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Part VI - Language Skills and Areas

Published online by Cambridge University Press:  15 June 2025

Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
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The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 393 - 520
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

This meta-analysis highlights the effectiveness of dialogue-based CALL on L2 proficiency development and explores the relative efficacy of specific features within dialogue systems.

This edited volume provides a comprehensive overview of the relevant concepts and issues related to L2 acquisition and speaking, including the use of technology for speaking development.

This article reports on a novel study involving IPAs for self-directed L2 learning. The study illustrates the positive impact that sustained teacher guidance can have on the development of L2 speaking skills in outside-the-class settings.

Bibauw, S., Van den Noortgate, W., François, F., & Desmet, P. (2022). Dialogue systems for language learning: A meta-analysis. Language Learning & Technology, 26(1), 1–24. https://hdl.handle.net/10125/73488Google Scholar
Derwing, T., Munro, M., & Thomson, R. (2022). (Eds.). The Routledge handbook of second language acquisition and speaking. Routledge. https://doi.org/10.4324/9781003022497CrossRefGoogle Scholar
Yang, C. T.-Y., Lai, S.-L., & Chen, H. H.-J. (2022). The impact of intelligent personal assistants on learners’ autonomous learning of second language listening and speaking. Interactive Learning Environments, 32(5), 2175–2195. https://doi.org/10.1080/10494820.2022.2141266Google Scholar

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Further Reading

This updated edition of the 2012 book is insightful in its views on teaching listening skills, but it also includes a detailed section on the use of technology. Its overview of metacognition for listening has been used as the foundation for several studies published in the literature. Dedicated to the use of technology in listening, it provides a number of useful examples.

This book chapter covers a detailed overview of the considerations of using technology for listening in a second language. Looking at around twenty years of research on technology in the teaching and learning of listening in a second language, it calls for the development of curated materials.

This is an excellent overview of not only listening but also speaking in a second language. It provides a solid exploration of how the role of listening in second language education has shifted and provides practical suggestions on how to teach listening based on relevant research.

Goh, C., & Vandergrift, L. (2022). Teaching and learning second language listening: Metacognition in action (2nd ed.). Routledge.Google Scholar
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Further Reading

This book, edited by Claire Bélisle, analyzes how digital technology has changed today’s reading. Online reading calls for associative thinking and stimulates cognitive flexibility and creativity. The book concludes that reading in the digital age involves mastering the meta-skills required by technological tools.

This chapter first traces the history and applications of corpora and reviews the major contributions of DDL in language learning. Then, it discusses the advantages, problems, and difficulties involved in DDL. Finally, it underlines the limitations of previous studies and provides suggestions for further research.

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Further Reading

In this meta-analysis article, Graham and Perin systematically review a wide range of studies to determine the overall effectiveness of different instructional approaches to improve the writing skills of adolescents.

This article emphasizes the importance of finding a middle ground between excessive and minimalistic approaches to written corrective feedback in language teaching, focusing on targeted and meaningful feedback that considers individual learner needs.

This book offers theoretical insights, practical strategies, and examples to help language teachers enhance their assessment practices and provide effective feedback to promote students’ writing proficiency.

This book is a comprehensive resource that explores various aspects of writing research and writing instruction. It covers topics such as the development of writing skills, the impact of technology on writing, and effective strategies for teaching writing.

This book focuses on the role of corrective feedback in the context of L2 teaching and learning. It covers different types of corrective feedback, such as explicit correction and recasts, and discusses their effectiveness in promoting language development.

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445CrossRefGoogle Scholar
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536. https://doi.org/10.1017/S0261444819000247CrossRefGoogle Scholar
Lee, I. (2017). Classroom writing assessment and feedback in second language school contexts. Springer Publications. https://doi.org/10.1007/978-981-10-3924-9CrossRefGoogle Scholar
MacArthur, C. A., Graham, S., & Fitzgerald, J. (2015). Handbook of writing research (2nd ed.). The Guilford Publication.Google Scholar
Nassaji, H., & Kartchava, E. (2017). Corrective feedback in second language teaching and learning. Routledge.Google Scholar

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Further Reading

This article reviews studies in a variety of areas of spoken language technology in education. It highlights the potential benefits and challenges of incorporating such technology into language learning and assessment.

While not dedicated to technology in the teaching of pronunciation, this article brings together past research to show that pronunciation has been delegated to a more minor role in communicative language teaching despite its importance. It explores how we should be teaching pronunciation and includes a discussion on how technology can contribute to improved practice in this regard.

In this article, Selieek and Elimat investigate the effectiveness of ASR in improving the pronunciation of EFL learners. The research results indicate that ASR technology has the potential to enhance learners’ performance in pronunciation by offering them accurate and timely feedback. However, the authors also recognize the necessity for additional research and development to optimize the integration of ASR into language education.

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Further Reading

This article provides a comprehensive summary of eighty-two primary studies on technology-aided L2 vocabulary learning since 2010. It offers systematic analyses of these studies in terms of instructional approaches, aspects of word knowledge, and measures of vocabulary development.

This book provides an in-depth examination of the concepts and issues related to research on vocabulary. Part 4 covers a range of resources (e.g. vocabulary tests, corpora, concordances) that teachers can use in their vocabulary teaching.

This is one of the most useful websites, equipped with a wide range of programs built for vocabulary teaching and learning.

Elgort, I. (2018). Technology-mediated second language vocabulary development: A review of trends in research methodology. CALICO Journal, 35(1), 1–29. https://doi.org/10.1558/cj.34554CrossRefGoogle Scholar
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.CrossRefGoogle Scholar
Cobb, Tom’s Compleat Lexical Tutor (www.lextutor.ca).Google Scholar

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Further Reading

In this book chapter, Heift and Vyatkina explore four technology-based pedagogies for teaching and learning grammar: tutorial CALL, ICALL, DDL, and CMC. The authors provide an overview of the historical framework and offer practical guidelines for integrating technology into L2 grammar classrooms. The chapter presents a comprehensive examination of technology’s role in L2 grammar teaching and learning, providing educators with valuable insights and strategies to enhance their classroom practices.

This article explores the effectiveness of online individualized corrective feedback in improving grammatical error correction skills among EFL learners. It highlights the potential of personalized feedback in facilitating language learning and emphasizes the importance of integrating technology into language education for effective feedback delivery.

Heift, T., & Vyatkina, N. (2017). Technologies for teaching and learning L2 grammar. In Chapelle, C. A. & Sauro, S. (Eds.), The handbook of technology and second language teaching and learning (pp. 26–44). Wiley Blackwell. https://doi.org/10.1002/9781118914069.ch3CrossRefGoogle Scholar
Ko, C.-J. (2022). Online individualized corrective feedback on EFL learners’ grammatical error correction. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2022.2118783CrossRefGoogle Scholar

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  • Language Skills and Areas
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.029
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  • Language Skills and Areas
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.029
Available formats
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  • Language Skills and Areas
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.029
Available formats
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