Technology-Enhanced Language Teaching and Learning
Lessons from the Covid-19 Pandemic
Published on 31. October 2024
Book
Paperback/Softback
280 pages
978-1-350-27105-0 (ISBN)
Description
The Covid-19 pandemic has directly impacted the way teachers and learners worldwide teach and learn languages, forcing numerous educational activities in technologically-deprived contexts to stop altogether and those in technologically-rich environments to go online on an emergency basis. This volume provides a collection of theoretical and practical insights into the challenges and affordances faced globally during the pandemic and lessons learnt about the application of digital technologies for language teaching and learning. The chapters explore the vital role of technology in its various forms, including the internet, social media, CALL (Computer-Assisted Language Learning), MALL (Mobile Assisted Language Learning), TALL (Technology Assisted Language Learning) and TELL (Technology Enhanced Language Learning). Topics explored include the new avenues digital technology has opened up for language teachers and learners, options and challenges in applying technology in various contexts, and how the second language education industry could have been adversely impacted at the time of the pandemic without technological affordances. The contributions showcase studies from various geographical contexts, revealing how the global crisis was received and tackled differently in Australia, Hong Kong, Iran, Italy, Japan, New Zealand, the UAE, the UK and the USA.
Reviews / Votes
[This book]stands as a crucial contribution to the field of language education in the digital age. By documenting the experiences of educators and learners, it examines the critical role of technology in fostering resilience, autonomy, and innovation in language teaching practices, presenting a wealth of practical insights, research-based findings, and diverse perspectives that can inform post-pandemic language education ... A must-read. * IEEE Professional Communication Society * This volume offers truly ground-breaking accounts of recent pedagogical transformations through technology in language education. It uncovers important messages for learners, teachers, teacher educators, researchers, and policy makers about where and how technology should be embedded into the geopolitical, sociocultural, psychological, and pedagogical contexts of language teaching and learning in contemporary society. -- Anne Burns, Curtin University and University of New South Wales, Australia This is a highly accessible edited volume which provides good coverage of key topics and issues on technology-enhanced language learning. This is a must read for anyone interested in how technological tools were adopted by teachers and learners on an emergency basis during the COVID-19 pandemic, what lessons we can learn and how technology plays a key role in the post-pandemic era. -- Li Li, University of Exeter, UKMore details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
Professional and scholarly
Illustrations
10 bw illus
Dimensions
Height: 232 mm
Width: 154 mm
Thickness: 18 mm
Weight
440 gr
ISBN-13
978-1-350-27105-0 (9781350271050)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Karim Sadeghi | Michael Thomas | Farah Ghaderi
Technology-Enhanced Language Teaching and Learning
Lessons from the Covid-19 Pandemic
E-Book
02/2023
1st Edition
Bloomsbury Academic
€32.99
Available for download
Karim Sadeghi | Michael Thomas | Farah Ghaderi
Technology-Enhanced Language Teaching and Learning
Lessons from the Covid-19 Pandemic
E-Book
02/2023
1st Edition
Bloomsbury Academic
€32.99
Available for download
Persons
Karim Sadeghi is Professor of TESOL at Urmia University, Iran.
Michael Thomas is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University, UK.
Farah Ghaderi is Associate Professor of English Literature at Urmia University, Iran.
Michael Thomas is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University, UK.
Farah Ghaderi is Associate Professor of English Literature at Urmia University, Iran.
Content
List of Figures
List of Tables
List of Contributors
Foreword, Jozef Colpaert (University of Antwerp, the Netherlands)
Acknowledgments
1. Introduction: Options and Issues in CALL, Karim Sadeghi (Urmia University, Iran), Michael Thomas (Liverpool John Moores University, UK), Farah Ghaderi (Urmia University, Iran)
Part I: Emergency CALL at the Time of a Pandemic
2. A Distracted Learning Pandemic: The Aftermath of Synchronous Online Courses, Larry L. LaFond (Southern Illinois University Edwardsville, USA)
3. Italian as a Second Language in Schools during the Covid-19 Pandemic: Exploring Teachers' Perspectives, Stefania Ferrari (Eastern Piedmont University, Italy)
4. From Emergency Transitions to Teaching English Online: Three Cases, Carla Meskill, Wuri Kusumastuti, Dongni Guo (University at Albany, State University of New York, USA)
Part II: Responses to CALL during the Emergency
5. Anger, Excitement, Shame, and Pride: Adult English Learners' Attitudes, Perceptions, and Emotional Experiences toward Online Learning, Lisa Cox (Jefferson Community and Technical College, USA) and Juyoung Song (Murray State University, USA)
6. Study Abroad from Home: Development of L2 Learner Autonomy in an Unprecedented Online Program during the COVID-19 Pandemic, Akihiko Sasaki (Mukogawa Women's University, Japan) and Osamu Takeuchi (Kansai University, Japan)
7. Technology-Enhanced Out-of-Class Autonomous Language Learning in Times of Covid-19 Pandemic: A Shifting Perspective for Advanced Learners, Simone Torsani (University of Genoa, Italy)
