___

• Adams, C. (2007) On the ‘informed use’ of PowerPoint: rejoining Vallance and Towndrow. Journal of Curriculum Studies, 39 (2): 229-233.
• Albirini, A. (2006) Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers and Education, 47: 373-398.
• Alexiou, A. & Paraskeva, F. (2010) Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia-Social and Behavioral Sciences, 2: 3048-3054.
• Baris, M. F. & Tosun, N. (2011) E-portfolio in lifelong learning applications. Procedia- Social and Behavioral Sciences, 28: 522-525.
• Cachia, R., Ferrari, A., Ala-Mutka, K. & Punie, Y. (2010) Creative learning and innovative teaching: Final report on the study on creativity and innovation in Education in the EU member states (Report No. 62370). Luxembourg: JRC.
• Chapelle, C. A. (2005) Computer assisted language learning. In E. Hinkle (Ed.). Handbook of Research in Second Language Learning and Teaching. Laurence Erlbaum Associates.
• Chen, T. & Turner, S. (n.d.). A qualitative meta-analysis on web-based distance learning in higher education: A grounded theory approach. Retrieved March 16, 2013 from http://faculty.ksu.edu.sa/manal.m/DocLib2/ QualitativeMetaAnalysisinWebBasedDistanceLearninginHigherEducation.pdf Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education. 6th Edn. London: Routledge.
• Comas-Quinn, A. (2011) Learning to teach online or learning to become an online teacher: an exploration of teachers’ experiences in a blended learning course. ReCALL, 23 (3): 218-232.
• Cummins, J. (2000) Academic language learning, transformative pedagogy and information technology: Towards a critical balance. TESOL Quarterly, 34 (3): 537-548.
• Downes, S. (2005) e-Learning 2.0. ACM e-Learn Magazine, 10. Retrieved October 22, 2012 from http://elearnmag.acm.org/featured.cfm?aid=1104968
• Ebner, M., Lienhart, C., Rohs, M. & Meyer, I. (2009) Microblogs in Higher Education- A chance to facilitate informal and process-oriented learning? Computers & Education, 55: 92-100.
• Ebyary, K. E. & Windeatt, S. (2010) The impact of computer-based feedback on students’ written work. IJES, 10 (2): 121-142.
• Egorov, V. V., Jantassova, D. D. & Churchill, N. (2007) Developing pre-service English teachers’ competencies for integration of technology in language classrooms in Kazakhstan. Educational Media International, 44 (3): 255-265.
• Genc, Z. & Tınmaz, H. (2010) A reflection of preservice teachers on e-portfolio assessment. Procedia-Social and Behavioral Sciences, 9: 1504-1508.
• Georgescu, C-A. (2010) Using blogs in foreign language teaching. Petroleum-Gas University of Plloiesti Bulletin, 62 (1A): 186-191.
• Ghasemi, B. & Hashemi, M. (2010) E-mail as an educational tool for improving university students’ writing skill. IJAR, 2 (6): 295-302.
• Glaser, B. (2002) Conceptualization: On theory and theorizing using grounded theory. International Journal of Qualitative Methods, 1 (2). Article 3. Retrieved November 22, 2012. from http://www.ualberta.ca/~iiqm/backissues/1_2Final/ pdf/glaser.pdf
• Gunga, S. O. & Ricketts, I. W. (2008) The prospects for e-learning revolution in education: A philosophical analysis. Educational Philosophy and Theory, 40 (2): 294-314.
• Hampel, R. & Stickler, U. (2005) New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18 (4): 311-326.
• Hashemi, M. & Najafi, V. (2011) Using blogs in English language writing classes. International Journal of Academic Research, 3 (4): 599-604.
• Hew, K. F., Kale, U. & Kim, N. (2007) Past research in instructional technology: Results of a content analysis of empirical studies published in three prominent instructional technology journals from the year 2000 through 2004. Journal of Educational Computing Research, 36 (3): 269-300.
• Hinkelman, D. (2005) Blended Learning: Issues driving an end to laboratory-based CALL. JALT Hokkaido Journal, 9:17-31.
• Hong, K. H. (2010) CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22 (1): 53-69.
• Hu, P.J., Clark, T.H.K. & Ma, W.W. (2003) Examining technology acceptance by school teachers: a longitudinal study. Information & Management, 41: 227-241. Hubbard, P. (2008) CALL and the future of language teacher education. CALICO Journal, 25(2): 175-188.
