Editors’ Note: Reconceptualising ICTs in foreign language teaching and learning

Authors

Abstract

This special issue intends to highlight the relevant role of ICTs in language education. In that regard, this monograph brings together contributions that take a closer look at the use of technology in the foreign language classroom in the higher education context. The articles included, written by an invited author and four fresh post-doctoral researchers, may bring some light to scholars interested in current trends taking place in educational settings. The monograph closes with one review and an interview with the Interuniversity Institute of Modern Applied Languages (IULMA-UJI) director.

Keywords

ICTS, Foreign language teaching, Skills, Translanguaging, Feedback

References

Alobaid, A. (2020). Smart multimedia learning of ICT: role and impact on language learners’ writing fluency— YouTube online English learning resources as an example. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00134-7

Aloraini, N. (2018). Investigating Instagram as an EFL learning tool. Arab World English Journal (AWEJ), 4, 174-184.

Andujar, A., & Çakmak, F. (2020). Foreign language learning through Instagram: a flipped learning approach. In M. Kruk & M. Peterson (Eds.), New technological applications for foreign and second language learning and teaching (pp. 135-156). IGI Global. https://doi.org/10.4018/978-1-7998-2591-3.ch007

Ballesta Pagán, J., & Céspedes Ventura, R. (2015). Los contenidos de Tecnología Educativa en las titulaciones de grado de las universidades españolas. Revista Latinoamericana de Tecnología Educativa (RELATEC), 14(1), 133-143. https://doi.org/10.17398/1695

Bărbuleț, G. (2013). Teaching English vocabulary through ICT’s. The Journal of Linguistic and Intercultural Education, 6, 59-76. https://doi.org/10.29302/jolie.2013.6.4

Bellés-Calvera, L., & Bellés-Fortuño, B. (2018). Teaching English pronunciation with OERs: The case of Voki. Sintagma, 30, 57-80. https://doi.org/10.21001/sintagma.2018.30.04

Bellés-Calvera, L., & Bellés-Fortuño, B. (2021). CLIL and e-learning environments: The role of Google My Maps and students’ written performance in Classical History. Verbeia, 5, 26-56.

Bellés-Calvera, L., & Martínez-Hernández, A. I. (2022). Slave Away or Get Away: Escape Rooms as Motivational Tools for Learning English in the CLIL History Classroom in Higher Education. Latin American Journal of Content & Language Integrated Learning, 15(1), e1511. https://doi.org/10.5294/laclil.2022.15.1.1

Bellés-Fortuño, B., & Bellés-Calvera, L. (2017). Learning Pronunciation with OERs: a practical case for Medicine students. In 3rd International Conference on Higher Education Advances, HEAd’17. (pp. 1-8). Valencia. https://doi.org/10.4995/head17.2017.5571

Brun, M., & Hinostroza, J. E. (2014). Learning to become a teacher in the 21st century: ICT integration in initial teacher education in Chile. Educational Technology and Society, 17(3), 222-238.

Delalez, S., & d’Alessandro. C. (2017). Adjusting the Frame: Biphasic Performative Control of Speech Rhythm. In Proceedings of Interspeech 2017 (pp. 864-868). Stockholm, Sweden.

Elia, A. (2006). LANGUAGE LEARNING IN TANDEM VIA SKYPE. The Reading Matrix: An International Online Journal, 6(3), 269-280. http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=9a95b531-f529-4da3-a3f9-d3bb999af9ab%40sdc-v-sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=24393892&db=ehh

Erarslan, A. (2019). Instagram as an Education Platform for EFL Learners. Turkish Online Journal of Educational Technology-TOJET, 18(3), 54-69.

Fondo, M. (2021). The telecollaborative foreign language anxiety scale: detecting students’ affective barriers in virtual exchanges. In Proceedings of AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). Vilanova i la Geltrú.

Gonulal, T. (2019). The Use of Instagram as a Mobile-Assisted Language Learning Tool. Contemporary Educational Technology, 10(3), 309-323. https://doi.org/10.30935/cet.590108

Hernández Mercedes, M. del P. (2012). La integración de las TIC en la clase de ELE. Panorama de una (r)evolución. Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, 0(1), 63-99. https://doi.org/10.17345/rile201263-99

Hernández, R., Orrego Cumpa, R., & Quiñones Rodríguez, S. (2018). New Ways of Learning: Teacher Training in the Use of ICTs. Journal of Educational Psychology - Propositos y Representaciones, 6(2), 687-701.

Kern, R. (2006). Perspectives on Technology in Learning and Teaching Languages. TESOL Quarterly, 40(1), 183-210. https://doi.org/10.2307/40264516

Kohnke, L. (2021). Professional development and ict: English language teachers’ voices. Online Learning Journal, 25(2), 36-53. https://doi.org/10.24059/olj.v25i2.2228

Marín Díaz, V., & Romero López, M. A. (2009). La Formación Docente Universitaria a Través De Las Tics. Píxel-Bit. Revista de Medios y Educación, 0(35), 97-103.

