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Part IV - Social Aspects

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. 231 - 296
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

This foundational article sets the groundwork for how technology affects language use and shapes the way we use language. It highlights the connections between forms and media and the importance of awareness, reflection, and communication for today’s learners and educators.

This article looks at telecollaboration from a gender-based approach. Specifically, it examines how this approach can foster learning in SCMC-based telecollaboration primarily by dyads and triads who performed an oral interview. Results point to the promise of linking existing knowledge to new knowledge, creating meaningful connections between topics and demonstrated attention by learners.

This article uses geolocation technologies (Siftr) to explore the development of community and cultural understanding in classes both in the United States and abroad. Results suggest that tasks help learners intentionally notice their own culture and that of others.

This chapter looks at the Cultura Project through an open design lens. Through its innovative design, the project offers affordances in pedagogy, material, and professional development and technology.

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(1), 64–80.CrossRefGoogle Scholar
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Further Reading

This book explores innovative virtual intercultural practices for language learning across different educational levels. It emphasizes the transversality of these practices throughout the language curriculum and the role of ELF in facilitating cultural exchanges. The authors present diverse educational exchanges using various technological tools, highlighting the interplay between technology, human interactions, and semiotic meanings.

This document is an invaluable resource for readers seeking a comprehensive understanding of the academic literature and research in the field of VE. This document serves as a useful guide for scholars, educators, and practitioners interested in exploring the potential of VE for educational and cross-cultural purposes.

Potolia, A., & Derivry-Plard, M. (Eds.). (2022). Virtual exchange for intercultural language learning and teaching: Fostering communication for the digital age. Routledge.Google Scholar
Stevens Initiative. (2020). 2020 annotated bibliography on virtual exchange research. www.stevensinitiative.org/resource/2020-annotated-bibliography-on-virtual-exchange-research/Google Scholar

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Further Reading

This article started looking at synchronous interactions between collaborators and how learners approached the writing task in addition to examining the writing products.

This book provides a comprehensive introduction to L2 writing pedagogy and covers issues of assessment, task and course design, feedback, and technology.

This study documented examples where learners paid more attention to the meanings within the text than forms in a group-based wiki writing task.

This is the first article where the terms mutuality and equality are used to describe patterns of interaction during collaborative work.

Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51–71.Google Scholar
Hyland, K. (2019). Second language writing (2nd ed.). Cambridge University Press.Google Scholar
Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in wiki space. Computer Assisted Language Learning, 23(1), 41–58. https://doi.org/10.1080/09588220903467335CrossRefGoogle Scholar
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158. https://doi.org/10.1111/1467-9922.00179CrossRefGoogle Scholar

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Further Reading

In this book, the editors and chapter authors look at how CALL will become more effective by moving toward a “Smart” model of the learning environment, which utilizes the interconnectedness of digital devices and their ability to share data and information across platforms in a streamlined manner. The volume emphasizes the importance of personalization, contextualization, and socialization, which are linked to motivating factors.

This book provides an accessible, thorough, and yet concise overview of the current field of motivation in relation to language teaching and research. It is very practical and yet misses none of the most important history nor current thought on language learning motivation. A must-have for anyone interested in the subject.

A short but extremely thorough chapter outlining the principle concerns of motivation and technology in language teaching. The book examines many of the principles that currently influence technology implementation and that provided much of the starting ground for this current chapter.

Colpaert, J., & Stockwell, G. (2022). Smart CALL: Personalization, contextualization and socialization. Castledown.CrossRefGoogle Scholar
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching: Motivation (3rd ed.). Routledge.CrossRefGoogle Scholar
Henry, A., & Lamb, M. (2020). L2 motivation and digital technologies. In Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.), The Palgrave handbook of motivation for language learning (pp. 599–619). Palgrave.Google Scholar

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  • Social Aspects
  • 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/10.1017/9781009294850.017
Available formats
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  • Social Aspects
  • 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/10.1017/9781009294850.017
Available formats
×

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To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Social Aspects
  • 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/10.1017/9781009294850.017
Available formats
×