Technology-enhanced language learning

Fabula, an interdisciplinary project funded by the EU Multimedia Software programme, provides software to enable children learning European minority languages to create bilingual digital books. We share a set of assumptions and approaches to the key issues addressed by ...

The paper aimed at exploring the utility of the Learning Management System in teaching English. It focused on Canvas which is an online learning platform that allowed teachers and students to share content and interact during a course, a web platform that allowed sharing information, viewed students' submissions and provided feedback all in one frame. It covered information about the usefulness of this application, its advantages, and the values of work. This study used a qualitative case study design. The participants were 6 college students who took Technology Enhanced Language Learning Classroom and they used Canvas actively. The data were taken from the document of canvas activities and interview. A thematic analysis showed that there were constructive outcomes based on the students' viewpoint. The finding contributed to the significance of digital platform, especially LMS, in developing students' interaction both of the teacher and other students, engaging with the course content and giving positive implications for ELT.

This book offers a comprehensive examination of the theory, research, and practice of the use of digital games in second and foreign language teaching and learning (L2TL). It explores how to harness the enthusiasm, engagement, and motivation that digital gaming can inspire by adopting a gameful L2TL approach that encompasses game-enhanced, game-informed, and game-based practice. The first part of the book situates gameful L2TL in the global practices of informal learnful L2 gaming and in the theories of play and games which are then applied throughout the discussion of gameful L2TL practice that follows. This includes analysis of practices of digital game-enhanced L2TL design (the use of vernacular, commercial games), game-informed L2TL design (gamification and the general application of gameful principles to L2 pedagogy), and game-based L2TL design (the creation of digital games purposed for L2 learning). Designed as a guide for researchers and teachers, the book also offers fresh insights for scholars of applied linguistics, second language acquisition, L2 pedagogy, computer-assisted language learning (CALL), game studies, and game design that will open pathways to future developments in the field.

Currently, we are in the process of editing a forthcoming publication entitled “Cross-Cultural Perspectives on Technology-Enhanced Language Learning”, to be published by IGI Global, an international publisher of progressive academic research. We would like to take this opportunity to cordially invite you to submit your work for consideration in this publication.

Please visit http://www.igi-global.com/publish/call-for-papers/call-details/2687 for more details regarding this publication and to submit your work. You can also find detailed manuscript formatting and submission guidelines at http://www.igi-global.com/publish/contributor-resources/before-you-write/. If you have any questions or concerns, please do not hesitate to contact us. Thank you very much for your consideration of this invitation, and we hope to hear from you by April 30, 2017!

Kindly find the attached file for further information.
(If you find this CFP an interesting one, please circulate among your colleagues and students!)

Best wishes,
Dara Tafazoli, University of Córdoba, Spain
Mª Elena Gómez Parra, University of Córdoba, Spain
Cristina A. Huertas Abril, University of Córdoba, Spain
Editors
Cross-Cultural Perspectives on Technology-Enhanced Language Learning

Abstract: Over the past decades educational technology (EdTech) has made many inroads in foreign language education. Yet the potential its proponents enthusiastically tout is usually at variance with the actual nuanced, complex and compounded social and pedagogical realities. This was potently obvious in the reaction that followed the plenary talk given at last year’s annual conference of the International Associations of Teachers of English as a Foreign Language by Professor Sugata Mitra, advocate of ‘Schools in the Cloud’: ‘self-organised learning environments’ (SOLEs) where children in small groups cluster around Internet-connected computers to find answers to cross-curricular questions, with the virtual support of volunteer grandmotherly mediators. This paper contributes to the current debate by addressing both the lessons that foreign language pedagogy take away from the lecture and the approach in general, and the crucial reasons why educators, policymakers, and other stakeholders should be cautious in its adoption. While the concept of school learning may have to undergo another overhaul, EdTech and SOLEs are not a silver bullet or panacea for second/foreign language teaching problems.

Due to the rapid development of gaming technologies in recent years, there has been a surge of interest in the role that digital games can play in foreign and second language learning. Bringing together innovative research from an international team of contributors, this book provides a comprehensive overview of the use of digital games in computer-assisted language learning (CALL).