8. Invisibly Vulnerable: A Corpus-Based Investigation of Media Representations of Australian EAL/D Students in COVID-19 Lockdown, Jessica Morcom and Richard (Jianxin) Liu (Charles Sturt University, Australia)
Part III: Technology Integration into Teaching at the Time of the Pandemic
9. Lockdown with La Casa de Papel: From Social Isolation to Social Engagement with Language, Antonie Alm (University of Otago, New Zealand)
10. Online Learning in the Time of Coronavirus: Paradigmatic Lessons Learned Through Critical Participatory Action Research, John I. Liontas (University of South Florida, USA)
11. Technology-Mediated Writing Tasks in the Online English Classroom: Focus on Form via Synchronous Videoconferencing, Valentina Morgana Valentina Morgana (Universita Cattolica del Sacro Cuore, Milan, Italy) and Michael Thomas (Liverpool John Moores University, UK)
Part IV: E-Assessment during the COVID-19 Pandemic
12. Formative Assessment in Synchronous Language Teaching in Higher Education during the COVID-19 Pandemic, Maria Luisa Carrio-Pastor (Universidad Politecnica de Valencia, Spain)
13. E-Portfolios as a Technology-Enabled Assessment: Surviving or Accommodating Covid-19,
Ricky Lam, Marcus Lau and Joanna Wong (Hong Kong Baptist University, Hong Kong)
14. Keeping Them Honest: Assessing Learning in Online and Digital Contexts, Peter Davidson (Zayed University, UAE) and Christine Coombe (Dubai Men's College, Higher Colleges of Technology, UAE)
Part V: Beyond Emergency CALL, Post COVID-19 Lessons
15. Moving Back into the Classroom While Moving Beyond Current Paradigms: Lessons for Post-Covid Language Education, Melinda Dooly (Universitat Autonoma de Barcelona, Spain)
16. Deconstructing the 'Normalisation' of CALL: Digital Inequalities, Decolonisation and Post-Pandemic Futures, Michael Thomas (Liverpool John Moores University, UK)
17. Conclusion: Learning the Lessons from the Pandemic, Michael Thomas (Liverpool John Moores University, UK), Karim Sadeghi (Urmia University, Iran), and Farah Ghaderi (Urmia University, Iran)
Index
List of Tables
List of Contributors
Foreword, Jozef Colpaert (University of Antwerp, the Netherlands)
Acknowledgments
1. Introduction: Options and Issues in CALL, Karim Sadeghi (Urmia University, Iran), Michael Thomas (Liverpool John Moores University, UK), Farah Ghaderi (Urmia University, Iran)
Part I: Emergency CALL at the Time of a Pandemic
2. A Distracted Learning Pandemic: The Aftermath of Synchronous Online Courses, Larry L. LaFond (Southern Illinois University Edwardsville, USA)
3. Italian as a Second Language in Schools during the Covid-19 Pandemic: Exploring Teachers' Perspectives, Stefania Ferrari (Eastern Piedmont University, Italy)
4. From Emergency Transitions to Teaching English Online: Three Cases, Carla Meskill, Wuri Kusumastuti, Dongni Guo (University at Albany, State University of New York, USA)
Part II: Responses to CALL during the Emergency
5. Anger, Excitement, Shame, and Pride: Adult English Learners' Attitudes, Perceptions, and Emotional Experiences toward Online Learning, Lisa Cox (Jefferson Community and Technical College, USA) and Juyoung Song (Murray State University, USA)
6. Study Abroad from Home: Development of L2 Learner Autonomy in an Unprecedented Online Program during the COVID-19 Pandemic, Akihiko Sasaki (Mukogawa Women's University, Japan) and Osamu Takeuchi (Kansai University, Japan)
7. Technology-Enhanced Out-of-Class Autonomous Language Learning in Times of Covid-19 Pandemic: A Shifting Perspective for Advanced Learners, Simone Torsani (University of Genoa, Italy)
8. Invisibly Vulnerable: A Corpus-Based Investigation of Media Representations of Australian EAL/D Students in COVID-19 Lockdown, Jessica Morcom and Richard (Jianxin) Liu (Charles Sturt University, Australia)
Part III: Technology Integration into Teaching at the Time of the Pandemic
9. Lockdown with La Casa de Papel: From Social Isolation to Social Engagement with Language, Antonie Alm (University of Otago, New Zealand)
10. Online Learning in the Time of Coronavirus: Paradigmatic Lessons Learned Through Critical Participatory Action Research, John I. Liontas (University of South Florida, USA)
11. Technology-Mediated Writing Tasks in the Online English Classroom: Focus on Form via Synchronous Videoconferencing, Valentina Morgana Valentina Morgana (Universita Cattolica del Sacro Cuore, Milan, Italy) and Michael Thomas (Liverpool John Moores University, UK)
Part IV: E-Assessment during the COVID-19 Pandemic
12. Formative Assessment in Synchronous Language Teaching in Higher Education during the COVID-19 Pandemic, Maria Luisa Carrio-Pastor (Universidad Politecnica de Valencia, Spain)
13. E-Portfolios as a Technology-Enabled Assessment: Surviving or Accommodating Covid-19,
Ricky Lam, Marcus Lau and Joanna Wong (Hong Kong Baptist University, Hong Kong)
14. Keeping Them Honest: Assessing Learning in Online and Digital Contexts, Peter Davidson (Zayed University, UAE) and Christine Coombe (Dubai Men's College, Higher Colleges of Technology, UAE)
Part V: Beyond Emergency CALL, Post COVID-19 Lessons
15. Moving Back into the Classroom While Moving Beyond Current Paradigms: Lessons for Post-Covid Language Education, Melinda Dooly (Universitat Autonoma de Barcelona, Spain)
16. Deconstructing the 'Normalisation' of CALL: Digital Inequalities, Decolonisation and Post-Pandemic Futures, Michael Thomas (Liverpool John Moores University, UK)
17. Conclusion: Learning the Lessons from the Pandemic, Michael Thomas (Liverpool John Moores University, UK), Karim Sadeghi (Urmia University, Iran), and Farah Ghaderi (Urmia University, Iran)
Index