Publikationsliste

Schwienhorst, K. (2011): CALL and Autonomy: Settings and Context Variables in Technology-Enhanced Language Environments.,  C.J. Everhard, J. Mynard & Richard Smith (Eds.), Autonomy in language learning: Opening a can of worms. (pp. 29-32). Canterbury: IATEFL.

Lüdtke, S. & Schwienhorst, K. (2010): Language Centre Needs Analysis. Defining Goals, Refining Programmes.,  Frankfurt: Peter Lang.

Schwienhorst, K. (2009): The art of improvisation: Learner autonomy, the learner, and (computer-assisted) learning environments.,  F. Kjisik, P. Voller, N. Aoki & Y. Nakata (Eds.), Mapping the terrain of learner autonomy. (pp. 86-117). Tampere: Tampere University Press

Schwienhorst, K. (2009): Learning a second language in three dimensions: Potential benefits and the evidence so far.,  Themes in Science and Technology Education, 2 (1-2), 153-164.

Schwienhorst, K. (2007): Learner Autonomy and CALL Environments.,  London: Routledge.

Schwienhorst, K., & Borgia, A. (2006): Monitoring bilingualism: Pedagogical implications of the Bilingual Tandem Analyser.,  CALICO Journal, 23 (2), 349-362.

Kapec, P., & Schwienhorst, K. (2005): In two minds? Learner attitudes to bilingualism and the Bilingual Tandem Analyser.,  ReCALL, 17(2), 254-268.

Schwienhorst, K. (2004): Detachment and reflection: Awareness and presence in a synchronous text-based environment.,  R. Satchell & N. Chenik (Eds.), University Language Centres : Forging the Learning Environments of the Future. (pp. 43-62). Paris: CERCLES.

Schwienhorst, K. (2004): Native-speaker/non-native speaker discourse in the MOO: Participation and engagement in a synchronous text-based environment.,  Computer-Assisted Language Learning, 17 (1), 35-50.

O'Rourke, B., & Schwienhorst, K. (2003): Talking text: reflections on reflection in Computer-Mediated Communication.,  D. Little & E. Ushioda & J. Ridley (Eds.), Learner Autonomy in the Foreign Language Classroom: Learner, Teacher, Curriculum and Assessment. (pp. 47-60). Dublin: Authentik.

Schwienhorst, K. (2003): Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments.,  Computer-Assisted Language Learning, 16 (5), 427 - 443.

Schwienhorst, K. (2003): Neither here nor there? Learner autonomy and intercultural factors in CALL environments.,  D. Palfreyman and R. C. Smith (Eds.) Learner Autonomy Across Cultures: Language Education Perspectives. (pp. 164-180). Basingstoke: Palgrave Macmillan.

Schwienhorst, K. (2002): Pressures, potentials, and affordances: the role of tools in CALL environments.,  Communication & Cognition, Artificial Intelligence (CCAI), 19 (3-4), 133-149.

Schwienhorst, K. (2002): The state of VR: A meta-analysis of virtual reality tools in second language acquisition.,  Computer-Assisted Language Learning, 15 (3), 221-239.

Schwienhorst, K. (2002): Evaluating tandem language learning in the MOO: Discourse repair strategies in a bilingual Internet project.,  Computer-Assisted Language Learning, 15 (2), 135-146.

Schwienhorst, K. (2002): Why virtual, why environments? Implementing VR concepts in CALL.,  Simulation & Gaming, 33 (2), 196-209.

O'Rourke, B, & Schwienhorst, K. (2000): Learner databases and virtual worlds- creating collaborative learning environments on the Internet.,  M. Ruane, D.P. O'Baoill (Eds.), Integrating Theory and Practice in LSP and LAP (pp. 123-132). Dublin:ALC & IRAAL.

Schwienhorst, K. (2000): Telecommunications projects in language learning: organisation, facilitation, evaluation.,  E. Brown (Ed.), Improving Student Performance in Language Learning. CALL Report 16. (pp. 29-31). London: CILT.

Schwienhorst, K. (2000): Book review: CALL environments: Research, Practice, and Critical Issues.,  System, 28(3), 447-451.

Little, D., Ushioda, E., Appel, M. C., Moran, J., O’Rourke, B. & Schwienhorst, K. (1999): Evaluating Tandem Language Learning by E-mail. Report on a Bilateral Project.,  CLCS Occasional Paper No. 55. Dublin: Trinity College, Centre for Language & Communication Studies.

Schwienhorst, K. (1999): Teacher autonomy in multiple-user domains: supporting language teaching in collaborative virtual environments.,  Journal of Information Technology for Teacher Education, 8(2), 199-214.

Schwienhorst, K. (1998): Matching pedagogy and technology - Tandem learning and learner autonomy in online virtual language environments.,  R. Soetaert, E. De Man, G. Van Belle (Eds.). Language Teaching On-Line (pp. 115-127). Ghent: University of Ghent.

Schwienhorst, K. (1998): Co-constructing learning environments and learner identities- language learning in virtual reality.,  Thomas Ottmann & Ivan Tomek (Eds.), Proceedings of ED-Media/ED-Telecom '98. Charlottesville, VA: Association for the Advancement of Computing in Education.

Schwienhorst, K. (1998): The "third place"- virtual reality applications for second language learning.,  ReCALL, 10(1), 118-126.

Schwienhorst, K. (1997): Virtual environments and synchronous communication: collaborative language learning in object-oriented multiple-user domains (MOOs).,  D. Little & B. Voss (Eds.), Language Centres: Planning for the New Millenium (pp. 126-144). Plymouth: CERCLES.

Schwienhorst, K. (1997): Modes of interactivity- Internet resources for second language learning.,  D. Kranz, L. Legenhausen, & B. Lüking (Eds.), Multimedia - Internet - Lernsoftware: Fremdsprachenunterricht vor neuen Herausforderungen? (pp. 105-110). Münster: Agenda Verlag.