The book firstly lays the theoretical foundations and outlines various rationales for using digital games, incorporating contemporary theories of second language acquisition. It also explores the development and impact of digital games designed specifically for language learning, giving due consideration to design principles, pedagogical requirements and student health. Chapters then draw on case studies from Europe and Japan to analyse in-game interaction, attitudes and participation in both institutional and out-of-classroom settings.

Seamlessly combining theory with practical application, this book outlines recent developments in the field and the direction of future research, and is a valuable resource for instructors, researchers and practitioners who are designing games or looking to use them in their classrooms.

New technologies have become pervasive in the way people live, work, learn and communicate, challenging our values and norms in education and literacy. This chapter argues that along with the traditional access inequalities, there is a new and increasingly concerning digital divide that separates those who have the literacies to use technology in a critical, responsible and sophisticated manner and those who do not. After exploring the impact of this disparity on students, this chapter introduces a Digital Literacies (DLs) framework and explores the role of English Language Teaching (ELT) in bridging the gap. Finally, the principles underlying the integration of DLs into language education contexts are laid out along with practical considerations of what this may involve.

Immersive technologies enable new forms of experience that employ sounds and images to create engrossing simulated learning environments and allow the " real world " to merge with the digital world. How can teachers use assisted reality technology to help learners comprehend and produce a foreign language in real time?

Pronunciation, long on the periphery of applied linguistics research and pedagogy, continues to grow in importance because of its central roles in speech recognition, speech perception, and speaker identity. Pronunciation-related issues such as comprehensibility, accent, and the mutual intelligibility of varieties of world Englishes are central to many questions in applied linguistics. This calls for a sophisticated understanding of how technological tools that have long been used to shed light on phonological categories can be applied to teaching. Research into
computer-assisted pronunciation teaching (CAPT) suggests that both researchers and pronunciation teachers increasingly make use of technology to answer key questions, to ensure that claims are defensible, and to develop theories and practices that more
closely match acoustic reality. This article reviews three key areas where computer technology and pronunciation intersect: (1) appropriate pedagogical goals and the measurement of improvement; (2) the ability of CAPT to give useful, automatic
feedback; and (3) the use of technology in diagnosing pronunciation errors. This article concludes with recommendations for key technological competencies needed
by any researcher or teacher who examines pronunciation-related issues.

English has become the de facto language for communication in academia in many parts of the world, but language learners often lack the language resources to make effective oral academic presentations. However, English for academic purposes (EAP) research is beginning to provide valuable insights into this emerging field. This literature review is a systematic overview of the research on EAP oral monologues and EAP monologues that employ learning technology (LT). Three investigative aims were addressed in the research: linguistic description of the final oral presentation, the learning processes including learner attitudes toward the process, and LT for oral monologues. Major findings included linguistic and discourse differences among learners, experts, and native speakers; the need for specific guidelines and focused training; the role of multimodal resources; and the pedagogical affordances of the LT. Identified challenges, future research directions, and instructional suggestions are provided for instructors and researchers.

This study investigated the effects of captioning during video-based listening activities. Second- and fourth-year learners of Arabic, Chinese, Spanish, and Russian watched three short videos with and without captioning in randomized order. Spanish learners had two additional groups: one watched the videos twice with no captioning, and another watched them twice with captioning. After the second showing of the video, learners took comprehension and vocabulary tests based on the video. Twenty-six learners participated in interviews following the actual experiment. They were asked about their general reactions to the videos (captioned and noncaptioned). Results from t-tests and two-way ANOVAs indicated that captioning was more effective than no captioning. Captioning during the first showing of the videos was more effective for performance on aural vocabulary tests. For Spanish and Russian, captioning first was generally more effective than captioning second; while for Arabic and Chin...

The proposed study is an attempt to respond to the demands of todays' EFL teaching which should start to move away from focusing on the teaching of language skills only to preparing learners for different literacy practices they might encounter in their future involving visual, gestural, audio, spatial, digital dimension of communication. Although several study have been conducted in exploring the use of digital storytelling project to foster students' multimodal literacies, in Indonesian context, almost none of the researches focused on the development of students' multimodal literacies in orchestrating different use of all semiotic modes in making meaning and communicating ideas. This study will explore how the use of pedagogy of multiliteracies in the Digital Storytelling (DST) project can contribute to the students' multiliteracies. Utilizing a case study design, this study will involve 30 elementary school students from the fifth grade and 1 elementary school English teachers. The school site and the teacher is purposively chosen as they have previously joined a digital story project. Multiple method of data collection will be used to triangulate findings, among others are the result of observation, interviews with students and teachers, and the document analysis including students' story scripts and final product of DST. The analysis of the findings will be based on the description of the course and the project, procedure and instructional steps using the pedagogy of multiliteracies, students' use of multimodality in their digital story and students' knowledge and discovery on multimodality

