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Part III - Tools

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. 143 - 230
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

Drawing on many years of research into mobile learning, this book presents the latest version of the iPAC theoretical framework, which highlights the dimensions of personalization, collaboration, and authenticity in mobile learning.

This book offers a broad survey of the mobile learning landscape, from the Global North to the Global South, and provides extensive illustrations of each of the levels of the 3 Mobilities theoretical framework.

This chapter explores the distinction between mobile learning, which is an extension of e-learning involving mobile devices and mobile learners, and learning with mobiles, which involves a consideration of the changing nature of learning in an increasingly mobile era.

This edited collection of chapters focuses on innovative projects in context-aware mobile learning, presented here as the emerging generation of mobile learning.

Kearney, M., Burden, K., & Schuck, S. (2020). Theorising and implementing mobile learning: Using the iPAC framework to inform research and teaching practice. Springer.CrossRefGoogle Scholar
Pegrum, M. (2019). Mobile lenses on learning: Languages and literacies on the move. Springer.CrossRefGoogle Scholar
Traxler, J. (2020). Learning with mobiles or “mobile learning.” In Ling, R., Fortunati, L., Goggin, G., Lim, S. S., & Li, Y. (Eds.), The Oxford handbook of mobile communication and society (pp. 257–275). Oxford University Press.Google Scholar
Traxler, J., & Kukulska-Hulme, A. (Eds.). (2016). Mobile learning: The next generation. Routledge.Google Scholar

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Further Reading

This recent volume targets language teachers and features over eighty lesson plans based on games, the majority of which fall into the parlour or folk game categories rather than digital games. Therefore, like other teacher-oriented works published in the 1980s and before (see “historical perspectives”), this book is an excellent fit for teaching in low-tech contexts.

This short book addresses “language teaching professionals” – teachers, but also researchers and game designers. It offers strategies, scenarios, and other inspiration for implementing digital games in teaching contexts on the basis of theories of SLA and games, as well as pedagogy and game design.

This position paper on ludic language pedagogy explores the question of why teachers have been neglected in the literature on (digital) games for language learning, argues why teachers are needed, and demonstrates what teaching with games in real contexts looks like.

Nurmukhamedov, U., & Sadler, R. (Eds.). (2020). New ways in teaching with games. TESOL Press.Google Scholar
Sykes, J. M., & Reinhardt, J. (2013). Language at play: Digital games in second and foreign language teaching and learning. Pearson.Google Scholar
York, J., Poole, F. J., & DeHaan, J. W. (2021). Playing a new game: An argument for a teacher focused field around games and play in language education. Foreign Language Annals, 54(4), 1164–1188. https://doi.org/10.1111/flan.12585CrossRefGoogle Scholar

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Further Reading

This book provides an analysis of MOOCs with the aim of highlighting the tension between what MOOCs originally were developed for (opening up access to education) and what they involve in reality today. It considers MOOCs within educational, social, and economic contexts and reflects on whether they address the demands of opening up access to education effectively. Additionally, it offers a critical perspective on how learners, educators, learning, and teaching as well as accreditation are conceptualized in these open and scaled educational settings.

This article reports the findings of a study focusing on the impact of variation in course activities such as videos, articles, discussions, and quizzes in a MOOC on learners’ progress when their geocultural and socioeconomic contexts are considered. The findings suggest that certain types of learning activities (e.g. discussion) facilitate progress for learners in one context (e.g. Anglo-Saxon), while inhibiting progress in another (e.g. South Asia). This article offers new insights into learning activities that can inform more effective learning design for learners from diverse backgrounds and locations.

The authors of this article discuss how MOOCs for refugees and migrants can help them develop the language competences and transverse skills they require in order to improve their level of social inclusion and their chances in the labor market or access higher education in the country in which they find themselves or where they plan to go. The authors also explore how LMOOCs can best be deployed on mobile devices.

Littlejohn, A., & Hood, N. (2018). Reconceptualising learning in the digital age: The [un]democratizing potential of MOOCs. Springer.CrossRefGoogle Scholar
Rizvi, S., Rienties, B., Rogaten, J., & Kizilcec, R. F. (2022). Beyond one-size-fits-all in MOOCs: Variation in learning design and persistence of learners in different cultural and socioeconomic contexts. Computers in Human Behavior, 126, 106973. https://doi.org/10.1016/j.chb.2021.106973CrossRefGoogle Scholar
Read, T., Sedano, B., & Barcena, E. (2021). Inclusive language MOOCs. Journal of Universal Computer Science (JUCS), 27, 437–449. https://doi.org/10.3897/jucs.67932CrossRefGoogle Scholar

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Further Reading

This co-edited book collects insightful papers centered around the theme of “smart CALL,” which focuses on the adaptation of technologies within language education across three dimensions: personalization, contextualization, and socialization.

This article reviews adaptivity in educational systems for language learning from various aspects related to adaptivity, including adaptive learning environments, adaptive feedback, adaptive assessments, and adaptive content selection.

Colpaert, J., & Stockwell, G. (2022). Smart CALL: Personalization, contextualization, & socialization. Castledown. https://doi.org/10.29140/9781914291012CrossRefGoogle Scholar
Slavuj, V., Meštrović, A., & Kovačić, B. (2017). Adaptivity in educational systems for language learning: A review. Computer Assisted Language Learning, 30(1–2), 64–90. https://doi.org/10.1080/09588221.2016.1242502CrossRefGoogle Scholar

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Further Reading

In this article, Blyth explores immersive technologies as tools for foreign language education, with a specific focus on augmented reality (AR) and VR. The discussion ranges from historical perspectives to future challenges, shedding light on the potential of these technologies.

This book chapter offers a comprehensive overview of VWs as a technology-mediated approach to facilitate SLA. It provides insights into research studies and practical applications by exploring the potential benefits of VWs in promoting language proficiency, cultural understanding, and communicative competence.

This book chapter explores the best practices for incorporating AR and VR technologies in the context of SLA. The authors discuss topics such as the design, implementation, and feedback mechanisms related to these technologies.

Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225–232. https://doi.org/10.1111/flan.12327.CrossRefGoogle Scholar
Jauregi Ondarra, K., Canto, S., & Melchor-Couto, S. (2022). Virtual worlds and second language acquisition. In Ziegler, N., & González-Lloret, M. (Eds.), Routledge handbook of second language acquisition and technology (pp. 311–326). Routledge. https://doi.org/10.4324/9781351117586.CrossRefGoogle Scholar
Scrivner, O., Madewell, J., Buckley, C., & Perez, N. (2019). Best practices in the use of augmented and virtual reality technologies for SLA: Design, implementation, and feedback. In Carrió-Pastor, M. L. (Ed.), Teaching language and teaching literature in virtual environments (pp. 55–72). Springer. https://doi.org/10.1007/978-981-13-1358-5_4.CrossRefGoogle 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/10.1017/9781009294850.011
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  • Tools
  • 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/10.1017/9781009294850.011
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  • Tools
  • 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/10.1017/9781009294850.011
Available formats
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