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Part V - Practice

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. 297 - 392
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

In this contribution to the encyclopedia, Hubbard discusses the competence learners need to master in order to harness the power of technology for language learning and the skills learners are found to be lacking. Based on the discussion, Hubbard introduces guidelines on how teachers can support learners to develop relevant competence.

In this book, Lai synthesizes the existing theoretical frameworks related to autonomous language learning with technology beyond the classroom and reviews empirical studies related to the nature of self-directed out-of-class language learning with technology and its influencing factors. Based on the review, Lai discusses how autonomous language learning with technology can be enhanced through the perspective of learner training, teaching practice, and design.

In this article, White and Bown introduce the concept of informed consumers, underscoring a list of key competences that students need to develop in order to actively and effectively construct language learning experience across boundaries. They highlight the importance of developing learners’ awareness of formal and informal learning environments and enhancing learners’ ability to appraise and optimize opportunities for learning.

Hubbard, P. (2018). Learner training. In Liontas, J. I. (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–6). Wiley. https://doi.org/10.1002/9781118784235.eelt0418Google Scholar
Lai, C. (2018). Autonomous language learning with technology: Beyond the classroom. Bloomsbury Publishing.Google Scholar
White, C., & Bown, J. (2020). Encouraging learners to become better-informed consumers of L2 learning opportunities. Language Teaching Research Quarterly, 19, 5–18.CrossRefGoogle Scholar

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Further Reading

This book offers a contemporary view of the “intercultural” and a useful framework to explore theoretical and methodological issues related to interculturality.

This book helps educators learn about Aboriginal and Torres Strait Islander perspectives and practice-based strategies for including Indigenous voices in their classrooms.

This article discusses useful dimensions and processes that researchers and game designers need to consider when attempting to create a culturally sound and culturally centered game. It also offers an Indigenous cultural framework for developing cultural-centered games.

Dervin, F. (2016). Interculturality in education: A theoretical and methodological toolbox. Palgrave.CrossRefGoogle Scholar
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Further Reading

Barton and Lee explore the impact of digital communication on language and literacy practices. The book provides an in-depth examination of how people use language in various online contexts, including social media, online gaming, and blogging. This book provides valuable insights into the ever-evolving landscape of online communication in the digital age.

This book is an invaluable resource for educators, students, and anyone interested in enhancing their digital literacy skills. Its practical approach, supported by plentiful examples and case studies, empowers readers to navigate the complex digital landscape with confidence and understanding. In the second edition, the book presents excellent examples and case studies that enrich the learning experience.

This article offers a comprehensive and insightful overview of the themes and research surrounding digital literacies in language learning. It provides a historical perspective, highlights current trends and issues, and offers guidance for future research, making it an essential resource for anyone interested in the intersection of digital technologies and language education.

This book provides comprehensive treatment of the many kinds of literacies language learners need and present their Framework of Digital Literacies 3.0 (organized around foci of communicating, informing, collaborating, and (re)designing) to assist teachers in thinking about ways of teaching the multifarious dimensions of digital literacies.

Barton, D., & Lee, C. (2013). Language online: Investigating digital texts and practices. Routledge.CrossRefGoogle Scholar
Jones, R. H., & Hafner, C. A. (2021). Understanding digital literacies: A practical introduction (2nd ed.). Routledge.CrossRefGoogle Scholar
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This book offers a comprehensive overview of the current state of professional development in language teaching. Providing a wealth of research and practical advice on how to design and implement effective professional development programs, this book is a valuable resource for language teachers, teacher educators, and other stakeholders.

This book outlines practical insights and guidance on how to develop teachers’ technological competence and pedagogical skills, while also exploring the benefits and challenges of using technology in language teaching. The book is easy to read and provides useful resources for language teachers looking to integrate technology into their classrooms.

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Further Reading

Drawing on data collected from forty-eight teachers via semistructured interviews and focus groups, this study examines the potential pitfalls in teachers’ professional use of social media. In alignment with a social–ecological model, the four main types of identified challenges are presented in detail.

In this book chapter, the author outlines the key issues associated with the current state of CALL teacher education and offers practical advice on how language teachers can capitalize upon online tools and resources, including online teacher communities, to potentially enhance their professional knowledge and skills in CALL.

This article discusses critical features of successful online communities for world language teachers based on empirical studies related to computer-mediated communication in language teacher training contexts. Touching on teaching-related issues triggered by the ongoing COVID-19 pandemic, the possibilities of online teacher communities are explored.

Carpenter, J. P., & Harvey, S. (2019). “There’s no referee on social media”: Challenges in educator professional social media use. Teaching and Teacher Education, 86, 10294. https://doi.org/10.1016/j.tate.2019.102904CrossRefGoogle Scholar
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Further Reading

Outlining the theoretical framework, pedagogical development, and application of TBLT, this book serves as a fundamental and comprehensive resource for understanding and researching TBLT.

This book gathers empirical research on TBLT from pedagogical, cognitive, and sociocultural perspectives, focusing on the design and implementation of diverse tasks for writing, interaction, and assessment, facilitated by technological tools.

With a focus on technology-mediated task-based language teaching, this article proposes specific research tasks that build on previous studies and aims to deepen our understanding of how tasks and technologies can enhance language learning.

This review article presents an updated overview of the role of technology-mediated task-based language teaching in promoting L2 development and performance. Additionally, it explores how technology can contribute to our understanding of various aspects of TBLT and offers suggestions for potential research directions in the field.

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press. https://doi.org/10.1017/9781108643689Google Scholar
González-Lloret, M., & Ortega, L. (2014). Technology-mediated TBLT: Researching technology and tasks. John Benjamins. https://doi.org/10.1075/tblt.6CrossRefGoogle Scholar
Smith, B., & González-Lloret, M. (2021). Technology-mediated task-based language teaching: A research agenda. Language Teaching, 54(4), 518–534. https://doi.org/10.1017/S0261444820000233CrossRefGoogle Scholar
Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36, 136–163. https://doi.org/10.1017/S0267190516000039CrossRefGoogle Scholar

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  • 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/10.1017/9781009294850.022
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