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The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

"Voices of Pedagogical Development" is a collection of articles written by teacher-researchers at the University of Jyväskylä Language Centre. It shares the fruits of their ideas and development work in the areas of academic literacies, new forms of teaching and learning, and internationalisation. Part one aims at establishing and expanding perspectives on the multilayered and multivoiced reality of pedagogical development in higher education. Part two looks at how practices can be enhanced by engaging teachers, students and other cooperating partners in reflection and development. Part three focuses on exploring perceptions of language, language learning, and literature. As a whole, the collection represents a spectrum of approaches and shows the various stages of pedagogical thinking and perception. It provides insights into pedagogical development in higher education language teaching through an examination of policies, perceptions, and practices. The table of contents begins with "Voices of Pedagogical Development: An Introduction" (Juha Jalkanen, Elina Jokinen and Peppi Taalas. The table of contents is divided into three sections. Section 1, "Expanding Perspectives", contains the following: (1) Teaching process writing in an online environment (Fergal Carolan and Anna Kyppö); (2) Teaching networking: an interpersonal communication competence perspective (Lotta Kokkonen and Merja Almonkari); (3) Virtual Slovak: insight into learning Slovak in an e-learning environment (Anna Kyppö), and (4) Developing a conceptual framework: the case of MAGICC (Teija Natri and Anne Räsänen). Section 2, "Enhancing Practices", contains: (5) Feedback on individual academic presentations: exploring Finnish university students' experiences and preferences (Adrienn Károly); (6) Sharing and promoting disciplinary competences for university teaching in English: voices from the University of Jyväskylä language centre's TACE programme (Kirsi Westerholm and Anne Räsänen); (7) Enabling the full participation of university students with disabilities: seeking best practices for a barrier-free language centre (Margaret Trotta Tuomi and Camilla Jauhojärvi-Koskelo); (8) Doing what we teach: promoting digital literacies for professional development through personal learning environments and participation (Ilona Laakkonen); and (9) Learner agency within the design of an EAP course (Riina Seppälä). Section 3, "Exploring Perceptions" contains: (10) Learning paths on elementary university courses in Finnish as a second language (Johanna Eloranta and Juha Jalkanen); (11) From canon to chaos management: blogging as a learning tool in a modern Finnish literature course (Elina Jokinen and Heidi Vaarala); (12) Grammar is the heart of language: grammar and its role in language learning among Finnish university students (Pekka Saaristo); (13) Use your languages! From monolingual to multilingual interaction in a language class (Anna Kyppö, Teija Natri, Margarita Pietarinen and Pekka Saaristo); and (14) Students' choice of language and initial motivation for studying Japanese at the University of Jyväskylä Language Centre (Pauliina Takala). An author index is included. (Individual papers contain references.)