Technology-Based Language Learning and Teaching: How Do Innovative Models of Technologies and Online Instructions Affect L2 Learning and Teaching and Psychological Factors Involve in Learning?

Guest Editor: Ehsan Namaziandost, University of Applied Science and Technology, Khuzestan, Ahvaz, Iran and Mehrarvand Institute of Technology, Abadan, Iran

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The L2 language teaching tradition has been exposed to tremendous changes, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practiced, in various adaptations, in language classrooms all around the world for centuries. In the Western world, in the 17th, 18th, and 19th centuries, foreign language learning was limited to learning Latin and Greek, both supposed to enhance their users’ intellectuality. At the time, it was of vital importance to concentrate on grammatical rules, syntactic structures, along with rote memorization of vocabulary items and translation of literary passages. The common method of those days was the Grammar Translation Method which is still one of the most popular and common models of language teaching, especially in EFL contexts. This method was criticized for some reasons including ignoring oral communications. After this method, several methods and approaches were proposed till we reached CLT which has focused on oral communications. CLT seems more effective than the previous methods but as we live in the era of technology, our educational system is influenced by technology in general and language teaching in particular. Technology-based instructions such as CALL, MALL, virtual education, MOOCs, gamification, and game-based curricula can produce positive results in learning an L2. The mentioned new methods are more effective since they permit students to learn an L2 at any place and at any time. Unlike the traditional methods which cause codependency, CALL, MALL, and innovative technologies create independence which encourages students to solve their problems. The student-centered and collaborative features of CALL and MALL can pave the way for the students to develop their L2 learning. More importantly, in L2 language learning, different phycological factors are involved which can influence the language learning/teaching process. Some of these factors are anxiety, attitude, shyness, stress, aptitude, motivation, perception, beliefs, self-esteem, self-efficacy, etc. that can be affected by and controlled through using CALL and MALL and technology-enhanced instructions. For example, CALL and MALL can reduce the students’ anxiety and develop their motivation, instead. They can also help shy and introverted students to learn an L2 out of the classrooms. Regarding the importance and the effectiveness of CALL, MALL, and innovative models of technologies we intend to invite all researchers around the world to do different studies on the effectiveness of different technology-based tools to assist second/foreign learners to learn L2 language more easily and help them overcome their psychological learning problems. Thus, this Special Issue aims to collate original research and review articles describing advances in this field.

The potential authors should indicate in the manuscript and the cover letter that their manuscript is sent for the special issue.

Potential topics include but are not limited to the following:

  • Computer-assisted language learning
  • Mobile-assisted language learning
  • Massive Open Online Course (MOOC)
  • Flipped models of Classroom
  • Online learning platforms
  • Educational and mobile applications
  • Social networking tools
  • Gamification and Game-Based
  • Virtual Education
  • Technology and psychological factors involve in learning and teaching processes

Proposed timeline:

Manuscript Submission Due Date: July 31, 2022
1st Round Review Notification: October 15, 2022
1st Round Revision Submission Due Date: November 30, 2022
2nd Round Review Notification: December 15, 2022
2nd Round Revision Submission Due Date: January 30, 2023
Final Acceptance Notification: February 20, 2023
Final Camera-ready Manuscript Due Date: April 30, 2023
Editorial Preface Submission: April 30, 2023
Estimated Publication Date: July 2023