This study investigated the effects of captioning during video-based listening activities. Second- and fourth-year learners of Arabic, Chinese, Spanish, and Russian watched three short videos with and without captioning in randomized order. Spanish learners had two additional groups: one watched the videos twice with no captioning, and another watched them twice with captioning. After the second showing of the video,

Social networking in the internet offers many new incredible facilities and new ways of communication among people. Many online communities were built to facilitate people to share ideas, experiences, stories, etc. Nowadays, the idea of social networking has expanded to the area of education. Teachers and students start using social media to facilitate the teaching learning process. One of the widely used social networking website for educational purpose is Edmodo. In this study, the use of Edmodo in a blended learning course for non-English department students at Indonesia Education University will be examined. This study will also look at the students’ perception towards the utilization of Edmodo for their learning process. Edmodo as a social learning platform was utilized to facilitate teachers and students to blend both face to face and online interaction. Using Blended Learning model, the teacher combined some practical activities in the classroom with extended activities and project works in the virtual class. Forty students taking General English course were involved in this study. Observation and questionnaire were used to collect data regarding the use of Edmodo in assisting students learning process. The result shows that students have positive impression towards the use of Edmodo and feel comfortable of having online interaction with friends and teacher.

Aligning with the Industrial Revolution 4.0, an abundance of high-tech inventions has embarked their pavements in the educational field. Despite being under the 21st-century umbrella, the English language proficiency of Asian learners is still a few steps behind. Undeniably, most of the English as a Second Language (ESL) learners in Asian countries face challenges in learning ESL grammar. Grammar has been an intricate component to master due to its nature of complexity. This study aimed at exploring the effectiveness of using online language games in improving ESL learners' grammar. A total of 30 students in a secondary school were involved in this research. The research design of the quasi-experimental method was used, employing the pre and post-test. Data were analyzed using percentages to compare the results after three interventions of gamified-learning known as Socrative, PowerPoint Challenge Game, and Kahoot! The main findings indicated that learners' scores on the grammar post-test showed a significant increase from the pre-test. The improvements can be seen in the grading system, whereby, no participant obtained a grade D and E in the post-test as compared to the pre-test. Hence, the results depicted that gamified-learning is effective in teaching grammar to ESL learners.

of instant connectivity and networkingthey explore the world in an entirely new way.
It makes everything have connection with technologies. The technologies is always
develop follow the expansion of the time.Digital natives have different expectations for
education that centers on their relationship with technology.Digital nativeshaving
sophisticated technology knowledge and skills that can be potentially harnessed for better
learning engagement inside the classroom. The fact is that unless we at least acknowledge
the existence of technology, we run the risk of our language lessons seeming out of touch
and irrelevant. In this paper we will look at the reasons why we should embrace
technology and some of the tools available to us. Using qualitative method, the study's
data is collected from the first semester until seventh semester students of English
Department at Tidar University. The conclusion, in this paper is, new classroom
technology fits with this generation of learners because it allows them to communicate
with their instructors in real-time from the first day of class.They can get the same
information and value from a digital meeting that the previous generation got from an
office meeting. Online course evaluations allow decision-makers to collect feedback from
students in a way that makes sense to them. These can provide valuable information
about course components and their effect on learning. They see the world as one big
network of connections and expect their education to reflect that.

In recent years, the rapid development of technologies of augmented and virtual reality created new opportunities for the improvement and modernization of geography teaching. Numerous studies indicated that these technologies could positively affect learning outcomes and student motivation. However, actual use in schools is limited, and integration is hampered by several open issues, as well as there is a lack of examples of good practice. Based on a literature review, the results of two conducted surveys in the Republic of Serbia (in which 106 teachers and 48 students of geography took part), and an analysis of the situation, a SWOT analysis was performed to highlight the strengths and weaknesses, as well as the opportunities and threats of including augmented and virtual reality in geography teaching and learning at all levels of education. The paper also included the proposal of integration.

