Search

The 2022 EUROCALL conference was held in Reykjavik on 17-19 August 2022 as a fully online event hosted by the Vigdís Finnbogadóttir Institute for Foreign Languages, the University of Iceland, and the Árni Magnússon Institute for Icelandic Studies. The conference theme was "Intelligent CALL, granular systems and learner data." This theme reflects the newest developments in the field of technology for language learning. Subfields such as natural language processing and machine learning not only enable smoother spoken and written communication between human learners and computers, but also offer ways in which language learning can be tailored to the needs of individual learners. By adding components of automatic speech recognition, text-to-speech systems, automatic feedback mechanisms, and tracking systems monitoring learners' progress and their use of tools, applications are becoming better targeted. All of this is used to optimise the learning experience of individual learners. This volume includes 66 short papers by some of the EUROCALL 2022 presenters and it offers a combination of research studies and theoretical papers reflecting the subthemes of the conference. The articles are ordered alphabetically. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Throughout its whole history, most research conducted in language assessment refers to testing. It is only since 2000 that language formative assessment started being recorded in research publications. This book tells the story of language formative assessment in two ways, the one complementing the other: in the forms of a systematic review and a descriptive and evaluative annotated bibliography, from the very first published work on the subject in 2000 to 2020. While the systematic review gives the story of language formative assessment in a chronological order and gives an overview of different aspects, the annotated bibliography gives more details for research work published. ?he main purposes of the book are to (1) give a substantial background in the area, (2) describe how this topic has been approached, (3) contribute to the development of critical thinking, (4) help in establishing the relevance and quality of the annotated material, and (5) facilitate language formative researchers as well as practitioners to form an overview of the research in the area during the specific period under study. The book may be of interest to language practitioners, researchers, teacher trainers, and policy makers. The authors hope that the present publication will be viewed as a valuable contribution to the history of language formative assessment. [This content is provided in the format of an e-book.]

This volume is an important output of the ASSESSnet, an EU-funded project that aimed at investigating assessment practices in Virtual Exchange (VE) projects in Foreign Language (FL) courses at tertiary level. It starts with the discussion of selected aspects of VE and assessment design, and a summary of ASSESSnet project results. The following chapters present real-life examples of planning and administering assessment in VE projects in diverse educational settings. The descriptions of case studies are often supplemented by concrete examples of task descriptions, assessment rubrics, self-assessment prompts, and examples of student outputs. This volume is produced for practitioners by practitioners and may be of interest to teachers, teacher educators, school authorities and policy makers interested in introducing VE or improving the quality of the existing projects. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

This volume is based on an ERASMUS+ project that ran from 2017 to 2020. It aimed at empowering both prospective teachers and teacher educators to actively become agents of their own continuing professional development. It further intended to cooperatively establish a culture of self-reflection, as well as an intercultural network of professionals who creatively use mobile technologies and innovative ways of teaching and learning in the field of foreign language teaching. All contributions were provided by our partners from Germany, Sweden, Spain, and the UK and give an excellent insight into all the manifold aspects dealt with in this project -- including voices of participating students. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

Modern languages have always been about transition -- as practitioners, we challenge our students constantly to move between their own cultural and linguistic reference points and those of others. Our dynamic, interactive teaching methodologies have had to adapt to the pandemic context, necessitating the interrogation of past practice and transition to new approaches. This volume presents case studies showcasing practical initiatives to promote creative, dialogic learning in the fluid contexts that modern foreign language students are currently experiencing as they transition to higher education post-COVID and to residence abroad post-Brexit, between online and face-to-face learning spaces and between machine- and person-centred learning. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

Sounds-Write is a systematic synthetic phonics approach that has been successfully used to teach students to read and spell for the last two decades. This volume brings together twelve case studies -- written by practitioners -- of implementation of the Sounds-Write programme in different settings and geographical contexts (Europe, US, Australia). Through them, the authors share their experiences and evidence-based evaluations of the programme, as well as recommendations on how to make the most of what Sounds-Write has to offer. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Despite the contributions language centres across the globe have made to language education and higher education in general, few publications have a specific focus on research work produced by language centre faculty. The purpose of this reviewed, edited volume entitled "Tertiary Education Language Learning: A Collection of Research," consisting of eight chapters, is to fill some of this gap by giving insights into the type of research conducted in various fields of applied linguistics in a university language centre context. The volume may be of interest to university language centre practitioners and researchers, university policymakers and administrators, general language practitioners, teacher trainers, and university curriculum academic bodies. The editors hope that the present publication will be viewed as a valuable contribution to the literature and a worthy scholarly achievement. [Financial support was provided by the Cyprus University of Technology. This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

