Notes on Contributors

Panagiotis Arvanitis is Associate Professor at the Faculty of French Studies of the Aristotle University of Thessaloniki, Greece, in the field of multimedia databases, information and communication technologies, and new ICT learning environments. He has published several papers on new ICT learning environments, and the use of multimedia databases and hypermedia tools in language teaching and learning. He is interested in online language learning, computer-supported collaborative language learning, web technologies, virtual and augmented learning environments, mobile language learning tools, and game-based learning. He is especially interested in how language instructors can utilize web technologies to promote student collaboration and knowledge construction in both online and offline settings.

Alice Chik is Senior Lecturer in Educational Studies and coordinator of the Macquarie University Multilingualism Research Group, Australia. Her research examines languages learning in digital environments. She is especially interested in exploring how language learners construct and direct their autonomous learning in informal contexts. Her recent co-edited works include Autonomy in Language Learning and Teaching (2018) and Multilingual Sydney (2019).

Kiel Christianson is Professor of Educational Psychology at the University of Illinois, USA, and Director of the EdPsych Psycholinguistics Lab (Beckman Institute). He also directs the Second Language Acquisition and Teacher Education (SLATE) Program. He has taught at universities in Japan and Germany. His research topics include bilingualism, syntactic parsing, reading, visual word processing, and second language acquisition. Recent publications appear in Cognition; Language, Cognition, & Neuroscience; Cognitive Psychology; PLoS One; and Language Learning.

Tatiana Codreanu is a member of the Interactions, Corpus, Apprentissage, Représentations (ICAR) CNRS Research Lab, Ecole Normale Supérieure de Lyon, France, and a Lecturer in French at the Imperial College, London. Her research interests cover digital communication, social media, discourse and interaction analysis, and ethology. She has designed and implemented e-learning solutions and massive open online courses (MOOCs) for various academic and EU projects with a focus on transdisciplinary research (self-determination theory, user behavior, interaction analysis, and data analytics). Her findings have been applied in various contexts including EU level policies on communication, education, and social media.

Christelle Combe is Senior Lecturer in French as a foreign language at the University Aix-Marseille, France, and member of the Laboratoire Parole et Langage (CNRS). Her research interests include multimodal discourse analysis and interaction analysis in digital contexts. With these methodological tools, she studies ethos and new digital genres such as vlogs, as well as innovative online environments for foreign language teaching and learning. She trains future French teachers on digital technologies for language learning.

Sarah-Elizabeth Deshaies is a PhD candidate in Educational Psychology and a student in the SLATE program. Her research focuses on the effects of individual differences on reading processes. Her MS thesis was on working memory capacity and the role it plays in processing discourse related to agents either thinking about doing an activity, promising to do the activity, or doing the activity. Her dissertation work focuses on the processing of statements that (dis)confirm bias during reading.

Mark Dressman is Professor and Chair of English at Khalifa University in Abu Dhabi, UAE, and Professor Emeritus at the University of Illinois at Urbana-Champaign, USA. He is a former teacher of English as a first and additional language in secondary schools in Morocco, the United States, and the Navajo Nation. He is an ethnographic/qualitative researcher of language and literacy practices across a wide range of settings, including school libraries, middle and secondary classrooms, and most recently in three Moroccan universities. Additional research areas include theories of multimodality, discourses of literacy research, and the uses of social theory in educational research.

Doreen E. Ewert is Professor in the Department of Rhetoric and Language and Director of the Academic English for Multilingual Students Program at the University of San Francisco, USA. Her areas of research include second language reading and writing, vocabulary and fluency development, language assessment, and curriculum design and implementation. She presents regularly at regional, national, and international conferences, as well as providing workshops for preservice and in-service teachers. Her most recent publications are 'Teacher and Tutor Conferencing' in The TESOL Encyclopedia of English Language Teaching (2018, Wiley Blackwell), 'Getting ER into the curriculum: No excuses!' in CATESOL Journal (2017), 'Teachers' conceptualizations of a reading-to-write task in designing a data-driven rating scale' in Assessing Writing (2015, with Sunyoung Shin), and 'What accounts for integrated reading-to-write task scores?' in Language Testing (2015).

Sarah Forget is a Scholarly Teaching Fellow in the Department of Linguistics at Macquarie University, Sydney, Australia where she teaches translation technology and audiovisual translation. She started her career as a localization specialist and project manager for an IT company. She brings her knowledge of the professional world to the classroom, where she teaches students in the use of computer-assisted translation tools. Her areas of interest include translation technology, localization project management and the training of future translators.

Robert Godwin-Jones is Professor of World Languages and International Studies at Virginia Commonwealth University, USA. His research is principally in applied linguistics, in the areas of language learning and technology and intercultural communication; he has published widely in those fields, as well as regularly presenting at international conferences. He writes a regular column for the journal Language Learning & Technology on emerging technologies.

Philip Hubbard is Senior Lecturer in Linguistics and Director of the English for Foreign Students Program at the Stanford University Language Center, USA. A professional in computer-assisted language learning (CALL) for over 30?years, he has published in the areas of CALL theory, research, methodology, listening, teacher education, learner training, and evaluation. He is associate editor of Computer Assisted Language Learning and Language Learning & Technology. His recent projects focus on CALL as a transdisciplinary field, teacher support for informal language learning, and teaching reflectively with technology.

Montserrat Iglesias is Senior Lecturer of English as a foreign language and the head of studies at CETT Language School, at the School of Tourism, Hospitality and Gastronomy CETT-UB, University of Barcelona, Spain. Her research focuses on the development of oral communicative competence in English for specific purposes and on language tourism. As well as having published several journal articles and book chapters, she has co-authored Ready to Order, an elementary English course for hotel and catering students.

Hania Janta is a Visiting Research Fellow at the School of Hospitality and Tourism Management (SHTM), University of Surrey, UK, where she is a member of the "YMobility" project, funded by the EU's Horizon 2020. Previously, she was Senior Lecturer at the SHTM. Her central research interests are contemporary mobility and service employment.

Stefan D. Keller is Chair of English Teaching and Learning at School of Teacher Education, and Deputy Director of the Institute of Educational Sciences at the University of Basel, Switzerland. His main research interests are teaching and learning of English as a second language, especially writing.

Stephanie W.P. Knight holds an MA in Latin American Studies from the University of New Mexico and is the Assistant Director at the Center for Applied Second Language Studies at University of Oregon, USA. Her research involves reflective, student-centered learning and the creation and evaluation of digitally enhanced classroom interventions such as games, portfolios, and augmented reality / virtual reality platforms. She facilitates national teacher workshops and professional learning communities centered on the intentional use of digital tools to promote critical thinking and inquiry in language-learning contexts.

Agnes Kukulska-Hulme is Professor of Learning Technology and Communication in the Institute of Educational Technology at The Open University, UK. She has been researching mobile learning since 2001 and is Past-President of the International Association for Mobile Learning. Her research and teaching expertise covers a number of related areas including distance education, online learning and social inclusion, with a particular interest in learner-led innovation and self-directed learning. Her original discipline background is in linguistics and language teaching.

Meryl Kusyk is a...