Technology-enhanced Language Teaching and Learning: Lessons from the Covid-19 Pandemic

Sadeghi, Karim (Editor)/ Thomas, Michael (Editor)/ Peterson, Mark (Editor)/ Ghaderi, Farah (Editor)

ISBN 10: 1350271055 / ISBN 13: 9781350271050

Published by Bloomsbury USA Academic, 2024

About this Item

280 pages. 9.21x6.14x1.00 inches. In Stock.

Seller Inventory # x-1350271055

Bibliographic Details

• Title: Technology-enhanced Language Teaching and Learning: Lessons from the Covid-19 Pandemic
• Publisher: Bloomsbury USA Academic
• Publication Date: 2024
• Language: English
• ISBN 10: 1350271055
• ISBN 13: 9781350271050
• Binding: Paperback
• Condition: Brand New
• Weight: 0.39 kilograms

About this title

Synopsis

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.

About the Authors

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.

Mark Peterson is Associate Professor of Linguistics at Kyoto University, Japan.

Farah Ghaderi is Associate Professor of English Literature at Urmia University, Iran.

Mark Warschauer is a Professor in the Department of Education and the Department of Informatics at the University of California, Irvine, Director of UCI's Ph.D. in Education program, and founding director of UCI's Digital Learning Lab.