Ubrzan razvoj tehnologija proširene (engl. Augmented reality - AR) i virtuelne (engl. Virtual reality - VR) realnosti u poslednjih nekoliko godina stvorio je nove mogućnosti za unapređenje i osavremenjavanje nastave geografije. Brojna istraživanja ukazuju da ove tehnologije mogu pozitivno uticati na ishode učenja i motivisanost učenika. Međutim, primena u školama je ograničena i integracija je otežana zbog postojanja više otvorenih pitanja, kao i nedostatka primera dobre prakse. Na osnovu pregleda literature, rezultata dva istraživanja sprovedena u Republici Srbiji (u kojima je učestvovalo 106 nastavnika i 48 studenata geografije) i analizom stanja urađena je SWOT analiza kako bi se istakle prednosti i slabosti, kao i mogućnosti i opasnosti uključivanja proširene i virtuelne realnosti u nastavu i učenje geografije na svim nivoima obrazovanja. U radu je naveden i predlog integracije.

How to cite:

Stojšić, I., Ivkov-Džigurski, A., Đukičin Vučković, S. & Maričić, O. (2019). Primena proširene i virtuelne realnosti u nastavi geografije: SWOT analiza i predlog integracije [The use of augmented and virtual reality for geography teaching: Swot analysis and integration proposal]. In É. Borsos, R. Horák, C. Kovács, & Z. Námesztovszki (Eds.), Book of selected papers of the Hungarian Language Teacher Training Faculty´s scientific conferences (Mobility) - 8th International Methodological Conference (pp. 509-523). Subotica, Republic of Serbia: Univesity of Novi Sad, Hungarian Language Teacher Training Faculty. Retrieved from http://magister.uns.ac.rs/files/kiadvanyok/konf2019/ConfSubotica2019.pdf

In the 21 st century workplace, there has been an increasing demand for graduates to possess communicative competence particularly in speaking. Anchored on the 21 st Century Learning Framework (Partnership for 21 st Century Skills or P21, 2006) and the TPACK Framework (Koehler & Mishra, 2009), this study reports findings on the pedagogical viability of utilizing Pecha Kucha 20x20 Presentations in developing students' competence and confidence while presenting in the language classroom. Research participants include 43 English as Second Language (ESL) learners taking Speech Communication classes in a private university in Manila, the Philippines during the second semester of the academic year 2016-2017. Research data from students' reflections, interviews, survey, and focus group discussion (FGD) suggest that despite some format and technological limitations, delivering Pecha Kucha presentations may help students develop their English speaking and oral presentation skills, build their confidence in speaking before an audience, and practice their English macro skills such as listening and reading. In the light of these findings, pedagogical implications are provided for ESL (English as a second language) and EFL (English as a foreign language) teachers, communication educators, and researchers.

Yüzyıllar öncesinden başlayan ve bugün bambaşka bir yere ulaşan çeviri çalışmaları serüvenini teknolojik geliş- melerle paralel bir şekilde sürdürmeye devam etmektedir. Kaynak bir dilde metin üretirken ve çeviri aracılığıyla erek dile aktarım sağlanırken dilbilgisi kurallarına uygun şekilde sözdiziminin yapılmasının yanı sıra noktalama işaret- leri, bağlaç ve edat kullanımları, büyük-küçük harf yazımı da önemlidir. Bu araştırmanın amacı çeviri teknolojileri ve çeviriye yardımcı yazılımlar sınıflandırması altında yer alan son-biçimleyicilerin (post-editors) karşılıklı bir şekilde incelenmesidir. Son-biçimleyiciler makine çevirisi programlarıyla bütünleşik ya da onlardan bağımsız bir şekilde çalışmaktadır. Bahsi geçen programlar, yabancı dile doğru çevirisi yapılan metinlerin denetlenmesini ve düzeltilmesini sağlamalarıyla bilinirler. Aslında bu programlar sadece çeviri metinleri değil, doğrudan erek dilde hazırlanan orijinal metinleri de düzeltebilmektedir. Bu bağlamda, araştırma kapsamında, Türkçe’den İngilizce’ye çevirisi tamamlanmış ya da doğrudan İngilizce dilinde oluşturulan metinlerin denetimi için Grammarly programı örnek olarak ele alınacaktır. Diğer bir taraftan Türkçe oluşturulan metinler için yazım denetimi yapan ve yeni bir program olan Türkçeyaz adlı program incelenecektir. Araştırmanın yöntemi olarak bahse konu iki program Türkçe-İngilizce dil çiftinde seçilen sorunlu metinleri düzeltmeleri açısından incelenecek ve betimleyici durum analizi yapılarak değerlendirmeler aktarılacaktır. Araştırma sonucu olarak, belirtilen son- biçimleyici ve yazım denetim programlarının erek dilde metin üretimi verimlilikleri göz önünde bulundurularak, özellikle akademik çeviri ve yabancı dil eğitimi alan öğrencilerin Bilgisayar Destekli Çeviri, Metin Üretimi, Bilgisayar Teknolojisi, Yazarlık, Editörlük ve muadili ilgili dersleri kapsamında öğretilmesinin gerekliliği vurgulanmaktadır.

