The twelfth volume in the Routledge-TIRF series presents research on the use of technology and digital learning in English as an additional language (EAL) instruction.
With chapters written by TESOL scholars, including senior scholars as well as TIRF Doctoral Dissertation Grant (DDG) awardees, the book explores various aspects of teaching and learning English in digital spaces. The term digital spaces refers to any space or environment where technology and digital tools (e.g., applications, social media, video-editing software, to name just a few) are used to facilitate and advance language learning. The use of digital tools and spaces has become a prominent topic in TESOL and language education in general. Various scholars have highlighted the importance of digital literacy and multiliteracies development among language learners and have demonstrated how learner engagement with digital spaces and tools can facilitate productive, collaborative, and ultimately more successful language learning at various levels.
The readers of this volume – language educators and researchers – need up-to-date research findings on various approaches to language learning and teaching shaped by digital spaces present in various educational settings. This volume will offer readers examples of how researchers and teachers in language education utilize digital spaces in order to impact approaches to classroom practices.
Table of Contents:
Part 1: Practicality: Language Learning in Digital Spaces 1. Self-Regulated Learning Prompts for Vocabulary Acquisition in Online L2 Contexts: How do They Affect Task Completion? 2. Bimodal Reading in Digital Spaces: How Reading While Listening Changes Reading of Familiar and Unfamiliar Words 3. Learner Perceptions of Task-Based Digital Simulations with Feedback for Pragmatic Development 4. The Impact of Playing a Massively Multiplayer Online Role-Playing Game on Chinese English Learners’ L2 Pragmatic Competence in Making Requests Part 2: Possibility: Digital Spaces in Language Learning 5. Digital Spaces, Global Connections: Reshaping English Language Education With Integrating an Online Community in the Classroom 6. Parallel Literacies: Transdisciplinary Reflections on Language Teaching and Learning in the Age of AI 7. ‘We are cookin’, love’ or ‘We’re a crooked love’?: Swifties’ Language Learning Experiences on Reddit 8. A Multimodal Perspective on Online VR-Integrated Content-and-Language-Integrated-Learning (CLIL) Lesson Design 9. “Smells as Tesol”: Use of Multimedia in a Messaging App by English Language Teachers in Uzbekistan to Establish Their Social Presence During Professional Development Program
About the Author :
Polina Vinogradova, Ph.D. is Hurst Senior Professorial Lecturer and TESOL Program Director at American University in Washington, D.C., USA, where she works with undergraduate and graduate TESOL students.
Heather A. Linville, Ph.D. is Professor and Chair of Educational Studies at the University of Wisconsin, La Crosse, USA, where she teaches undergraduate teacher candidates to be knowledgeable, critical, and ethical teachers of multilingual learners.
Review :
“Grounded in empirical studies spanning a wide range of theoretical frameworks and methodologies, Research on Language Learning and Teaching in Digital Spaces provides a compelling map of how digital environments are reshaping English language education. Tracing language learning and teaching across social media, games, VR and AI, the volume offers nuanced, context-sensitive insights into equity, intercultural collaboration, and culturally responsive practice for educators, researchers, and policymakers worldwide.”
Ron Darvin, PhD., Associate Professor of the Department of Language and Literacy Education at the University of British Columbia, Co-author of Identity and a Model of Investment in Applied Linguistics and Intercultural Communication and Identity
