Quiz constructivist L2 activities during the COVID-19 era: Lessons learned. In Aaron Zimmerman (Ed.), Research, Practice, and Innovations in Teacher Education During a Virtual Age IGI Global.
Antoniou, S., & Papadima-Sophocleous, S. (2022). Using Moodle Quiz to Create Language Consolidating and Testing Activities. In A. El Shaban, & R. Abobaker (Ed.), Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning (pp. 20-53). IGI Global. http://doi:10.4018/978-1-7998-8267-1.ch002
Antoniou, S. (2022). Emergency Remote Teaching in Tertiary Education: Issues Raised, Solutions Given, and Lessons Learned. In C. Giannikas (Ed.), Transferring Language Learning and Teaching From Face-to-Face to Online Settings (pp. 47-66). IGI Global. https://doi.org/10.4018/978-1-7998-8717-1.ch003
Papadima-Sophocleous, S., & Antoniou, S. (2021). Using Moodle Quiz to respond to emergency: a case study with a tertiary L2 French teacher. In N. Zoghlami, C. Brudermann, C. Sarré, M. Grosbois, L. Bradley, & S. Thouësny (Eds), CALL and professionalisation: short papers from EUROCALL 2021 (pp. 243-247). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.54.1340
Antoniou S. (2018) Cognitive and psycholinguistic relations of the Cypriot Greek speaker with language(s). In F. Kakoyianni-Doa & O. Delhaye (Eds.), 2e Congrès International Méthodologie de l’apprentissage des langues. Vers l’excellence pédagogique, didactique et linguistique (p. 13). Thessalonique
Kostas Stylianou
Parmaxi, A., Stylianou, K., & Zaphiris, P. (2017, November). Enabling social exploration through virtual guidance in Google Expeditions: An exploratory study. In Interactive mobile communication, technologies and learning (pp. 397-408). Springer, Cham.
Parmaxi, A., Stylianou, K., & Zaphiris, P. (2017, September). Leveraging virtual trips in Google expeditions to elevate students’ social exploration. In IFIP conference on human-computer interaction (pp. 368-371). Springer, Cham.
Parmaxi, A., Kyriacou, S., Stylianou, K., Zaphiris, P., & Papadima, S. (2013). Using phenomenography to compare the variation of language teachers and learners’ attitudes towards computer assisted language learning. Glasgow, 10-13 July 2013 Papers, 267.
Paraskevi Vassiliou
Vassiliou, S., Papadima-Sophocleous, S., & Giannikas, C.N. (2022). Formative Assessment in Second Language Learning: A Systematic Review and an Annotated Bibliography. Research-publishing.net
Vassiliou, S., & Papadima-Sophocleous, S. (2019, November). A Systematic Review and Annotated Bibliography of Second Language Learning Formative Assessment: An Overview. In Conference Proceedings. Innovation in Language Learning 2019.
Fotini Efthymiou
Efthimiou, F. (2021). The pragmatic functions and the interpretations of the particle ‘taha’ (τάχα) in classroom discourse in the Cypriot-Greek dialect: the emergence of a new function. In S. Papadima-Sophocleous, E. Kakoulli Constantinou & C. N. Giannikas (Eds), Tertiary education language learning: a collection of research (pp. 151-166). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.51.1259
Ευθυμίου, Φ. (2019). Η φρεϊριανή ανάγνωση του κόσμου, μέσα από τον λόγο τους. Τρίτο Διεθνές Συνέδριο «Γραμματισμός και Σύγχρονη Κοινωνία: ταυτότητες, κείμενα, θεσμοί». σελ. 145-160.
Ευθυμίου, Παναγή, Φ. (2017). Η πολύ-αξιολόγηση του γλωσσικού προγράμματος εκμάθησης της ελληνικής ως δεύτερης γλώσσας (GLACUCO A1- ERASMUS): εφαρμογή και προοπτικές. Δεύτερο Διεθνές Συνέδριο «Γραμματισμός και Σύγχρονη Κοινωνία: Χώροι, Λόγοι, Πρακτικές». σελ. 281- 305.