Anchored on the Technological, Pedagogical and Content Knowledge or TPACK Framework (Koehler & Mishra, 2009) and Substitution, Augmentation, Modification and Redefinition or SAMR Model of Technology Integration into the classroom (Puentedura, 2014), this study investigated a corpus of 58 blog posts written by ESL learners through weblogs. It aimed to determine the views of students on the use of blogs in learning English writing skills and to explore students' feedback on the advantages of blogging as a virtual writing platform. Research participants were 58 freshman university tourism students enrolled at a Study and Thinking Skills class in a private university in Manila, the Philippines during the first semester of the academic year 2017-2018. Research data drawn from students' blogs, survey questionnaires and focus group discussion revealed that despite accessibility issues due to technological resources, the learners viewed blogging as a viable platform in learning English writing skills because it affords them freedom to express their thoughts, it develops or improves their writing skills, and it allows them to connect and engage with their peers online, inter alia. Pedagogical implications for ESL writing teachers and researchers are offered based on these results.

BIODATA Licenciada en Traducción e Interpretación por la Universidad de Alicante, realiza estudios de posgrado en la Universidad Humboldt de Berlín. Desde 2004 imparte clases de español para extranjeros y desarrolla funciones de jefa de estudios en un centro de idiomas de Alicante. Desde 2013 trabaja como profesora colaboradora en el Instituto Cervantes de Mánchester-Leeds donde imparte cursos de formación de profesores y clases de español para extranjeros en la Universidad de Leeds. RESUMEN La enseñanza de la entonación sigue siendo una asignatura pendiente en el aula de ELE no solo por la escasa atención que recibe por parte de los docentes, sino también por el enfoque didáctico empleado, que ignora su dimensión pragmática. En este artículo, y tomando como punto de partida la teoría de los actos de habla, la teoría de la relevancia así como estudios provenientes del campo de la psicología, se pone de relieve el papel que juega la entonación en el discurso oral, cómo contribuye a revelar la intención comunicativa del hablante y, en definitiva, la importancia de su enseñanza para que los estudiantes se comuniquen de una manera más rica y eficaz. A continuación, se proponen algunas actividades que tienen como objetivo, por un lado, despertar la conciencia del alumnado sobre la importancia de la entonación y, por otro, fomentar la reflexión y la práctica de la entonación teniendo en cuenta las intenciones del hablante y el contexto comunicativo. PALABRAS CLAVE: entonación, relevancia, intención, actos de habla, pragmática INTONATION, INTENTION AND RELEVANCE. THE IMPORTANCE OF INTONATION AND ITS TEACHING IN ELE CLASSROOM. SOME DIDACTIC PROPOSALS The teaching of intonation has been underestimated in the teaching of Spanish as foreign language in many respects. Firstly, it is ignored by many teachers and secondly, when it is taught, it is often from a didactic approach which overlooks its pragmatic dimension. This article is intended to highlight-in the framework of speech acts theory, the theory of relevance and studies from the field of psychology-the important role of intonation in oral speech, how it reveals the speaker's communicative intention and, in the end, its contribution to a more effective communication. Following this analysis a series of didactic proposals are presented. Such proposals, contrary to the traditional grammar-focused approach, show the need to teach intonation in relation to the speaker's communicative intentions and the context of communication.

