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Cogent Education

For an Article Collection on

Harnessing the Power of Technological Tools for Enhanced Language Education

Manuscript deadline
01 May 2024

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Article collection guest advisor(s)

Dr. Shuyan Wang, The University of Southern Mississippi
[email protected]

Dr. Lin Zhong, Southern Illinois University Carbondale
[email protected]

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Harnessing the Power of Technological Tools for Enhanced Language Education

In today's increasingly digital world, technology has revolutionized various aspects of our lives, including language education. A variety of technologies from computer-assisted language learning (CALL) software to mobile applications, virtual reality (VR) platforms, and online collaboration tools have been used to support different aspects of language education, such as vocabulary acquisition, grammar instruction, listening and speaking practice, reading comprehension, and writing skills. These technological advancements offer new avenues for language learners to improve their linguistic skills, expand their cultural understanding, and develop communicative competence.

However, there are several noteworthy issues that require further investigation on technology-enhance language education. Firstly, understanding the long-term impact of technology integration on language learning is essential to determine whether learners are able to retain and transfer their language proficiency to real-world contexts beyond the classroom. Secondly, the development of digital literacy within the language education context also requires further exploration to empower language learners to become discerning users of technology. Thirdly, equity and access remain pressing issues in technology-enhanced language education. Exploring strategies to ensure equitable access for learners from diverse backgrounds, including under-resourced areas and marginalized communities, is imperative to promote inclusivity in language learning. Lastly, research exploring innovative approaches to evaluation and assessment specifically tailored to technology-rich language learning environments is necessary to enable language educators to capture the complex language skills and accurately measure and evaluate learner progress and language proficiency. Addressing these issues will not only help researchers improve and refine learning and teaching theories but also offer practical implications for practitioners in language education. For researchers, the insights gained from this special issue will advance the utilization of research methodologies in language education research, such as employing advanced research methods like data mining, natural language processing, and learning analytics for data collection, analysis, and interpretation. Additionally, this special issue will shape pedagogical approaches, instructional models, and frameworks to create user-friendly, effective, and pedagogically sound technologies for language learners. For practitioners, this special issue will guide the selection of appropriate technology tools in language education, the design of effective instructional practices that promote meaningful language learning outcomes, the creation of inclusive learning environments that address the digital divide, and the implementation of interventions that provide equal opportunities for language learners from diverse backgrounds.

This call seeks to gather insightful research and practical applications that address the intersection of language education and learning technologies. We invite researchers, educators, and practitioners to contribute their expertise and insights to this special issue. We welcome submissions that explore various aspects within this theme, including but not limited to:

  1. Artificial intelligence in language education
  2. Gamification and immersive technology integration in language education
  3. Natural language processing (NLP) for language learning
  4. Data-driven approaches in language education
  5. Long-term impact of technology-enhanced language education
  6. Contextual factors that influence technology-enhanced language education, such as cultural differences, learner characteristics, and institutional settings
  7. Roles and training needs of language educators in effective technology integration
  8. Digital literacy development in technology-enhanced language education
  9. Equity and access in technology-enhanced language education
  10. Evaluation and assessment in technology-rich language learning environments

We welcome original research articles, literature reviews, case studies, and theoretical papers that contribute to the advancement of knowledge in technology-enhanced language education. Additionally, we encourage submissions that provide practical insights, innovative pedagogical approaches, and successful implementations of learning technologies in language education contexts.

We look forward to receiving your proposals that address the dynamic landscape of language education and showcase the potential of learning technologies to transform language learning experiences. Together, let us explore the exciting possibilities that lie at the intersection of language education and technology.

All manuscripts submitted to this Article Collection will undergo a full peer-review; the Guest Advisor for this collection will not be handling the manuscripts (unless they are an Editorial Board member). Please review the journal scope and author submission instructions  prior to submitting a manuscript.

The deadline for submitting manuscripts is 1 May 2024.

Dr. Shuyan Wang is currently a Professor with The University of Southern Mississippi. She has not only taught instructional technologies and theories in classes but also integrated those techniques and theories into practices and achieved excellent results. She had over 40 articles published in refereed journals and academic books and edited four books. Her research interests include integrating technology into curricula, distance education and development, assessment, and e-portfolio. She also serves in different academic associations and conferences.

Institutional page:

Dr. Lin Zhong is an Assistant Professor of Organizational Learning, Innovation, and Development at Southern Illinois University Carbondale. Her research interests include learning analytics, problem solving, self-regulated learning, personalized learning, and lifelong learning. She has published over 13 referred journal articles in the field of educational technology, such as ETR&D, TechTrends, Education and Information Technologies, Interactive Learning Environment, and Journal of Educational Computing Research.

Institutional page:

Disclosure Statement: Dr. Wang and Dr. Zhong have no conflicts of interest to disclose.

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All manuscripts submitted to this Article Collection will undergo desk assessment and peer-review as part of our standard editorial process. Guest Advisors for this collection will not be involved in peer-reviewing manuscripts unless they are an existing member of the Editorial Board. Please review the journal Aims and Scope and author submission instructions prior to submitting a manuscript.