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.
Recenzijas
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, UK
Papildus informācija
Explores the application of digital technologies to language teaching and learning at the time of the Covid-19 global pandemic, drawing implications for the post-pandemic future.
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 Womens 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 (Universitą 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, Marķa Luisa Carrió-Pastor (Universidad
Politécnica 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 Mens
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
Autņnoma 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
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.