Ευθυμίου Παναγή, Φ. (2016). Από την ανίχνευση των επικοινωνιακών αναγκών των Ερασμικών φοιτητών του Κέντρου Γλωσσών του Τεχνολογικού Πανεπιστημίου Κύπρου, με βάση το εθνογραφικό μοντέλο, στον καθορισμό των απαραιτήτων δεξιοτήτων και γνώσεων του κόσμου, για αποτελεσματική χρήση της ελληνικής γλώσσας, επιπέδου Α1. In: Molina Muñoz, P. J. (ed.), Researchers in Progress I. Languages in contact: Interconnections and Interferences (pp. 3-16), Nicosia: Language Centre - University of Cyprus.
Jack Burston
Burston, J., & Arispe, K. (2022). Experimental MALL research in SLA: Past, present, and future. In N. Ziegler & M. González-Lloret (Eds.), The Routledge Handbook of Technology & SLA (Chapter 24). Routledge.https://www.routledge.com/The-Routledge-Handbook-of-Second-Language-Acquisition-and-Technology/Ziegler-Gonzalez-Lloret/p/book/9780815360773
Burston, J. (2021). Unreported MALL studies: What difference do they make to published experimental MALL research results? In V. Morgana & A. Kukulska-Hulme (Eds.), Mobile Assisted Language Learning Across Educational Contexts (Chapter 2). Routledge Focus Collection. https://www.routledge.com/Mobile-Assisted-Language-Learning-Across-Educational-Contexts/Morgana-Kukulska-Hulme/p/book/9780367521745
Burston, J., & Giannakou, K. (2021). MALL language learning outcomes: A comprehensive meta-analysis 1994–2019. ReCALL Journal, xx. https://www.cambridge.org/core/journals/recall/article/mall-language-learning-outcomes-a-comprehensive-metaanalysis-19942019/4FE89DA5D55A233B4E34650E96FADB9D
Burston, J., & Athanasiou, A. (2020). Twenty-five years of MALL experimental implementation studies: What do we really know about it? In A. Anjudar (Ed.), Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning (pp. 35-59). IGI Global. https://www.igi-global.com/book/recent-tools-computer-mobile-assisted/230992
Monique Burston
Monville-Burston M., Kakoyianni-Doa, F. & Armostis, S. (2020). “Magie des sons et de la prosodie, et apprentissage de la phonétique par la poésie: « Le Pont Mirabeau »”, Corela [Online] HS-30 http://journals.openedition.org/corela/10429; DOI: https://doi.org/10.4000/corela.10429
Kakoyianni-Doa, F., Monville-Burston, M., Papadima-Sophocleous, S. & Valetopoulos, F. (eds). (2020). Langues Moins Diffusées et Moins Enseignées (MODIMES). Bruxelles: Peter Lang.
Kakoyianni-Doa, F. & Monville-Burston, M. (2020). “La méthode directe en Grèce pour l’enseignement du français: regard particulier sur les niveaux avancés – Le Cours complémentaire de Georges Dimitracopoulos”, Documents pour l’histoire du français langue étrangère ou seconde, 64-65: 299-316.
Monville-Burston, M., À propos de « contexte » et de « contextualisation », avec quelques réflexions sur l’enseignement de la grammaire. Dialogues et Cultures 66 (coord. A. Proscolli, C, Nikou & S. Tsakagiannis), pp. 181-196. (2022)
Salomi Papadima-Sophocleous
Vassiliou, S., Papadima-Sophocleous, S., & Giannikas, C. N. (2022). Formative assessment in second language learning: a systematic review and an annotated bibliography.
Papadima-Sophocleous, S. (2022). Teacher Education for Language Assessment and Testing: Postgraduate Program Evaluation from its Students’ Perspective. Colombian Applied Linguistics Journal, 24(1).
Nikitaki, S., Papadima-Sophocleous, S., & Nicolaou, A. (2022). From Face-to-face to Online Foreign Language Teaching: Capitalising on Lessons Learned During COVID-19. In English as a Foreign Language in a New-Found Post-Pandemic World (pp. 1-28). IGI Global.
Antoniou, S., & Papadima-Sophocleous, S. (2022). Using Moodle Quiz to Create Language Consolidating and Testing Activities. In Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning (pp. 20-53). IGI Global.