Mayes, T., & de Freitas, S. (2004). JISC e-Learning Models Desk Study Stage 2: Review of e-learning theories, frameworks and models.

McCarthy, K.S., Roscoe, R.D., Likens, A.D., & McNamara, D.S. (2019). Checking It Twice: Does Adding Spelling and Grammar Checkers Improve Essay Quality in an Automated Writing Tutor? In S. Isotani, E. Millán, A. Ogan, P. Hastings, B. McLaren, & Luckin, R. (Eds.) Artificial Intelligence in Education. AIED 2019. Lecture Notes in Computer Science (pp. 270-282). Springer. https://doi.org/10.1007/978-3-030-23204-7_23

Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20(1), 166-190.

Palomino, M. del C. P. (2017). Teacher Training in the Use of ICT for Inclusion: Differences between Early Childhood and Primary Education. Procedia - Social and Behavioral Sciences, 237, 144-149. https://doi.org/10.1016/j.sbspro.2017.02.055

Penado Abilleira, M., Rodicio-García, M.-L., Ríos-De Deus, P., & Mosquera-González, M. J. (2021). Technostress in Spanish University Teachers During the COVID-19 Pandemic. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.617650

Player-Koro, C. (2012). Factors Influencing Teachers’ Use of ICT in Education. Education Inquiry, 3(1), 93-108. https://doi.org/10.3402/edui.v3i1.22015

Pomino, J., & Gil-Salom, D. (2016). Integrating E-tandem in Higher Education. Procedia - Social and Behavioral Sciences, 228, 668-673.

Pun, M. (2014). The Use of Multimedia Technology in English Language Teaching: A Global Perspective. Crossing the Border: International Journal of Interdisciplinary Studies, 1(1), 29-38. https://doi.org/10.3126/ctbijis.v1i1.10466

Salanova Soria, M. (2003). Trabajando con tecnologías y afrontando el tecnoestrés: el rol de las creencias de eficacia. Revista de Psicología Del Trabajo y de Las Organizaciones = Journal of Work and Organizational Psychology, 19(3), 225-246.

Scherer Bassani, P., & Buchem, I. (2019). Virtual exchanges in higher education: developing intercultural skills of students across borders through online collaboration. Revista Interuniversitaria de Investigación en Tecnología Educativa (RIITE), 6, 22-36.

Soria, M. S. (2003). Trabajando con tecnologías y afrontando el tecnoestrés: el rol de las creencias de eficacia. Revista de Psicología Del Trabajo y de Las Organizaciones = Journal of Work and Organizational Psychology, 19(3), 225-246.

Warschauer, M. (2002). A Developmental Perspective on Technology in Language Education. TESOL Quarterly, 36(3), 453-475. https://doi.org/10.2307/3588421

Wu Y. L. (2014) The Impact of Technology on Language Learning. In J. Park, Y. Pan, C. S. Kim, & Y. Yang (Eds.), Future Information Technology. Lecture Notes in Electrical Engineering (pp. 727-731). Springer. https://doi.org/10.1007/978-3-642-55038-6_112

Yoshida, M. T. (2018). Choosing technology tools to meet pronunciation teaching and learning goals. Catesol Journal, 30(1), 195-212.

Yusri, I. K., Goodwin, R., & Mooney, C. (2014). Teachers and ICT: Towards an Effective ICT Training for Teachers. Journal of Teacher Education and Professional Development, 3, 268-272.

Author Biographies

Lucía Bellés-Calvera, Universitat de València

Lucía Bellés-Calvera és doctora per la Universitat Jaume I en Llengües modernes aplicades, literatura i traducció. Actualment, és professora ajudant doctora al departament de Filologia anglesa i alemanya de la Universitat de València, on forma part de l'institut de recerca IULMA i del grup de recerca GENTEXT. La seua investigació gira al voltant de l’anàlisi del discurs, l’aplicació de recursos tecnològics a l’aula i l’enfocament CLIL.

Ana-Isabel Martínez-Hernández, Universitat Jaume I

Ana-Isabel Martínez-Hernández és doctora en Llengües aplicades, literatura i traducció per la Universitat Jaume I on, ara per ara, és docent de llengua anglesa per a futurs traductors i intèrprets. Així mateix, forma part del grup de recerca GENTT i de l’institut de recerca IULMA. La seua recerca se centra en les TIC i les necessitats especials a l’aula d’anglés com a llengua estrangera.

DOI

https://doi.org/10.5565/rev/jtl3.1290

Published

2023-10-25

How to Cite

Bellés-Calvera, L., & Martínez-Hernández, A.-I. (2023). Editors’ Note: Reconceptualising ICTs in foreign language teaching and learning. Bellaterra Journal of Teaching & Learning Language & Literature, 16(3), e1290. https://doi.org/10.5565/rev/jtl3.1290

Downloads

Copyright (c) 2023 Lucía Bellés-Calvera, Ana-Isabel Martínez-Hernández

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.