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In the present era, both learning and teaching, including foreign language learning (FLL) and teaching, are being radically influenced by a massive implementation of digital technologies. The purpose of this study is to analyze foreign language teachers’ attitudes towards the use of technologies in foreign language teaching across Europe and to identify clear implications for their efficient implementation. The methodology of this study includes a mixed-method research design (quantitative and qualitative) with a survey conducted with altogether 234 foreign language (FL) teachers from different universities across Europe. The results clearly show that FL teachers generally have a positive attitude towards the use of technologies in their classes and that they frequently use them in their teaching since they can make students more engaged in learning a foreign language. In fact, the FL teachers have always been at the forefront of innovative approaches to teaching and learning. In spite of this, they admit that they would welcome more professional support from the management of their home institutions and demand training in the use of new technologies. The results of the research also indicate that special attention should be paid to the lack of personal contact, students' reactions, and the expression of emotions, which is difficult and almost impossible to achieve through the use of digital media. These findings are unique since they aim specifically at current FL teachers´ attitudes and needs across Europe and can be utilized by stakeholders and FLL course designers. Moreover, they can also be extended to a larger scale, i.e., the global level.

The increasing popularity of Virtual Reality (VR) has provoked scholars' and educators' interest to explore its potential as a learning environment for various fields of education. Along this line, several literature reviews have analysed and synthesised the educational use of VR; however, scholar activity is lacking a recent review of VR on a specific field of interest such as language learning. Thus this paper delineates the contour of scholarly literature on VR as an emerging technology in language teaching and learning. Using 17 high-impact journals and conferences in the fields of Computer-Assisted Language Learning and Educational Technology as a source, 26 scholarly manuscripts were retrieved from 2015 to 2018, analysed and synthesised under the following foci: (1) technologies used, language learning settings and duration of educational activities; (2) benefits and limitations from using VR as an educational tool in the language classroom; (3) future research directions regarding the educational use of VR based on the reviewed literature. This paper argues that VR is an invaluable tool in the language classrooms but entails challenges regarding its technical configuration, as well as its pedagogical grounding. The study concludes with some discussion and implications for researchers and practitioners.

Purpose: The purpose of this study is to review the use of makerspaces for educational purposes by building a map that describes recent research in the field under investigation. Design/methodology/approach: The approach adopted in this research includes a systematic review of the literature, based on publications (from 2017 to 2019) through Google Scholar. The development of a coding scheme performed through the Card Sorting technique. Findings: Findings demonstrate that the use of makerspaces in educational contexts can support 21st-century skills; however, further research is sought on the application of makerspaces in formal education. Originality/value: This paper will be useful for researchers interested in constructionism educational methods in conjunction with technology. It can also help in identifying gaps in the literature of educational makerspaces by giving a clear picture of the under-investigated areas.

Technology integration in classroom settings has become a popular concept, especially due to the growth of the digital native population of learners and the novelty of technology tools. This exploratory study aimed at introducing a low-cost Virtual Reality kit, Google Expeditions, in a language classroom and explore its potential as a student-led tool for supporting language learning and teaching. The use of Google Expeditions was guided by teach-back, a pedagogical methodology which emphasises communication and comprehension through spoken interaction. Data were collected through interviews, focus groups, questionnaires, observations and video-taped sessions. Findings provide information on the patterns followed when pedagogically implementing Google Expeditions under teach-back. What is more, evidence is provided on how collaboration is encouraged and on the positive learning experiences of the students in the Google Expeditions sessions. Implications for researchers and instructional designers are also provided.

This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st-century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile-based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learning -- for instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.

This paper aims to provide an overview of the current situation of multilingualism and language education in the city of Limassol, Cyprus. The multicultural character of Limassol is reflected in every aspect of city life, and is notably reflected in the sector of education.Therefore,there is a need to delve into the situation of language education, as this is manifested in affordances and policies, and in daily encounters, within the educational context. Drawing both from primary and secondary data, the study examines issues such as good practices in language learning for immigrants and the role of linguistic support.

This paper describes aspirations and contributions that grew out of a developmental cycle of design-based research (DBR) implementation conducted over a three-year project. DBR engineers new learning environments and improves learning in context whilst communicating usable knowledge for learning and teaching in complex settings. This project employed constructionism as an overarching framework, a theory of learning, teaching, and design, which supports that learning occurs more effectively when learners understand the world around them by creating meaningful artifacts that can be probed and shared. In an attempt to infuse elements of constructionism in the use of social technologies, groups of learners were assigned to construct an artifact within social technologies. The main data collection tools employed were students' and instructor's reflections, a questionnaire, semi-structured interviews and observation of groups' activity within social technologies. Such an inquiry revealed both strengths and challenges with regard to implementing DBR and reporting how designs function in real-life settings. This paper brings forward considerations related to reporting intentionally designed interventions, potentials and limitations of DBR and implications for future DBR implementations.

This document is an editorial that explores the relationship between technology and education in promoting sustainable development. It emphasizes the importance of education for sustainable development (ESD) in addressing sustainability challenges and highlights the potential of emerging technologies such as blockchain, artificial intelligence, big data analytics, and 3D printing in enhancing educational access and promoting sustainable practices. The editorial showcases four research articles that examine the adoption and impact of these technologies in different educational contexts. Overall, the document emphasizes the role of technology in achieving sustainable development goals and creating inclusive and resilient learning environments. It also emphasizes the need for critical reflection and careful implementation to ensure that technology promotes equity, inclusion, and responsible development. This document provides a valuable resource for researchers, educators, policymakers, and practitioners interested in using emerging technologies to promote inclusive and equitable quality education. [Extracted from the article]

This study explores the research development pertaining to the use of Web 2.0 technologies in the field of Computer-Assisted Language Learning (CALL). Published research manuscripts related to the use of Web 2.0 tools in CALL have been explored, and the following research foci have been determined: (1) Web 2.0 tools that dominate second/foreign language classroom; (2) learning/Second Language Acquisition theories that guide their use; (3) skills that Web 2.0 technologies support; (4) reported advantages and challenges in harnessing Web 2.0 tools; and (5) task design considerations. Findings of this study delineate how Web 2.0 tools are utilized in CALL and capitalize Web 2.0 features employed for different types of pedagogical activities. This paper argues that social technologies are valuable tools in the language classrooms but entail challenges regarding their theoretical and pedagogical alignment. The study concludes with some discussion and implications for instructional designers and practitioners.

This paper reports on the use of design-based research (DBR) for the development of a framework that grounds the use of social technologies in learning. The paper focuses on three studies which step on the learning theory of constructionism. Constructionism assumes that knowledge is better gained when students find this knowledge for themselves when engaging in the making of concrete and public artifacts. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The three cycles of DBR inquiry provide deep insights into the use of social technologies as social constructionist tools and inform a novel framework for their use. The implementation of the framework is specified along with further implications for researchers and practitioners.