Publications
Christina Yerou-Kokou
Soulé, M.V., Stylianou, K., Yerou, C., Xerou, E., Tsitsi, T., Charalambous, A. (2021). “HERO Project: Language Training for migrants’ professional career as caregivers through blended learning”, Paper presented at: EUROCALL 2021: CALL and Professionalisation, 26-27 August 2021, On site: Paris and online, Livestreamed session
Dimitrios Boglou
Iolie Nicolaidou, Petros Pissas & Dimitrios Boglou (2021) Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: a quasi-experiment, Interactive Learning Environments, DOI: 10.1080/10494820.2020.1870504
Boglou, D. (2021). Navigating the Various Wired and Mobile VR Systems and VR application for a more productive and immersive Learning Experience.
Christoforou, M., Boglou, D., & Xerou, E. (2019). First-year undergraduate ESP students Virtual Reality User Experience.
Boglou, D. (2016). Increasing Tertiary Education Students’ Willingness to Communicate in an Advanced Academic English Language Class with the Adaptation of Facebook. In Conference proceedings. ICT for language learning (p. 174). libreriauniversitaria. it Edizioni.
Stavroula Hadjiconstantinou
Hadjiconstantinou, S. (2021). Multimodal texts in support of linguistic and critical thinking development in English for specific purposes. In Papadima-Sophocleous, Salomi; Kakoulli Constantinou, Elis; Giannikas, Christina Nicole (Eds), Tertiary education language learning: a collection of research (pp. 29-45). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.51.1253
Mavri, A., & Hadjiconstantinou, S. (2018, July). Evaluating the Use of Groupware Technologies in Support of Collaborative Learning in an ESP Tertiary Education Course. In International Conference on Learning and Collaboration Technologies (pp. 446-465). Springer, Cham.
Hadjiconstantinou, S. (2017). E-portfolios as professional identities for university learners in an English for communication and media program. International Journal of Language Studies, 11(3), 151-166. http://www.ijls.net/pages/volume/vol11no3.html
Elis Kakoulli – Constantinou
Papadima-Sophocleous, S., Kakoulli Constantinou, E. & Giannikas, C. N. (Eds.) (2021). Tertiary Education Language Learning: a collection of research. Research-publishing.net. https://research-publishing.net/book?10.14705/rpnet.2021.51.9782490057894
Kakoulli Constantinou, E. & Papadima-Sophocleous, S. (2021). Professional development in English for specific purposes: designing the curriculum of an online ESP teacher education course. In Papadima-Sophocleous, S., Kakoulli Constantinou, E. & Giannikas, C. N. (Eds), Tertiary education language learning: a collection of research (pp. 89-109). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.51.1256
Kakoulli Constantinou, E. (2020). Teaching English for Specific Academic Purposes: Insights into Students' Perceptions. In D. Di Pardo Léon-Henri & J. Bhawana (Eds.), Contemporary Research in Foreign Language Teaching and Learning (pp.125-142). Newcastle upon Tyne: Cambridge Scholars Publishing.
Kakoulli Constantinou, E., & Papadima-Sophocleous, S. (2020). The Use of Digital Technology in ESP: Current Practices and Suggestions for ESP Teacher Education. The Journal of Teaching English for Specific and Academic Purposes, 8(1), Special Issue, 17–29. http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/1030
Antigoni Parmaxi
Parmaxi, A. (2020). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive learning environments, 1-13.
Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861-875.
Parmaxi, A., & Zaphiris, P. (2017). Web 2.0 in Computer-Assisted Language Learning: a research synthesis and implications for instructional design and educational practice. Interactive Learning Environments, 25(6), 704-716.
Parmaxi, A., Zaphiris, P., & Ioannou, A. (2016). Enacting artifact-based activities for social technologies in language learning using a design-based research approach. Computers in Human Behavior, 63, 556-567.
Androulla Athanasiou
Burston, J., & Athanasiou, A. (2020). Twenty-Five Years of MALL Experimental Implementation Studies: What Do We Really Know About It?. In A. Andujar (Ed.), Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning (pp. 35-59). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-1097-1.ch002
Burston, J., Athanasiou, A., & Yiokari Neophytou, M. (2020). Chapter Fourteen: The Challenge of Aligning Vocabulary and Grammar Difficulty Levels with CEFR Proficiency Ratings: The Case Of The E-CAT. In Tsagari, D. (Ed.), Language Assessment Literacy: From Theory to Practice. Cambridge Scholars Publishing, 304.
