Technology-Mediated Language Teaching
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Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence

Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence


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About the Book

This volume offers a rich overview of current research and teaching strategies for the integration of technology into language teaching and learning. It introduces the Planning, Personalization and Implementation (PPI) methodological framework to support educators in engaging with the theoretical foundations and innovative practices that should guide the incorporation of technology into their teaching practices. While Spanish language teaching is used as an example, the recommendations can be applied to any language learning contexts. The 13 chapters address a broad range of themes including accessibility, curriculum design, teacher attitudes, motivation, anxiety and feedback, and offer guidance on using digital tools such as podcasts, gamification and artificial intelligence. Written by an international group of scholars, this book serves as a roadmap for language professionals to effectively incorporate technology into any learning environment, whether face-to-face, hybrid or online. This book will be available as an open access publication under a CC BY NC ND licence.

Table of Contents:
Figures Tables Contributors Javier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo: Planning, Personalization, Implementation (PPI): Technology-Mediated Language Teaching Part 1: Planning Technology Needs Chapter 1. Melinda Dooly and Anna Comas-Quinn: Access to Technology and Social Justice Chapter 2. Marta González-Lloret: Curriculum Planning and Development in Virtual Environments Chapter 3. Inmaculada Gómez Soler and Marta Tecedor: Virtual Teachers’ Beliefs, Attitudes and Competence Chapter 4. Daria Mizza and Fernando Rubio: Effective Technological Practices and Diversity Part 2: Personalizing Learning and Teaching  Chapter 5. Luis Cerezo and Íñigo Yanguas: Motivation and Virtual Learning Chapter 6. Zsuzsanna Bárkányi: Anxiety and Virtual Learning Chapter 7. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Interaction in Virtual Learning Environments Chapter 8. Sonia Bailini: Assessment and Feedback in Virtual Learning Environments Part 3: Implementing Technology Resources Chapter 9. Robert Blake, Lillian Jones and Cory Osburn: Hybrid and Online Teaching and the Flipped Classroom Chapter 10. Carlos Soler Montes and Olga Juan-Lázaro: Digital Language Immersion (DLI) and Virtual Exchanges Chapter 11. Ana Oskoz: Competences and Language Digitalization: Podcasts and Digital Stories Chapter 12. Luis Cerezo and Joan-Tomàs Pujolà: Digital Ludic Pedagogies (DLP): Videogames, Minigames, Extended Realities and Robots Epilogue: New Technology-Mediated Scenarios Chapter 13. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning

About the Author :
Javier Muñoz-Basols is a Beatriz Galindo Distinguished Senior Researcher at the University of Seville, Spain, and Honorary Faculty Research Fellow at the University of Oxford, UK. He is the Co-Founder and Editor-in-Chief of the Journal of Spanish Language Teaching and President of the Association for the Teaching of Spanish as a Foreign Language (ASELE). Mara Fuertes Gutiérrez is a Senior Lecturer in Spanish at the Open University, UK. Her recent research and publications focus on sociolinguistics applied to Spanish teaching, teacher training, and distance and online education. She is the Vice President of the Association for the Teaching of Spanish as a Foreign Language (ASELE) and Secretary of the Association of Hispanists of Great Britain and Ireland (AHGBI). Luis Cerezo is an Associate Professor of Applied Linguistics at the American University, Washington, DC, USA. His research focuses on the teaching of additional languages through videogames, computer-mediated communication, and hybrid and online environments based on guided induction, metacognitive instruction and observational learning. He is also a member of the CALICO Journal editorial board.

Review :
A timely addition to the growing scholarship on the impact of digital culture and technology on language education. This collection of essays by leading language specialists provides both crucial theoretical context and a well-structured practical framework for applying insights across a range of topics from assessment, virtual worlds, gamified learning, digital storytelling, access and inclusivity, to a critical engagement with AI. It will be invaluable to anyone considering the future of language teaching and learning in a rapidly changing and increasingly media-inflected pedagogical landscape. This book provides a refreshingly proactive yet comprehensive approach to maximizing the affordances current innovations in technology (e.g. AI) can offer to language teachers. The authors have put together an impressive collection of pertinent topics that include tools to implement a technology-mediated language teaching model. This is an essential resource for any language educator seeking to empower themselves (and their students) in the use of technology to promote learning in the instructed setting.


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Product Details
  • ISBN-13: 9781800419865
  • Publisher: Multilingual Matters
  • Publisher Imprint: Multilingual Matters
  • Height: 234 mm
  • No of Pages: 344
  • Spine Width: 18 mm
  • Weight: 490 gr
  • ISBN-10: 1800419864
  • Publisher Date: 07 Mar 2025
  • Binding: Paperback
  • Language: English
  • Returnable: Y
  • Sub Title: From Social Justice to Artificial Intelligence
  • Width: 156 mm


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