This carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up to date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels.
1. Introduction to Digital Learning Michael Carrier Part I: The Research Perspective 2. The Effectiveness of Digital Materials as a Means of Teaching the English Article System Fei-Yu Chuang 3. Tracing the Potential of Out-Of-Class Digitally Mediated Language Learning Practice Back to the Classroom: A Nexus of Practice Perspective Freek Olaf de Groot 4. Evaluating the Efficacy of the Digital Commons for Scaling Data-Driven Learning Alannah Fitzgerald, Maria Jose Marin, Shaoqun Wu, and Ian H. Witten 5. Doctoral Students' Attitudes and Beliefs towards Blended Learning in an English as Foreign Language (EFL) Writing Course Zhuo Li and Chu-Chuan Chiu 6. Technology as a Teaching and Learning Tool in the Flipped Classroom Jeff Mehring 7. The Effectiveness of Feedback in Asynchronous Online Courses for Nonnative Speakers of English Larisa Olesova and Jennifer Richardson 8. Digital Tools for Supporting English Language Learners' Content Area Writing Briana Ronan 9. The Underutilized Elephant in the Lecture Room: Why Five Tech-Savvy Teacher Educators Didn't Use Their Program's Digital Whiteboard Ksan Rubadeau 10. Digital Stories and the African Storybook: Teaching English in the Digital Age Espen Stranger-Johannessen 11. Teaching with Digital Stories for Student Empowerment and Engagement Polina Vinogradova Part II: The Pedagogical Perspective 12. Synchronous Online Teaching Nik Peachey 13. Using Learner Experience Design (LXD) to Improve Digital Language-Learning Products Nick Robinson and Laurie Harrison 14. Blended Learning Design and Practice Pete Sharma 15. A Genuine Innovation in The Delivery and Form of Feedback on Students' Written Work Russell Stannard 16. Remote Teaching: A Case Study in Teaching English to Primary School Children in Uruguay via Videoconferencing Graham Stanley 17. Digital Assessment Nick Saville 18. Empowering Teachers for the Digital Future: What Do 21st-Century Teachers Need? Michael Carrier and Andrew Nye 19. Imagining the Potential for Using Virtual Reality Technologies in Language Learning Anna Lloyd, Sarah Rogerson, and Geoff Stead 20. Digital Learning in 2020 Nicky Hockly and Gavin Dudeney
Co-published by The International Research Foundation for English Language Education (TIRF) and Routledge
The Global Research on Teaching and Learning English series, co-published by The International Research Foundation for English Language Education (TIRF) and Routledge, showcases research by scholars from around the world, whose research has been funded by grants from TIRF, awarded through a carefully vetted international competition. Since 2002, TIRF, an independent foundation started by the TESOL International Association (TESOL) in 1998, has commissioned and/or funded research on a range of topics associated with the teaching and learning of English worldwide. This series offers a collection of previously unpublished empirical studies conducted by grant recipients throughout the world, as well as chapters from invited scholars. Volumes in the series report on issues of current concern to the applied linguistics community and the language teaching profession, and present a wide variety of research topics investigated through a range of research procedures. Most chapters appearing in volumes in this series cover issues that motivated the research, context of the research, research question(s) addressed, data collection and data analysis procedures, findings and discussion, and implications for policy, practice, and future research. This chapter structure helps to achieve consistency and coherence across the volumes, while at the same time allowing each author to report on the unique contents of his/her own study. The authors and editors forego any honoraria so that all the royalties from the sales of this series can be used to support TIRF’s programs.
For free access to the TIRF Reference Lists visit: http://www.tirfonline.org/resources/references/