Vocabulary learning is not only a highly individual task that often takes place outside of the classroom but also one that is continued over many years if not lifelong. In theory, apps – like their desktop predecessor software – can play an important role in supporting this learning process by various means. But do they live up to the pedagogical expectations and technological possibilities?
When apps are reviewed from an educational point of view, the focus usually lies on technological and general pedagogical aspects. However, when apps focus on a specific language area such as vocabulary, linguistic aspects ought to be included as well.
This article provides a critical overview of a selection of currently available apps – from dictionary and reference tools to vocabulary trainers and word games – and discusses which aspects of vocabulary acquisition they support and to what degree they take into account principles of memory and the mental lexicon. It comes to the conclusion that whilst there are some good examples for each of the technological, pedagogical or linguistic aspects, there is a shortage of apps that combine all three, which would make them more relevant to learning foreign vocabulary.

Massively Multiplayer Online (MMO) environments allowing users to engage in real world-like experiences with other players online. The growing popularity of such virtual environments has led to more research in the field of Computer-Assisted Language Learning (CALL), with researchers examining the potential of virtual world-based language learning in and outside of the classroom settings. However, due to the fact that language learning in virtual worlds is a relatively new topic in the field, there has been little research accomplished at this point that explores participants’ language learning outcomes with empirical evidence, especially in the context of Japanese as a Foreign Language (JFL) classroom. With this background, this chapter investigates the use of a 3D virtual world in a JFL classroom, examining how JFL students (n=9) learn to communicate in a 15-week advanced conversation course that is fully based in a 3D virtual world of Tokyo. In the present study, three sources of data detailing the participants’ in-game interactions were collected and analyzed to evaluate the participants’ potential learning outcomes. Based on thematic and discourse analysis of the data, the chapter reveals the specific characteristics of synchronous virtual environments that influenced JFL learners’ social interactions, and examines the potential of a 3D virtual world for language learning.

Technology-enhanced instruction in settings where English is taught as an international language is often shaped by discussions of what is understood by the term technology, who has access to technology, and what technological knowledge and skills are expected of students and teachers. In general, the word technology refers to (the total of) objects or systems that are invented by humans as a result of the application of systematic knowledge and skills acquired through the sciences. This suggests that any human-made object that is not already available in nature is a technology. In today's instructional settings, however, what is meant by integrating technology excludes the use of a blackboard, for example, or paper and pen, both of which were once perhaps considered technology. On the other hand, the term technology was not often used until the introduction of computers into our everyday lives. With the invention of the computer chip and its integration into many devices, the term technology now mostly refers to digital technologies. With the rapid advances in such technology tools in the 21st century, when a technology quickly becomes outdated, integrating technology into instruction often calls for the use of the cutting-edge digital technologies of the here and now, rather than those of the recent past. Although there is an ongoing desire to integrate cutting-edge technology into instruction, the world is faced with a digital divide. While technology is not a must for effective instruction, access to what is considered 21st-century cutting-edge technology in industrialized and developed societies is limited in developing societies. While in one part of the world teachers and students are engaged with individual tablet PCs or iPads in EFL classrooms, a class in another part of the world (or in a nearby school in a lower socioeconomic neighborhood) might have access to only one computer for the entire class to use. In a world where English is increasingly seen as the language of international communication and business, integrating technology into English language instruction must be understood as occurring within the diverse social and technological contexts caused by this digital divide. In many cases, schools have limited access to technology, limited or slow Internet connections, computers with old software, and limited support or training for the AQ1 eelt0688.indd 1 2/10/2017 5:22:15 PM

Digital storytelling (DST) has lent itself a new twist for storying activity, blending the richness of multimedia tools with the power of written and spoken word as in the conventional storytelling. This case study investigated how primary students were engaged in a series of digital storytelling projects, fostering their writing and speaking skills. The digital storytelling project implemented Morra's (2014) eight stages of creating a digital story. This study firstly highlighted the distinctive features of DST compared to those of the conventional storytelling. Secondly, this study elaborated the process undertaken by the students in creating the DST project. Finally, this paper elaborated the results obtained through the assessment of final DST project created by the students.