• Hubbard, P. & Siskin, C. B. (2004) Another look at tutorial CALL. ReCALL, 16 (2): 448- 461. Huberman, B.A., Romero, D.M. & Wu, F. (2008) Social networks that matter: Twitter under the microscope. First Monday, 14 (1). Retrieved December 12, 2012 from http:// firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2317/2063 Jung, U. O. H. (2005) CALL: Past, present and future – a bibliometric approach. ReCALL, 17 (1): 4-17.
• Kao, C-P., Wu, Y-T. & Tsai, C-C. (2011) Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet selfefficacy and belief about web-based learning. Teaching and Teacher Education, 27: 406-415.
• Kemp, C. R. (2002) Urban school teachers’ self-efficacy beliefs and practices, innovation practices, and related factors in integrating technology. Dissertation Abstracts International DAI-A 63/02, p.566. (ProQuest Publication No. AAT 3043340).
• Kerawalla, L., Minocha, S., Kirkup, G. & Conole, G. (2008) Characterising the different blogging behaviors of students on an online distance-learning course. Learning, Media and Technology, 33 (1): 21-33.
• Kessler, G. (2007) Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20 (2): 173-188.
• Kessler, G. & Plakans, L. (2008) Does teachers’ confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21 (3): 269-282.
• Kumar, N., Rose, R.C. & D’Silva, J. L. (2008) Teachers’ readiness to use technology in the classroom: An empirical study. European Journal of Scientific Research, 21 (4): 603-616.
• Lawless, K. A. & Pellegrino, J. W. (2007) Professional development in integrating technology into teaching and learning: Knowns, Unknowns and ways to pursue better questions and answers. Review of Educational Research, 77 (4): 575- 614.
• Lin, Q. (2008) Preservice teachers’ learning experiences of constructing e-portfolios online. Internet and Higher Education, 11: 194-200. Lombard, M., Snyder-Duch, J. & Bracken, C. C. (2002) Content Analysis in mass communication assessment and reporting of intercoder reliability. Human Communication Research, 28 (4): 587-604.
• Matthew, K. I., Felvegi, E. & Callaway, R. A. (2009) Wiki as acollaborative learning tool in a language arts methods class. Journal of Research on Technology in Education, 42 (1): 51-72.
• Neumeier, P. (2005) A closer look at blended learning- parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17 (2): 163- 178.
• O’Reilly, T. (2005) What is Web 2.0- Design patterns and business models for the next generation in software. Retrieved on January 18, 2012 from http://oreilly.com/ web2/archive/what-is-web-20.html
• Paterson, B. L., Thorne, S. E., Canam, C., & Jillings, C. (2001) Meta-study of qualitative health research: A practical guide to meta-analysis and meta-synthesis. Thousand Oaks, CA: Sage. Pinner, R. S. (2012) Teachers’ attitudes to and motivation for using
• CALL in and around the language classroom. Procedia-Social and Behavioral Sciences, 34:188-192.
• Shachar, M. (2008) Meta-Analysis: The preferred method of choice for the assessment of distance learning quality factors. The International Review of Research in Open and Distance Learning, 9 (3): 1-15.
• Skoretz, Y. M. (2011) A study of the impact of a school-based job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Unpublished doctoral dissertation. Marshal University, West Virginia.
• Sorebo, O., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009) The role of selfdetermination theory in explaining teachers’ motivation to continue to use elearning technology. Computers & Education, 53: 1177-1187.
• Stall-Meadows, C. (1998) Grounded meta-analysis of qualitative case study dissertations in distance education pedagogy. Unpublished doctoral dissertation, Oklahoma State University.
• Stickler, U., & Hampel, R. (2007) Designing online tutor training for language courses: A case study. Open Learning, 22 (1): 75-85.
• Strauss, A. & Corbin, J. (1994) Grounded theory methodology: an overview. In Denzin, N. K. & Lincoln, Y.S. (Eds.) Handbook of Qualitative Research. Sage, Thousand Oaks: 273-285.
• Yusof, N. M., & Hashim, R. S. (2011) Gendered choices: Constructions of e-portfolios in the creative writing classroom. Procedia-Social and Behavioral Sciences, 15: 3281-3285.
• Warschauer M. (1996) Computer Assisted Language Learning: an Introduction. In Fotos S. (Ed.) Multimedia language teaching, Tokyo: Logos International: 3-20.
• Waters, A. (2006) Forty years of language teaching. Language Teaching, 40: 1-15. Windschitl, M., & Sahl, K. (2002) Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39 (1): 165-205.