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Logo: Centre for Applied Linguistics and Special Languages/Leibniz Universität Hannover
Logo Leibniz Universität Hannover
Logo: Centre for Applied Linguistics and Special Languages/Leibniz Universität Hannover
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Dr. Klaus Schwienhorst

Telefon:+49 511 762 5716
Fax:+49 511 762 4008
Anschrift:Welfengarten 1, 30167 Hannover
Raum: H213 (1101)
Sprechzeiten:nach Vereinbarung
Bild von Klaus Schwienhorst

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Schwienhorst, K. (2011). CALL and Autonomy: Settings and Context Variables in
Technology-Enhanced Language Environments. In 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. In 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. In 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.

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. In D. Palfreyman and R. C. Smith (Eds.) Learner Autonomy Across Cultures: Language Education Perspectives. (pp. 164-180). Basingstoke: Palgrave Macmillan.

O'Rourke, B., & Schwienhorst, K. (2003). Talking text: reflections on reflection in Computer-Mediated Communication. In 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. (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.

Schwienhorst, K. (2000). Telecommunications projects in language learning: organisation, facilitation, evaluation. In 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.

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

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.

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

Schwienhorst, K. (1998). Co-constructing learning environments and learner identities- language learning in virtual reality. In 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). In 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. In D. Kranz, L. Legenhausen, & B. Lüking (Eds.), Multimedia - Internet - Lernsoftware: Fremdsprachenunterricht vor neuen Herausforderungen? (pp. 105-110). Münster: Agenda Verlag.