There is a new (enlarged) edition of the same material in the four volume course book from 2017. See
a) Veselovská, 2017: English Morphology
b) Veselovská, 2017:  English Morphosyntax
c) Veselovská, 2017: English Syntax 1
d) Veselovská, 2017: English Syntax 2

It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students' personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students' motivation. Amongst the various factors-tools, methods or strategies-that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners' motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.

Gen Z are those who have grown up with digital technology and social media. To facilitate and bridge their life inside and outside the learning contexts, there is a need for educators to start to explore appropriate, yet, catchy technology tools to be incorporated in language learning (LL). Furthermore, educators need to give room for students to be not only a consumer but also an active producer of tech. There are many available apps, whether it was developed for educational purposes or not, which can be utilized for LL. This article will explore the characteristics of Gen Z, discuss the potencies of Mobile Assisted Language Learning to engage Gen Z in language class, and elaborate two android apps that can be utilized to fulfill the demands from the Gen Z. Generation Z Generation Z (Gen Z) have been acknowledged as the generation with the most advanced technology. Lancaster & Stillman (2002) classified this generation – the digital natives – as those who were born after 2000. They are the generation who have digital in their DNA, very fluent with technology in many ways, and will not distinguish between online and offline because they are always connected most of the time (Palley, 2012). This generation has never known life without computers and the internet, and they look at information, communication and technology as fundamental parts of their lives (Reilly, 2012). They have the ability to multitask, they can text, read, watch, talk and eat at the same time. They have the mindset that any answer they need to find, any news they need to know and any person they need to talk is just a click away (Barcelon, 2010). The unique characteristics of Gen Z made them think and behave differently compared to the previous generation and required to be treated appropriately to their needs and wants. Their short attention spans made it harder for teachers to keep them engaged in classroom activities. They demand teachers to turn to more technologically advanced forms of teaching. Therefore, teachers need to accommodate their ways of learning by implementing new emerging strategies in order to keep pace with the needs of this techno-hungry and techno-savvy generation. Mobile Assisted Language Learning Language teachers need to provide Gen Z with engaging technology-rich activities (Alvarado, Coelho, & Dougherty, 2016). In the attempt to provide a natural shift to a more dynamic technology enhanced learning environment, educators have increasingly indicated their interest in enhancing Gen Z's engagement through the integration of digital tools, especially the utilization of application for mobile devices. This is due to the fact that mobile phone is one of the most preferred digital devices to be utilized in the daily lives of Gen Z (Ozkan & Solmaz, 2015). The model of learning which is mediated by mobile devices is known as mobile learning or mLearning. Mobile learning can refer to any formal or informal learning available anytime, anywhere through mobile devices (Kukulska-Hulme & Shield, 2008). For language learning which involves any portable media such as tablet, MP3 players, cellphone and other handheld devices, mobile learning is referred to as MALL-mobile assisted language learning (Chinnery, 2006). Some researchers have conducted their studies in the use of mobile apps for language learning and found out that they were extrinsically motivating for Gen Z. In addition, the utilization of mobile apps could also promote cooperation and collaboration among them, because Gen Z are connected through social media 24/7 and carry mobile devices everywhere they go. Therefore, it is important for teachers to meet them in their connected and collaborative world making their learning meaningful and relevant (Kukulska-hulme, Norris, & Donohue, 2015). By involving students in activities which facilitate them to be content creators (Lippincott, 2007), teachers can embrace students' participation and support them to take more responsibility in their own learning. Furthermore, through the concept of MALL, students are expected to be able to learn at their own pace, time and setting (Crompton, Olszewski, & Bielefeldt, 2015) Android Applications

Quick  response  (QR)  codes,  composed  of  little  black  dots,  are  handy  tools  that  are becoming  more  and  more  popular  in  our  daily  lives.  Being  commonly  found  on product  packages,  QR  codes  were  first  designed  by  a  Japanese  car  manufacturing company.  Ever  since  their  license  was  made  public,  they  have  found  their  way  not only  into  markets  but  also  into  educational  settings.  They  are  basically  used  to connect the  analogue world to the digital one and help enrich traditional hardcopy materials  commonly  used  in  language  classes.  Their  uses  can  be  as  limited  as  the creativity  of  teachers  who  are  to  use  them  in  their  classes.  This  paper  attempts  to provide a brief overview of practical techniques for using QR codes in teaching and learning of the language skills (reading, listening, speaking and writing) and content areas  (grammar,  vocabulary,  and  pronunciation).  The  paper  ends  with  some recommendations for effective use. In brief, it aims to introduce innovative practices in the use of QR  codes and to provide teachers, learners and researchers some insight into their use for educational purposes.
Keywords: QR codes, mobile learning, EFL, language skills, language areas

