This carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up to date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels.
This carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up to date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels. -- Provided by publisher.
Foreign Language Learning in the Digital Age addresses the growing significance of diversifying media in contemporary society and expands on current discourses that have formulated media and a multitude of literacies as integral objectives in 21st-century education. The book engages with epistemological and critical foundations of multiliteracies and related pedagogies for foreign language-learning contexts. It includes a discussion of how multimodal and digital media impact meaning-making practices in learning, the inherent potentials and challenges that are foregrounded in the use of multimodal and digital media and the contribution that (foreign) language education can provide in developing multiliteracies. The volume additionally addresses foreign language education across the formal educational spectrum: from primary education to adult and teacher education. This multifaceted volume presents the scope of media and literacies for foreign language education in the digital age and examples of best practice for working with media in formal language learning contexts. This book will be of great interest to academics, researchers, and post-graduate students in the fields of language teaching and learning, digital education, media education, applied linguistics and TESOL.
This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before. It therefore offers new understandings and conceptualizations of language teacher development and learning in varied digital environments. The collection of pieces illustrates a field that is recognizing that digital environments are the contexts of teacher learning, not simply the object of it, and that issues of identity and agency are central to that learning. As an excellent resource on digital technologies, CALL, gaming, or language teacher identity and agency, the book can be used as a textbook in various applied linguistics courses and graduate seminars.
Population diversity is becoming more prevalent globally with increasing immigration, emigration, and refugee placement. These circumstances increase the likelihood that a child will be raised speaking a different language in the home than the common language used in each country. This necessitates the development of comprehensive strategies that promote second language learning through the adoption of new technological advancements. New Technological Applications for Foreign and Second Language Learning and Teaching is a scholarly publication that explores how the latest technologies have the potential to engage foreign and second language learners both within and outside the language classroom and to facilitate language learning and teaching in the target language. Highlighting a range of topics such as learning analytics, digital games, and telecollaboration, this book is ideal for teachers, instructional designers, curriculum developers, IT consultants, educational software developers, language learning specialists, academicians, administrators, professionals, researchers, and students.
This edited volume explores how digital games have the potential to engage learners both within and outside the classroom and to encourage interaction in the target language. This is the first dedicated collection of papers to bring together state-of-the-art research in game-based learning.
Education has undergone numerous radical changes as the digital era has transformed the way we as humans communicate, inform ourselves, purchase goods, and perform other mundane chores at home and at work. Social media is one of those phenomena that has affected not only society at large but has heavily influenced educational processes around the world. The demand for and availability of networked educational services have also increased, enabling online education to gain popularity and become an internationally accessible option. Furthermore, universities and other private higher educational institutions embrace digital technology and have adopted the new learning medium as they realize the prospects of having the world’s population as a potential source of revenue. A related phenomenon has been the proliferation of massive open online courses (MOOCs). These have changed the ways in which learners interact with educational institutions, professors, and with each other. At the same time, the upsurge in digital education has raised issues with language as online learners from all over the world and from a plethora of cultures and foreign languages have found themselves challenged to take full advantage and optimally benefit from the same educational media and resources that English-speaking counterparts have tapped into. Digital Pedagogies and the Transformation of Language Education will answer questions of how to optimize language learning in such a defining new era and what the educational, sociological, and technological dimensions of radical change are. The book will explore the different challenges and the multitude of opportunities that new and transformative pedagogies have enabled. Beyond teaching/learning practices being presented, this book also focuses on how learners will adjust to the technology and the readiness of practitioners to psychologically adjust to the changing and demanding media technology has unleashed. The chapters provide international experiences and perspectives on the impact of e-educational technologies on student experience, success, learning, and comprehension in the realm of language learning specifically. This book is essential for educational technologists, online instructional designers, education policymakers and administrators, curriculum developers, practitioners, stakeholders, researchers, academicians, and students who are interested in digital language pedagogies.
The flipped classroom methodology is one of the latest innovations in the field of education, challenging traditional notions of the classroom experience. Applying this methodology to language learning has the potential to further engage students and drive their understanding of key concepts. Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom explores the latest educational technologies and web-based learning solutions for effective language learning curricula. Featuring emergent research on critical topics and innovations in the field of education, this publication is an essential resource for educators, administrators, instructional designers, pre-service teachers, and researchers in the field of education.
Digitalised learning with its promise of autonomy, enhanced learner choice, independence and freedom, is an intuitive and appealing construct but closer examination reveals it to be a rather simplistic proposition, raising the following questions. -What do we mean by autonomy? -What are we implying about the role of the teacher, the classroom, and interaction between learners? -What do we understand about the impact of technology on the ecology of the learning environment? This book describes the use of a Virtual Learning Environment (VLE) by a group of advanced English language learners in Mexico, comparing what students thought and what they did in response to the technology. The theoretical aim of the book is to work towards the construction of a theory of the development of autonomy and virtual learning in an EFL context. Enhanced understanding about the relationship between autonomy and technology has the potential to inform academics, software designers, materials writers, teacher educators, and teachers and to help learners in their quest to acquire a foreign language.
This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices. The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practioners and researchers in applied linguistics, second language acquisition and education studies.
