Publications

Cárdenas-Claros, M.  (upcoming). Computer-based L2 listening. In M. Reed & J. Levis (Eds). The Handbook of second language listening.  Wiley-Blackwell Handbooks in Linguistics Series. 

Cárdenas-Claros, M. & P. Dassonvalle, K. (2022). A first step to task design in computer-based L2 listening: Task characteristics elicitation. In J. Colpaert &  G. Stockwell (eds). Smart CALL. (pp. 266-292) Castletown publications.

Cárdenas-Claros, M (2021). Computer-based L2 listening. In C. Coombe & H. Mohebbi (Eds).  Research Questions in Language Education and Applied Linguistics. (pp. 615-620). Springer: Berlin

Cárdenas-Claros, M., L., Campos, A.  Reyes, L., & Vera J. (2017). Contextual factors affecting the conceptualization, design and testing of an online platform for L2 listening skills development.  In J. Colpaert (Ed). CALL in context. Antwerpen Universitet Publication

Gruba, P., Hinkelman, D. & Cárdenas-Claros, M. (2016). New Technologies, blended learning and the flipped classroom. In  G. Hall (Ed). The Routledge Handbook of English Language Teaching. Routledge.

Chapelle, C. & Cárdenas-Claros, M. (2007). Pedagogical Implications of learning styles: the case of Field Independence/Dependence, en  E. Uso & N. Ruiz (Eds). Pedagogical Reflections on Learning Languages in instructed settings. Cambridge University Press. Capítulo 8. 176-191.

Sydorenko, T., Cárdenas-Claros, M., Huntley, L., & Montero Perez, M. (in press). Audiovisual input in language learning: Teacher's perspectives.  Language Learning & Technology. 

Roldán-Mora, N., & Cárdenas-Claros, M. (in press). Learners’ use of audio/video playback controls in technology-enhanced listening: a systematic review. The JALT-CALL journal.

González Ramírez C., Cárdenas-Claros, M., & Venegas, R. (2024). Competencias de investigación y reflexión en Formación inicial docente. Revista Complutense de Educación. 35(2) 379-392. https://dx.doi.org/10.5209/rced.85755 

Cárdenas-Claros, M., & Ramírez-Orellana, D. (2024). Progressive reductions of captions in language learning. Journal of Information Technology Education: Innovations in Practice.23 (2) 1-19.  https://doi.org/10.28945/5263  

Cárdenas-Claros, M., Sydorenko, T., Huntley, L., & Montero Perez, M. (2023). Teachers’ voices on multimodal input for Language Learning. Language Teaching Research.  https://doi.org/10.1177/1362168823121604

Ramírez-Orellana, D., Cárdenas-Claros, M., & Cáceres-Ramírez, B. (2023). Teaching listening in middle schools: Perceptions of practice. ELT journal. 77(4), 489-498. https://doi.org/10.1093/elt/ccad031

Cárdenas-Claros, M., Buendía-Arias, X., & Dassonvalle, K. (2023). Puzzle identification in action research in initial teacher education. Educational Action Research.  https://doi.org/10.1080/09650792.2023.2238003

Cárdenas-Claros, M. (2022). Conceptualizing feedback in computer-based L2 listening. Computer Assisted Language Learning Journal. 38 (5-6) 1168-1193.  https://doi.org/10.1080/09588221.2020.1774615

Cárdenas-Claros, M, Campos-Ibaceta, A. &, Vera, J. (2021). Listeners’ patterns of interaction with help options: towards empirically-based pedagogy. Language Learning & Technology. 25(2), 111-134 

Cárdenas-Claros, M. (2020). Spontaneous links between help option use and input features that hinder second language listening comprehension. System. https://doi.org/10.1016/j.system.2020.102308 

Cárdenas-Claros, M., Ramírez-Orellana, D., & Reyes, L. (2020). Identificación de características del input que interfieren en la comprensión de textos orales en segunda lengua.  Revista Signos: Estudios de Lingüística. 53(102), 31-55.  http://dx.doi.org/10.4067/S0718-09342020000100031

Cárdenas-Claros, M. & Campos-Ibaceta, A. (2018).  L2 listeners use of transcripts: from reasons to practice. ELT journal.   72(2), 151-161.  https://doi.org/10.1093/elt/ccx047  

Cárdenas-Claros, M. & Oyanedel, M (2016). Teachers’ implicit theories and use of ICTs in the language classroom. Technology, Pedagogy & Education. 25(2), 207-225. https://doi.org/10.1080/1475939X.2014.988745

Cárdenas-Claros, M. (2015). Design considerations of help options in computer-based listening. Computer Assisted Language Learning Journal. 28(5), 429-449. https://doi.org/10.1080/09588221.2014.881385

Cárdenas-Claros, M & Gruba, P. (2015). Decoding the CoDe: A framework for the conceptualization and design of help options in computer-based L2 listening. ReCALL 25 (2) 250-271. https://doi.org/10.1080/09588221.2014.881385

Cárdenas-Claros, M. & Gruba, P. (2014). Listeners’ interactions with help options in CALL. Computer Assisted Language Learning Journal. 27(3), 228-245. https://doi.org/10.1080/09588221.2012.724425

Glas, K. & Cárdenas-Claros, M (2013). New English cultures and learner autonomy for intrinsic motivation and democratic empowerment in the Chilean context. English Language Teaching Practice and Critique. 12 (3) 23-40. 

Cárdenas-Claros, M. & Gruba, P. (2010). Bridging CALL & HCI: input from participatory design.  CALICO Journal 27 (3) 576-591

Cárdenas-Claros, M & Gruba, P. (2009). Help options in CALL: A systematic review. CALICO Journal 27 (1) 69-90

Cárdenas-Claros, M. & Isharyanti, N (2009). Code-switching and code-mixing in Internet chatting: between "yes", "ya" and "si"-a case study.  The JALTCALL Journal 5 (3) 67-78

Cárdenas-Claros, M. (2008). Psycho-linguistic and sociocultural approaches to language learning: a never-ending debate. Colombian Applied Linguistics Journal (10) 142-154 https://doi.org/10.14483/22487085.102