@article {1361061, title = {Language Program Direction During COVID-19: Collective Memories of the Extraordinary}, journal = {Second Language Research and Practice }, year = {2020} } @article {1221098, title = {Culture and Vision in Virtual Reality Narratives}, journal = {Foreign Language Annals}, year = {2020}, abstract = {
Hansen (2014) states that foreign language studies must learn to conceive of culture as an open, multi-voiced and dialogical interaction full of contradictions{\textquotedblright}(p. 9). One advocated approach to teach transcultural understanding is through the analysis of cultural narratives (MLA report, 2007, p. 4). Kearney (2012) defines cultural narratives as {\textquotedblleft}the multiple (sometimes competing), conventional storylines that cultural groups produce and use to make sense of and attribute meaning to their shared experiences{\textquotedblright} (p. 59). This article will showcase a project in a beginning French course in which four different Parisians from the same quarter were asked to document and share the stories of their lives with a virtual reality (VR) camera. Findings reveal that the VR narratives allowed students to envision, experience, and understand diverse facets of Parisian culture
and more vividly imagine their future role as participants in Parisian communities.
}, author = {Nicole Mills and Matthew Courtney and Chris Dede and Arnaud Dressen and Rus Gant} } @inbook {1221094, title = {Engagement and Immersion in Virtual Reality Narratives}, booktitle = {Engagement in the Second Language Classroom}, year = {2020}, publisher = {Multilingual Matters}, organization = {Multilingual Matters}, address = {Bristol, UK}, author = {Nicole Mills} } @book {858606, title = {Perspectives on Teaching Language and Content}, year = {2020}, publisher = {Yale University Press}, organization = {Yale University Press}, address = {New Haven, CT}, author = {Bourns, S. and Krueger, C. and Mills, N.} } @article {1102336, title = { Students{\textquoteright} and instructors{\textquoteright} perceived value of language and content curricular goals}, journal = {Foreign Language Annals}, volume = {winter}, year = {2017}, pages = {1-17}, author = {Nicole Mills and Samuel Moulton} } @inbook {858621, title = {Beliefs, motivation, and engagement: What every teacher of Arabic needs to know about self-efficacy}, booktitle = {Handbook for Arabic Language Teaching Professionals in the 21st Century }, year = {2016}, edition = {2nd}, author = {Mills, N. and Belnap, K.} } @article {284396, title = {The development of a national curriculum guide for Persian: Themes, genres, Standards-based goals, and models.}, journal = {Journal of the Council of Less Commonly Taught Languages}, year = {2014}, author = {Mills, N. and Minuchehr, P.} } @book {284386, title = {Innovation and Accountability in Language Program Evaluation}, year = {2014}, publisher = {Heinle Cengage}, organization = {Heinle Cengage}, address = {Boston}, editor = {J. Norris and Mills, N.} } @inbook {284391, title = {Introduction: Innovation and Accountability in Foreign Language Program Evaluation}, booktitle = {Innovation and Accountability in Language Program Evaluation}, year = {2014}, publisher = {Heinle Cengage}, organization = {Heinle Cengage}, address = {Boston}, author = {J. Norris and Mills, N.} } @inbook {284401, title = {Self-efficacy in second language acquisition}, booktitle = {Multiple Perspectives on the Self}, year = {2014}, publisher = {Multilingual Matters}, organization = {Multilingual Matters}, address = {Bristol, UK}, author = {Mills, N.} } @article {284656, title = {Action research: Bridging theory and practice}, journal = {Academic Exchange Quarterly: Second language Acquisition \& Pedagogy}, volume = {17}, year = {2013}, pages = {95-100}, author = {Mills, N.} } @article {51191, title = {Teaching assistants{\textquoteright} self-efficacy in teaching literature: Sources, personal assessments, and consequences}, journal = {Modern Language Journal,91}, year = {2011}, pages = {1-11}, author = {Nicole Mills} } @book {51186, title = {Curriculum design for beginning Persian: Standards, goals, objectives, evaluation, and learning}, year = {2011}, note = {http://www.persianasprofession.com/}, edition = {STARTALK}, author = {Nicole Mills and P. Minucher} } @article {51196, title = {

Situated Learning through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement, and a Shared Repertoire.

}, journal = {CALICO Journal special issue: Second Language Acquisition Theories, Technologies, and Language Learning}, volume = {2}, year = {2011}, pages = {345-368}, author = {Nicole Mills}, editor = {S. Thorne and B. Smith} } @article {51216, title = {Global simulation and writing self-beliefs of college intermediate French students}, journal = {International Journal of AppliedLinguistics}, year = {2009}, pages = {239-273}, author = {Nicole Mills and M. P{\'e}ron} } @article {51201, title = {A {\textquoteleft}Guide du Routard{\textquoteright} simulation: Enhancing the Standards through project-based learning}, journal = {Foreign Language Annals}, volume = {42}, year = {2009}, pages = {607-639}, author = {Nicole Mills} } @inbook {51211, title = { Task-based Course Development: A Guide du Routard Simulation}, booktitle = {Task-Based III: Expanding the range of tasks with online resources International Association for Language Learning Technology}, year = {2009}, author = {Nicole Mills}, editor = {L. Stone and C. Wilson-Duffy} } @article {51226, title = {Teacher self-efficacy of graduate teaching assistants of French}, journal = {Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Classroom}, year = {2007}, author = {Nicole Mills and H.W. Allen}, editor = {J. Siskin} } @article {51221, title = {Self-efficacy of college intermediate French students: Relation to Achievement and Motivation}, journal = {Language Learning}, volume = {53}, year = {2007}, pages = {417-442}, author = {Nicole Mills and F. Pajares and C. Herron} } @article {51236, title = { A re-evaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency}, journal = {Foreign Language Annals}, volume = {39}, year = {2006}, pages = {276-293}, author = {Nicole Mills and M. Pajares and C. Herron} } @inbook {51231, title = {Cultural learning outcomes and summer study abroad}, booktitle = {Identity and Second Language learning: Culture, identity, and dialogic activity in educational contexts. Contemporary Issues in Language Education collection}, year = {2006}, publisher = {Information Age Publishing}, organization = {Information Age Publishing}, author = {Nicole Mills and H. Allen and V. Dristas}, editor = {M. Mantero} } @article {51246, title = { Classroom presentation with teacher assistance versus individual viewing of foreign language video: Relation to comprehension, self-efficacy, and engagement}, journal = {Computer Assisted Language Instruction Consortium (CALICO) Journal}, volume = {21}, year = {2004}, pages = {291-316}, author = {Nicole Mills and C. Herron and S.P. Cole} }