Parmaxi, A., Athanasiou, A. and Demetriou, A. A.. “Introducing a student-led application of Google Expeditions: an exploratory study”. In Educational Media International, Volume 58, 2021.
Pardoel, B., Papadima-Sophocleous, S., & Athanasiou, A. (2019). MISSION BERLIN--A Mobile Gamified Exploration of a New Educational Landscape. In New educational landscapes: innovative perspectives in language learning and technology, pp. 25-31.
Anna Nicolaou
Nicolaou, A., & Sevilla-Pavón, A. (2022). Developing intercultural communicative competence in ESP contexts through virtual exchange: An ecological perspective. Second Language Teaching and Learning through Virtual Exchange, 29, 117.
Nicolaou, A. (2021). Technological mediation in a global competence virtual exchange project: a critical digital literacies perspective. In Papadima-Sophocleous, Salomi; Kakoulli Constantinou, Elis; Giannikas, Christina Nicole (Eds), Tertiary education language learning: a collection of research (pp. 111-131). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.51.1257
Sevilla-Pavón, A., & Nicolaou, A. (2020). Artefact co-construction in virtual exchange: ‘Youth Entrepreneurship for Society’, Computer Assisted Language Learning, DOI: 10.1080/09588221.2020.1825096
Nicolaou A. (2020). “Designing a Virtual Exchange Intervention for the Development of Global Competence: An Exploratory Study”. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020. Lecture Notes in Computer Science, vol 12205. Springer, Cham. https://doi.org/10.1007/978-3-030-50513-4_38
Panayiota Hadjiconstantinou
Hadjiconstantinou, P. (2019, November). The Use of ICT in Project-Based Teaching in Higher Education. In Conference Proceedings. Innovation in Language Learning 2019.
Hadjiconstantinou, P. Using text-based Synchronous Discussion in EFL, in a Higher Education Context.
Maria Christoforou
Christoforou, M., & Boglou, D. (2021). Exploring 3D artistry with the Virtual Reality application Tilt Brush: student perceptions.
Christoforou, M. (2021). Language Teaching Through The" Black Screen": Implications of an Emergency Remote Teaching Context in Higher Education. In Proceedings of EDULEARN21 Conference (Vol. 5, p. 6th).
Christoforou, M., Xerou, E., & Papadima-Sophocleous, S. (2019). Integrating a virtual reality application to simulate situated learning experiences in a foreign language course. CALL and complexity–short papers from EUROCALL, 82-87.
Maria Victoria Soulé
Marinov, S., Soulé, M. V. & Cots, J. M. (2021). The role of context in shaping plurilingual identity: The case of non-language majors studying abroad. In Mitchell, R. & Tyne, H. (eds.), Language and mobility: Study abroad in the contemporary European context, pp 189-206. Oxfordshire: Routledge. DOI: https://doi.org/10.4324/9781003087953
Marinov, S., Soulé, M. V. & Cots, J. M. (2021). The role of context in shaping plurilingual identity: The case of non-language majors studying abroad. In Mitchell, R. & Tyne, H. (eds.), Language and mobility: Study abroad in the contemporary European context, pp 189-206. Oxfordshire: Routledge. DOI: https://doi.org/10.4324/9781003087953
Soulé, M. V., Stylianou, K., Yerou, C., Xerou, E., Tsitsi, T., & Charalambous, A. (2021). The HERO project: language training for migrants’ professional career as caregivers through blended learning. CALL and professionalisation: short papers from EUROCALL 2021, 273.
Soulé, M. V., & Pérez-Vidal, C. (2021). Advanced learners of Spanish abroad: An exploratory study of the development of past tense morphology. Study Abroad Research in Second Language Acquisition and International Education, 6(2), 244-275.
Parmaxi, A., Nicolaou, A., Kakoulli Constantinou, E., Soulé, M. V., Papadima Sophocleous, S., & Perifanou, M. (2021, July). Learning theories and teaching methodologies for the design of training in digital competence for language teachers: a narrative review. In International Conference on Human-Computer Interaction (pp. 125-139). Springer, Cham.
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