Research on Language Learning and Teaching in Digital Spaces

1. Auflage 2026
ISBN: 978-1-041-09161-5
Verlag: Taylor & Francis

Buch, Englisch, 180 Seiten, Format (B × H): 152 mm x 229 mm

Reihe: Global Research on Teaching and Learning English

The twelfth volume in the Routledge-TIRF series Global Research on Teaching and Learning English presents research on teaching  English as an additional language (EAL) in various global digital spaces. Here, digital spaces refer to any environment where technology and digital tools are used to facilitate and advance language learning. These spaces include web-based applications, social media, and video-editing software, to name just a few.

The use of digital tools and spaces has become a prominent topic in TESOL and language education in general. Chapters written by TESOL scholars, including TIRF Doctoral Dissertation Grant (DDG) awardees, highlight the importance of digital literacy and multiliteracies development among language learners. They additionally demonstrate how learner engagement with digital spaces and tools can facilitate productive, collaborative, and ultimately more successful language learning at various levels.

Readers of this volume – language educators and researchers – will benefit from up-to-date research findings on various approaches to language learning and teaching shaped by digital spaces.

Zielgruppe

Postgraduate and Undergraduate Advanced

Autoren/Hrsg.

Vinogradova, Polina

Linville, Heather A.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Privatschulen, alternative Schulformen
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Part 1: Practicality: Language Learning in Digital Spaces 1. Self-Regulated Learning Prompts for Vocabulary Acquisition in Online L2 Contexts: How do They Affect Task Completion? 2. Bimodal Reading in Digital Spaces: How Reading While Listening Changes Reading of Familiar and Unfamiliar Words  3. Learner Perceptions of Task-Based Digital Simulations with Feedback for Pragmatic Development  4. The Impact of Playing a Massively Multiplayer Online Role-Playing Game on Chinese English Learners’ L2 Pragmatic Competence in Making Requests  Part 2: Possibility: Digital Spaces in Language Learning  5. Digital Spaces, Global Connections: Reshaping English Language Education With Integrating an Online Community in the Classroom  6. Parallel Literacies: Transdisciplinary Reflections on Language Teaching and Learning in the Age of AI  7. ‘We are cookin’, love’ or ‘We’re a crooked love’?: Swifties’ Language Learning Experiences on Reddit  8. A Multimodal Perspective on Online VR-Integrated Content-and-Language-Integrated-Learning (CLIL) Lesson Design  9. “Smells as Tesol”: Use of Multimedia in a Messaging App by English Language Teachers in Uzbekistan to Establish Their Social Presence During Professional Development Program

Über Autor(innen)

Polina Vinogradova, Ph.D. is Hurst Senior Professorial Lecturer and TESOL Program Director at American University in Washington, D.C., USA, where she works with undergraduate and graduate TESOL students.

Heather A. Linville, Ph.D. is Professor and Chair of Educational Studies at the University of Wisconsin, La Crosse, USA, where she teaches undergraduate teacher candidates to be knowledgeable, critical, and ethical teachers of multilingual learners.