[1] Read, T., Kukulska-Hulme, A., Bárcena, E., et al., 2021. Mobile open social learning for languages (MOSL4L). Journal of Universal Computer Science. 27(5), 425. DOI: https://doi.org/10.3897/jucs.67701

[2] Swanson, P., Huff, R., 2010. The Relationship of Georgia's Rural Foreign Language Teachers' Sense of Efficacy to Teacher Attrition. The Rural Educator. 31(3), 16–29. DOI: https://doi.org/10.35608/ruraled.v31i3.957

[3] De Prada Creo, E., 1990. The process of fossilization in interlanguage. In Proceedings of the 9th World Congress of Applied Linguistics, Thessaloniki, Greece, 1990; pp. 1–19.

[4] Toloczko, E., 2024. A cognitive model of language teacher fossilization. Journal of Language Teaching and Research. 15(5), 1518–1525. DOI: https://doi.org/10.17507/jltr.1505.13

[5] Jonassen, D., Driscoll, M., 2013. Handbook of Research on Educational Communications and Technology. Routledge: New York, NY, USA.

[6] García Aretio, L., 2020. A Semantic jungle: distance/virtual/online/digital/electronic education/teaching/learning…? RIED. Revista Iberoamericana de Educación a Distancia. 23(1). DOI: https://doi.org/10.5944/ried.23.1.25495 (in Spanish)

[7] Bárcena, E., 2020. Towards a new paradigm of mobile, open and social second-language learning. Propósitos y Representaciones. 8(1), e460. DOI: https://doi.org/10.20511/pyr2020.v8n1.460 (in Spanish)

[8] García Aretio, L., 1987.Towards a definition of distance education. Boletín Informativo de la Asociación Iberoamericana de Educación Superior a Distancia. 4(18). (in Spanish)

[9] García Aretio, L., 1990.Objectives and functions of distance education. In Actas del Congreso Internacional de Filosofía de la Educación, UNED, Madrid, Spain; pp. 44–48. (in Spanish)

[10] García Aretio, L., 2021.COVID-19 and Digital Distance Education: Pre-Confinement, Confinement, and Post-Confinement. RIED. Revista Iberoamericana de Educación a Distancia. 24(1). DOI: https://doi.org/10.5944/ried.24.1.28080 (in Spanish)

[11] Hodges, C., Moore, S., Lockee, B., et al., 2020. The difference between emergency remote teaching and online learning. Educause Review. Available from: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (cited 30 March 2025).

[12] Read, T., 2014. The architectonics of language MOOCs. In: Monje, E.M., Bárcena, E. (Eds.). Language MOOCs. De Gruyter Open Poland: Warsaw, Poland; pp. 67–90. DOI: https://doi.org/10.2478/9783110420067.6

[13] Bárcena, E., Martin Monje, E., Read, T., 2015. Potentiating the human dimension in language MOOCs. In Proceedings of the European Stakeholder Summit on Experiences and Best Practices in and around MOOCs, Mons, Belgium, 18–20 May 2015; pp. 46–54.

[14] Castrillo de Larreta-Azelain, M.D., 2015. Language teaching in MOOCs: the integral role of the instructor. In: Martín-Monje, E., Bárcena, E. (Eds.). Language MOOCs: Providing Learning, Transcending Boundaries. De Gruyter Open Poland: Warsaw, Poland; pp. 67–90. DOI: https://doi.org/10.2478/9783110420067.5

[15] Pérez Sanagustín, M., 2017. MOOC for Secondary Education: Opportunities and Challenges. Revista Mexicana de Bachillerato a Distancia. 9(18), 8. DOI: https://doi.org/10.22201/cuaed.20074751e.2017.18.64940 (in Spanish)

[16] Traxler, J., 2005. Defining mobile learning. In Proceedings of the IADIS International Conference Mobile Learning, Qwara, Malta, 28–30 June 2005; pp. 261–266. Available from: https://www.iadisportal.org/digital-library/defining-mobile-learning (cited 5 March 2025).

[17] Kukulska-Hulme, A., Sharples, M., Milrad, M., et al., 2009. Innovation in mobile learning: a European perspective. International Journal of Mobile and Blended Learning (IJMBL). 1(1), 13–35. DOI: https://doi.org/10.4018/jmbl.2009010102

[18] Kukulska-Hulme, A., Arús Hita, J., García Laborda, J., 2021. Mobile, open and social language learning designs and architectures. Journal of Universal Computer Science. 27(5), 413–424. DOI: https://doi.org/10.3897/jucs.68852

[19] Hug, T., 2007. Introductory note. In: Hug, T. (Ed.). Didactics of Microlearning: Concepts, Discourses and Examples. Waxmann: Münster, Germany.

[20] Salinas, J., Marín, V., 2014. Past, present and future of microlearning as a strategy for professional development. Campus Virtuales. 2(3), 46–61. Available from: http://uajournals.com/ojs/index.php/campusvirtuales/article/view/59/58 (in Spanish)

[21] Vilhelm, M., 2024. Generative Artificial Intelligence Tools in the Second Language Classroom: State of the Art and Current Application Possibilities [presentation]. In Summer Course UNED “La inteligencia artificial y el cambio de paradigma en los ámbitos educativos y lingüísticos”, Las Palmas de Gran Canaria, Spain, 2–4 July 2024. (in Spanish)

[22] Barbour, M.K., LaBonte, R., Kelly, K., et al., 2020. Understanding pandemic pedagogy: differences between emergency remote and online teaching. A Special Report of the State of the Nation: K-12 E-Learning in Canada Project. Canadian eLearning Network: Halfmoon Bay, BC, Canada. DOI: https://doi.org/10.13140/RG.2.2.31848.70401