1st Edition
Technology-Mediated Reflective Practice in Second Language Education International Research Perspectives
Introduction
Part 1: Foundations of Digital Reflective Practice
Chapter 1. The Potential of AI-Powered Reflective Tools in Teacher Education
Yijen Wang
Glenn Stockwell
Chapter 2. Scaffolding Teacher Inquiry Through AI-Mediated Dialogic Reflection
Daniel Xerri
Chapter 3. Empowering Pre-service Language Teachers Through Critical and Reflective AI Integration
Senem Yıldız
Chapter 4. Digital reflective practice: Design thinking for language teacher professional development
Mohammad Reza Anani Sarab
Fatemeh Mardian
Part 2: Digital Methods and Tools for Reflective Practice
Chapter 5. AI-mediated reflective journaling: A model for second language teacher reflective practice
Sophia Mavridi
Chapter 6. Using Chatbots to Support Reflective Practice in Transnational Teaching Practicums: Evidence from Vietnam
Nguyen Bich Dieu
Nguyen Duc Chinh
Nguyen Thi My Hang
Chapter 7. EPortfolios to reflect on teaching practice: an exploration of content and perceptions
Elaine Riordan
Fiona Farr
Chapter 8. Promoting Reflective Practice through Community of Inquiry Framework: An LMS-Mediated Feedback Model
Muhammet Furkan Alpat
Adem Soruç
Aras Bozkurt
Chapter 9. Corpus Linguistics and Reflective Practice for EMI Lecturer Development in Algeria
Angela Farrell
Chapter 10. Tapping into reflective practice using WhatsApp in teacher training
Cecilia Nobre
Steve Mann
Chapter 11. Instagram as a Reflective Tool: A Meta-Reflection
Jaber Kamali
Thomas S.C. Farrell
Part 3: Reflective Practice in Online Contexts
Chapter 12. Virtual Professional Learning Communities as Dialogic Spaces for Language Teachers' Collaborative Reflection on Their Emotions and Emotion Regulation
Zia Tajeddin
Minoo Alemi
Sonia Azizi
Chapter 13. Reimagining Digital Reflective Practice for EFL Educators in Wartime Ukraine
Alla Fridrikh
Nataliia Antonenko
Olena Kasatkina-Kubyshkina
Luis Javier Pentón Herrera
Chapter 14. Language Teacher Noticing in Reflecting on Critical Incidents: Insights from an Online Professional Development Course
Mostafa Nazari
Epilogue
Biography
Jaber Kamali is Lecturer and Teacher Training Centre Coordinator, School of Languages, Ibn Haldun University, Istanbul, Türkiye, and founding Editor-in-Chief of Language Teacher Education Research Quarterly.
Thomas S. C. Farrell is Professor of Applied Linguistics, Department of Applied Linguistics, Brock University, Canada.
'Kamali and Farrell’s collection makes a compelling contribution by showing that reflective practice in language teacher education is being reconfigured by digital technologies. With chapters on AI, chatbots, e-portfolios, LMS-mediated feedback, corpus tools, WhatsApp, Instagram, virtual communities and online professional development, the volume treats reflection as a distributed, dialogic and ethically charged professional activity. Its strength lies in resisting both technological enthusiasm and nostalgic resistance. Digital tools can extend teachers’ opportunities to notice, question and revisit experience, but only when agency, trust, context and human judgement stay central. This is essential reading for anyone interested in how reflective practice can remain critically human while being increasingly mediated by digital tools.'
- Jim McKinley, Professor of Applied Linguistics, UCL Institute of Education, University College London, UK.
'This exceptional collection brilliantly showcases how technology can energize language teachers’ reflective practice, offering vivid examples of its power to drive professional growth and pedagogical innovation.'
- Andy Gao / Xuesong Gao, Professor, School of Education, Faculty of Arts, Design and Architecture, University of New South Wales, Australia.