This article shares pedagogical insights from a qualitative study examining the use of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines the beliefs and practices of 'Karelia Kondor,' an avatar-learner and teacher of languages with a decade of diverse experiences in Second Life (SL), one of the first widely used SVWs. Findings highlight the relevance of a hyperimmersive and emotionally engaging conceptual model informing language teaching approaches within these rapidly evolving environments. When supported pedagogically, the activities illustrated demonstrate the potential of these immersive approaches to create communities of practice and affinity spaces by fostering investment and autonomy in the language learning process through shared target language experiences. The article will conclude with a summary of pedagogical insights leveraging the affordances of these environments.

In 2013, Ceibal en Inglés, a project through which English is taught in state schools through videoconferencing in Uruguay, was included in an international journal as an example of an innovative practice (Banegas, 2013). The article discussed the project rationale and described how lessons were planned and delivered to primary school learners through peer teaching. The project involved a remote EFL teacher and a classroom teacher with little knowledge of English. As a follow-up to that article, the aim of this paper is to explore and evaluate how such an innovative practice has continued its trajectory not only in primary but also in secondary education. Drawing on the authors' experience, the literature on the project itself, and language learning and technology, the article offers a summary of Ceibal en Inglés and figures about its expansion. It also includes a discussion of the effects of Ceibal en Inglés on English language learning, learner and teacher motivation, teacher professional development, and the interplay between technology-mediated learning and face-to-face learning. The paper finishes with remarks on project sustainability, benefits, and challenges. Resumen En 2013, Ceibal en Inglés, proyecto por el cual el inglés es enseñado en escuelas públicas uruguayas a través de videoconferencias fue incluido en una revista internacional como ejemplo de práctica innovadora (Banegas, 2013). El artículo discutía los fundamentos del proyecto y describía la planificación e implementación de las clases a niños entre 10 y 12 años a través de parejas pedagógicas que involucraban docentes de inglés y docentes de educación primaria con limitado conocimiento de inglés. A modo de continuación de aquel artículo, el objetivo de este artículo es explorar y evaluar la continuidad de tal práctica innovadora tanto en la escuela primaria como en la secundaria. Basándose en la experiencia de los autores, de la literatura referida al proyecto en sí, y el aprendizaje de lenguas y tecnología, el artículo incluye: (1) un resumen de Ceibal en Inglés y datos sobre su expansión, (2) una discusión sobre los efectos de Ceibal en Inglés en el aprendizaje del inglés, la motivación de estudiantes y docentes, el desarrollo profesional docente, y las relaciones entre el aprendizaje mediado por tecnologías y el aprendizaje presencial, (3) y conclusiones sobre la sustentabilidad del proyecto, sus beneficios, y desafíos.

This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, 1 and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools.

Computerization of L2 reading tests has been of interest among language assessment researchers for the past 15 years, but few empirical studies have evaluated the equivalence of the construct being measured in computerized and conventional L2 reading tests and the generalizability of computerized reading test results to other reading conditions. In order to address various issues surrounding the effect of

The comprehension and correct use of German modal particles poses manifold problems for learners of German as a foreign language since the meaning of these particles is complex and highly dependent on contextual features which can be linguistic as well as situational. Following the premise that German modal particles occur with greater frequency in the spoken language, the article presents an analysis which is based on corpora representing spoken German. The concept "spoken language" is discussed critically with regard to the corpora chosen for analysis and narrowed down in relation to the use of modal particles. The analysis is based on the following corpora: Freiburger Korpus, Dialogstrukturenkorpus, and Pfeffer-Korpus. In addition, a collection of telephone conversations (Brons-Albert, 1984) was scanned into computer-readable files and analysed using MicroConcord . A quantitative analysis was carried out on all corpora. The qualitative analysis was limited to the telephone conversations and looks at the constraints on and functions of the different occurrences of the form eben.