This edited volume brings together large-scale research as well as case studies from a range of geographical contexts and represents a variety of educational settings involving second language learners and users. Its aim is to explore the interrelated issues of psychology and technology use in second language learning settings as well as in more autonomous environments. As language learning professionals continue to devote more time and attention to making various technological tools an integral part of the classroom, it is just as important to understand the influences that these tools have on the psychological state of the learners who use them. In consideration of this objective, the volume examines factors such as learner attitudes and motivation, emotion and behaviour, and the cognitive processes that are at play in the minds of the language users. This volume will be of interest not only to language teachers but also to researchers working in second language acquisition (SLA), applied linguistics, and educational psychology.
Recenzijas
The groundbreaking and innovative volume fills a significant gap in exploring the ways in which technology affects the psychological state of second-language learners and users. The book is of pedagogical value for language teachers. It will attract a large audience among postgraduates, researchers, and language teachers who are interested in educational technology, language learning, and teaching and learner psychology. (Yang Chunhong, Frontiers in Psychology, frontiersin.org, March 30, 2021)
This book clearly targets language teachers and researchers, providing a myriad of examples of technologies being used as well as language learning situations. This volume is a helpful stepping-stone toward greater understanding of these issues and will be a volume educators and researchers draw from for years to come. (Alyssa Wolfe, Language Learning & Technology, Vol. 25 (1), February, 2021)
Chapter 1: Introduction and Overview: The Inescapable Confluence of
Technology, Psychology and Second Language Learners and Users (Mark R.
Freiermuth).
Chapter 2: The Acquisition of Pragmatically Appropriate
Requests by Second Language Learners of Spanish Using an Input-Based Virtual
Environment (Karina Collentine).
Chapter 3: Exploiting Vocabulary CALL
Interventions to Operationalize and Test the Depth Levels of the Processing
Model (Saad Alzahrani and Leah Roberts).
Chapter 4: The Cognitive and
Psychological Effects of YouTube Video Captions and Subtitles on Higher Level
German Language Learners (Peter Yang).
Chapter 5: Computer-Assisted Language
Testing and Learner Behavior (Brett Milliner and Blair Barr).
Chapter 6:
Blogging in an Autonomous, Constructivist and Blended Learning Environment: A
Case Study of Turkish EFL Teachers in Training (Il Günseli Kaēar).
Chapter
7: EFL Student Engagement in an English-for-Specific-Purposes Tourism Class:
Flipping the Class with Facebook(Tran Thi Thanh Quyen and Nguyen Van Loi).-
Chapter 8: Learner Autonomy and Responsibility: Self-Learning Through a
Flipped Online EFL Course (Hsin-chou Huang).
Chapter 9: A Spanish Speaker
and a Friend: Identity Transformation in Foreign Language Chat (Adam
Mendelson).
Chapter 10: Catalan Teenagers' Identity, Literacy and Language
Practices on YouTube (Boris Vazquez-Calvo, Nikolaj Elf and Adriana Gewerc).-
Chapter 11: The Phenomenology of Experiencing Oneself Online: Critical
Dimensions of Identity and Language use in Virtual Spaces (Liudmila
Klimanova).
Chapter 12: Leveraging Multilingual Identities in Computer
Science Education (Sharin Jacob, Leiny Garcia and Mark Warschauer).
Chapter
13: The Implications of Using Online Social Networks on EFL Learner
Self-Concept (Nourollah Zarrinabadi and Ensieh Khodarahmi).
Chapter 14: EFL
Blogging in the Greek Secondary School Classroom: The Positive and Negative
Effects on Student Attitude (Gina Paschalidou).
Chapter 15: Chinese
LanguageLearners' Intrapersonal and Interpersonal Perceptions of a Pinyin
Text to Speech System (Goh Ying Soon, Saiful Nizam Warris and Rasaya Al
Marimuthu).
Chapter 16: Gliding Across the Digital Divide with High Anxiety:
Electronic Resource Selection Towards Self-Directed Writing Practice in a
South African EAP Context (Jako Olivier).
Chapter 17: Artificial
Intelligence Technology for EAP Speaking Skills: Student Perceptions of
Opportunities and Challenges (Bin Zou, Sara Liviero, Mengyuan Hao and
Chaoyang Wei).
Chapter 18: A Need to Communicate: An Intercultural Story of
Motivation Generated in Disrupted Text-Based Electronic Chat (Do Thi Ha and
Mark R. Freiermuth).
Chapter 19: A Motivational Story in Hong Kong:
Generating Goals for Language Learners and Blended Learning Designers from a
Mixed-Method Learning Analytics Approach in English for Academic Purposes
(Julia Chen and Dennis Foung).
Chapter 20: The Impact of Digital
Storytelling on the Motivation and Engagement of Young ForeignLanguage
Learners (Lizzie Abderrahim and David Navarro Gonzįlez).
Chapter 21: The
Impact of Online Lower-Level Courses on World Language Learners'
Self-Perceptions, Mindset and Willingness to Communicate (Rebecca L. Chism
and Carine Graff).
Chapter 22: Criteria for Motivational Technology Enhanced
Language Learning Activities (Pinelopi Krystalli, Panagiotis Panagiotidis and
Panagiotis Arvanitis).
Chapter 23: Future Considerations Concerning
Technology and the Psychology of Second Language Learners and Users
(Nourollah Zarrinabadi and Mark R. Freiermuth).
Mark R. Freiermuth is Professor of Applied Linguistics at Gunma Prefectural Women's University, Japan.
Nourollah Zarrinabadi is Adjunct Lecturer at the University of Isfahan, Iran.
