Overview

In today's rapidly evolving educational landscape, language educators face the daunting challenge of effectively integrating advanced digital technologies into their teaching practices. The COVID-19 pandemic has accelerated the adoption of online and blended learning environments, emphasizing the need for innovative approaches to engage students. However, many educators need access to comprehensive resources that detail cutting-edge research and practical strategies for incorporating digital tools into language instruction. Technology-Mediated Language Learning and Teaching is a timely solution to this pressing issue, offering a comprehensive overview of the latest research and theoretical frameworks in using advanced digital technologies in language education. By exploring topics such as gamification, social media, artificial intelligence, and augmented reality, this book provides educators with a roadmap for enhancing student engagement and improving learning outcomes. Through a combination of theoretical insights and practical case studies, this volume equips educators with the knowledge and tools they need to navigate the complex landscape of technology-enhanced language learning. Designed for language educators, researchers, and curriculum developers, this book is a valuable resource for understanding the transformative potential of digital technologies in language education. Whether you are looking to enhance your teaching practices, develop new curriculum materials, or conduct research in computer-assisted language learning (CALL), this volume offers a comprehensive guide to the future of language education. Join us to explore the intersection of technology and language learning and discover new ways to engage and inspire your students.

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Ruby Vurdien is the director of White Rose Language School in Spain and has been involved with EFL teaching for over forty years. She holds an MEd and an EdD from the University of Sheffield, UK. She has worked in Mauritius, the Republic of Seychelles, the UK and Spain. From 2016 to 2023 she was the Reviews Editor for Voices, the IATEFL magazine. She is a researcher, an in-service teacher trainer and a speaking examiner for Cambridge English exams. Her research interests focus on telecollaboration and intercultural learning, and the application of ICT to language learning, areas in which she has published several articles and book chapters. She regularly presents her research findings at both national and international conferences. In addition, she has participated in many teacher-training workshops. Wendy Chambers is an Academic Program Manager at NorQuest College in Edmonton, Canada. She earned her Ph.D. in Teaching English as a Second Language from the University of Calgary. She has been deeply immersed in the field of English language teaching and learning as an instructor, curriculum developer, researcher, and as a pre-and in-service teacher educator. She has worked in Japan, China, Kosovo, and Canada. Wendy has served on provincial and national professional association boards and bodies including the Alberta Teachers of English as a Second Language, TESL Canada, and the Centre for Canadian Language Benchmarks. Her research interests include online communicative presence, teacher training, and educational technologies, and she has presented on these topics and more at numerous academic conferences around the world.

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