Technology-Enhanced Language Teaching and Learning: Lessons from the Covid-19 Pandemic

Description

The Covid-19 pandemic has directly impacted the way teachers and learners worldwide teach and learn languages, forcing numerous educational activities in technologically-deprived contexts to stop altogether and those in technologically-rich environments to go online on an emergency basis. This volume provides a collection of theoretical and practical insights into the challenges and affordances faced globally during the pandemic and lessons learnt about the application of digital technologies for language teaching and learning. The chapters explore the vital role of technology in its various forms, including the internet, social media, CALL (Computer-Assisted Language Learning), MALL (Mobile Assisted Language Learning), TALL (Technology Assisted Language Learning), TELL (Technology Enhanced Language Learning). Topics explored include the new avenues digital technology has opened up for language teachers and learners, options and challenges in applying technology in various contexts, and how the second language education industry could have been adversely impacted at the time of the pandemic without technological affordances. The contributions showcase studies from various geographical contexts, revealing how the global crisis was received and tackled differently in Australia, Hong Kong, Iran, Italy, Japan, New Zealand, the UAE, the UK and the USA. Cover Half Title Series Copyright Dedication Contents Figures Tables Contributors Foreword: Don’t Mention the Pandemic Acknowledgements 1 Introduction: Options and Issues in CALL Part 1 Emergency CALL at the Time of a Pandemic 2 A Distracted Learning Pandemic: The Aftermath of Synchronous Online Courses (Larry L. LaFond) 3 Italian as a Second Language in Schools during the Covid-19 Pandemic: Exploring Teachers’ Perspectives (Stefania Ferrari 4 From Emergency Transitions to Teaching English Online: Three Cases (Carla Meskill, Wuri Kusumastuti and Dongni G Part 2 Responses to CALL during the Emergency 5 Anger, Excitement, Shame and Pride: Adult English Learners’ Attitudes, Perceptions and Emotional Experiences towards Online 6 Study Abroad from Home: Development of L2 Learner Autonomy in an Unprecedented Online Programme during the Covid-19 Pandemic 7 Technology-Enhanced Out-of-Class Autonomous Language Learning in Times of the Covid-19 Pandemic: A Shifting Perspective for 8 Invisibly Vulnerable: A Corpus-Based Investigation of Media Representations of Australian EAL/D Students in Covid-19 Lockdo Part 3 Technology Integration into Teaching at the Time of the Pandemic 9 Lockdown with La Casa de Papel: From Social Isolation to Social Engagement with Language (Antonie Alm) 10 Online Learning in the Time of Coronavirus: Paradigmatic Lessons Learnt through Critical Participatory Action Research (Jo 11 Technology-Mediated Writing Tasks in the Online English Classroom: Focus on Form via Synchronous Videoconferencing (Valent Part 4 E-Assessment during the Covid-19 Pandemic 12 Formative Assessment in Synchronous Language Teaching in Higher Education during the Covid-19 Pandemic (María Luisa C 13 E-Portfolios as a Technology-Enabled Assessment: Surviving or Accommodating Covid-19 (Ricky Lam, Marcus Lau and Jo 14 Keeping Them Honest: Assessing Learning in Online and Digital Contexts (Peter Davidson and Christine Coombe) Part 5 Beyond Emergency CALL, Post–Covid-19 Lessons 15 Moving Back into the Classroom while Moving beyond Current Paradigms: Lessons for Post-Covid Language Education (Melinda 16 Deconstructing the ‘Normalization’ of CALL: Digital Inequalities, Decolonization and Post-Pandemic Futures (Michael Thom 17 Conclusion: Learning the Lessons from the Pandemic? (Michael Thomas, Karim Sadeghi and Farah Ghaderi) Index