The powerful pedagogical affordances of technologies enable new forms of learning that can serve contemporary pedagogies such as task-based language teaching (TBLT) in different educational contexts. Indeed, technology and TBLT mutually nurture one another as technology sets a natural and authentic context for the realization of the methodological principles of TBLT, and TBLT offers a rationale and pedagogical framework for the selection and use of technology. Given the unique learning potential of technology-mediated TBLT and the relative newness of the field, it is essential to advance this area to fulfill the fruitful interface between the two fields of TBLT and technology. This chapter presents how this fusion offers language learning opportunities that would otherwise be difficult to orchestrate in traditional classroom contexts. It then provides a brief review of recent work in this area, paving the way toward an outline of future research and practice directions in the implementation of technology-mediated TBLT.

Mobile learning, including MALL (mobile-assisted language learning), is coming of age against the backdrop of an increasingly mobile, increasingly superdiverse world. This chapter presents an updated, more detailed version of the Pegrum’s 3 Mobilities Framework to guide educators in designing appropriate forms of mobile learning for their students. It offers examples at each of the levels of the framework, which are drawn, as appropriate, from across the Global North and the Global South: Level 1 – mobile devices (inside the classroom), Level 2A – mobile learners (inside the classroom), Level 2B – mobile learners (outside the classroom), and Level 3 – mobile learning experiences (outside the classroom). While reminding educators that their designs must always suit their intended learning outcomes, their students, and their contexts, the chapter demonstrates that it is at Level 3 that mobile learning most closely accords with the needs of mobile people in a mobile world.

Virtual reality (VR) is considered one of the most promising emerging technologies for learning. Its incorporation in education offers teachers and students endless opportunities to enjoy embodied experiences that would otherwise be inaccessible in a classroom setting (e.g. visiting Mount Everest or experiencing the cellular defense system from inside your body). The increasing popularity of VR has stimulated educators’ and researchers’ interest to explore its learning potential in education. In the present chapter we explore the historical development of VR, we discuss the pedagogical theories underpinning its use, describe its potential for language education, analyze empirical research, and make suggestions for future research.

The tremendous growth, development, application, and research of technological tools are revolutionizing how language education is performed. This chapter elaborates on the empirical and theoretical research concerned with technology-assisted second language writing instruction. It presents a historical perspective of computer-assisted language learning (CALL) and presents the main themes and technological tools for second language writing education, namely computer-automated metalinguistic corrective feedback, electronic and computer-delivered implicit and explicit feedback, video impact, web-based and wiki-mediated collaborative writing. The chapter is concluded by presenting recommendations for future research on technology-assisted second language writing instruction.

The main purpose of this chapter is to provide an overview of an approach to blended learning, flipping the classroom, which has continued to gain much attention and recognition since it was popularized a decade ago. The chapter begins with a conceptualization of the flipped classroom approach, followed by a synthesis of relevant literature reviews in order to identify key research trends in (language) education over the past years. The chapter then explores some theoretical groundings for this approach (e.g. cognitive load theory, self-regulation theory, and sociocultural theory), and concludes with design guidelines based on scholarly recommendations and best practices of flipped learning.

After briefly touching upon the relevance of online communication to language learning and the learning of grammar in today’s world, the chapter opens with an introduction to the theoretical and historical background of grammar teaching. It then moves on to introduce some of the more popular and accessible forms of technology-based grammar instruction, elucidating how each one ties in with grammar teaching principles and pedagogical practices. Following this, relevant research practices are introduced, followed by recommendations for research and practice. The chapter ends with predictions for the future of technology-enhanced grammar teaching and learning.

Teachers need to continually keep up with the ever-evolving language teaching and learning landscape brought by advancements in technology throughout their long careers. However, in actuality, they often receive little or no support from their institutions, which, consequently, leave them no choice but to learn on their own. In light of the current situation, it is not entirely unexpected that some teachers have been reaching out to online teacher communities formed on various social media platforms, including X and Facebook, which are easily accessible to virtually anyone as long as they have access to the internet, regardless of their location, work schedule, or financial situation. Hence, the present chapter aims to shed light into how these online teacher communities can be used as a professional learning source for teachers, particularly for those who are using technology for teaching purposes. It begins by giving a brief historical overview of online teacher communities, and drawing on well-cited studies predominantly conducted since the early 2010s. The benefits and challenges of teachers’ use of online teacher communities are then explored. The chapter ends with an outline of future research directions and predictions of what the future holds for online teacher communities.

This chapter presents an overview of social interaction, technology, and language learning within the context of a cross-cultural exchange project. Interaction with others and being an active participant in an environment where the language is used is crucial to language learning. We will first look at social interaction and situate it in the context of language teaching and learning. Next, we present some primary themes of social interaction and discuss the practices that inform the role social interaction plays in collaborative projects in language classes. We provide examples of how technological tools were used to facilitate virtual social interaction between language students in France and the United States. Finally, the chapter concludes by offering insights for cross-cultural projects that prioritize social interaction.

Early CALL researchers focused primarily on the technical aspects of language learning, such as computer program design and the use of multimedia. However, over time the field has evolved to encompass a wider range of pedagogical and psychological considerations. For example, researchers have investigated the efficacy of different teaching approaches, such as task-based language learning and communicative language teaching through technology. They have also explored the role of learner motivation in technology-mediated language learning, as well as the impact of technology on learners’ attitudes toward language learning. In terms of research design and settings, CALL studies have become increasingly diverse. While early studies often relied on small-scale, laboratory-based experiments, more recent research has taken place in real-world educational settings, such as classrooms and online learning environments using a wider range of research methods, including both quantitative and qualitative approaches. Overall, while there have been significant developments in CALL research over the past four decades, there are still many questions that remain unanswered. As technology continues to evolve, it is likely that researchers will continue to explore new avenues for integrating technology into language education and addressing the challenges that arise along the way.

This chapter aims to introduce a range of technologies integrated into vocabulary teaching and learning in light of previous studies and academic resources. It starts by giving an overview of theoretical concepts needed to address the issues related to technology-aided vocabulary teaching and learning (i.e. the operationalization and acquisition of vocabulary knowledge, and instructional approaches to vocabulary learning). It then moves on to present a research-based introduction to technologies related to vocabulary teaching and learning, including online tests of vocabulary size and depth, hypertext glosses, vocabulary profilers, learning through a vocabulary list, and game-based vocabulary learning applications. Finally, the chapter proposes some recommendations for future research on technology-aided vocabulary teaching and learning.