dc.contributor.author | Cabot, Michel | |
dc.date.accessioned | 2017-01-05T13:20:23Z | |
dc.date.available | 2017-01-05T13:20:23Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Nordic Journal of Digital Literacy. 2016, 10(3), 165-84 | nb_NO |
dc.identifier.uri | http://hdl.handle.net/11250/2426446 | |
dc.description.abstract | This paper integrates ecological perspectives with language development theories to elucidate students' self-perceived learning trajectories. It presents data from focus, in-depth and member checking interviews with three boys and three girls. The findings show low English as a foreign language (EFL) written output and improved oral output in school (girls) and outside school (boys). It is of particular interest to describe which digital and non-digital experiences students regard as ecological transitions, and to what extent schooling is complementary and compensatory. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.title | In or Out of School? : Meaningful Output with Digital and Non-digital Artefacts within Personal English Learning Ecologies | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.source.pagenumber | 165-84 | nb_NO |
dc.source.volume | 10 | nb_NO |
dc.source.journal | Nordic Journal of Digital Literacy | nb_NO |
dc.source.issue | 3 | nb_NO |