The present volume investigates the relevance of language teaching and learning in the contemporary job market, highlighting how language graduates can provide a substantial contribution to the multilingual needs of the UK. It also explores how the sudden spread of COVID-19 impacted on the acceleration of the online pedagogical shift which had already been foreseen by Jisc and developed at a higher speed than predicted. Ultimately, by looking into the forced online pivot, this volume furthers a reflection on how the 'new normal' is contributing to drive pedagogical innovation. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Virtual Exchange (VE) is of great import to language and culture teachers and researchers but is also gaining popularity in other fields. However, around the world and in the Asia-Pacific region in particular, the number of exchanges is not high and the quality of those that exist needs to continue to improve. It is essential that the latest research and best practice can be disseminated to ensure VE develops further. In this edited volume, various researchers and practitioners provide firsthand perspectives, well-researched accounts of current situations, ideas for future exchanges, and areas in need of further development. We hope it will be of use to the VE practitioner and researcher alike. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

The Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project was a European policy experiment funded by Erasmus+ between 2017 and 2019. The EVALUATE consortium trained teacher trainers and organised virtual exchanges which involved over 1,000 student teachers at over 34 initial teacher education institutions in Europe and beyond. Following the successful capstone conference of the EVALUATE project in September 2019, a number of colleagues answered our call for submissions to the proceedings. The articles you find here provide a window into the multifaceted contributions not only to the conference, but to the field of telecollaboration and virtual exchange at large. We hope you enjoy finding out about the many different ways in which our colleagues engage with this innovative pedagogical approach that combines the deep impact of intercultural dialogue and exchange with the broad reach of digital technology. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

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.]

In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume's eight chapters underscore that research findings should inform the design of learning experiences so that people's communication needs in fast-changing work environments are met and the link between language education and professionalization, within a lifelong learning perspective, is sustained. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Which are the new directions in learning and teaching Modern Languages and English through literature? How can we use songs to talk about poetry in the language classroom, and how can creative writing workshops help with language teaching beyond the classroom? These are just a few questions addressed in this volume. Researchers and practitioners in Modern Languages and English as a Foreign Language share theory and their best practice on this pedagogical approach. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This edited collection presents a selection of contributions made to the 13th eLearning Symposium, held at the University of Southampton, in January 2020. Our theme was 'Education 4.0 revolution: transformative approaches to language teaching and learning, assessment, and campus design', and attendees engaged in rich discussions around the challenges of fast-paced digital change. Contributors to this volume are educators from higher education across the world and topics include innovation in physical and digital space, effective blended language learning, and digital story-telling. We hope that this volume will inspire practitioners in the innovative use of technology for education. [The Confucius Institute in Southampton sponsored this publication.]

This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context. [For the two out of nine papers in this volume written in English, see ED606533 and ED606534.]

The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was 'Treasuring languages: innovative and creative approaches in HE'. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase innovative approaches to support the multiple skills needed in our society whilst fighting a decline in students wanting to learn languages. The short papers selected for this volume display examples of innovative curriculum design; enhancement of critical thinking, creative skills, and intercultural awareness; the use of digital tools and technology-enhanced learning, employability, innovative assessment, and collaborative and independent learning. We believe this volume will be of use to language teachers and practitioners in higher education and beyond. [Funding for this publication was provided by Utalk, Studiosity, and Confucius Institute.]

This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]

The 27th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by UCLouvain in Louvain-la-Neuve (Belgium), in collaboration with KU Leuven, from the 28th to the 31st of August 2019. The theme selected for the 2019 EuroCALL conference held in Louvain-la-Neuve was "CALL and complexity." As languages are known to be intrinsically and linguistically complex, as are the many determinants of learning (additional) languages, conference organizers wanted to view complexity as a challenge to be embraced collectively. The 2019 conference paid tribute to providers of Computer Assisted Language Learning (CALL) solutions and recognized the complexity of their task, acknowledged the notion of complexity to ensure the provision of ad hoc CALL solutions, and drew both learners' and teachers' attention to complexity issues so that they can make the most of their learning/teaching experience. The conference program included 189 paper presentations, 4 symposia, 10 workshops, and 46 posters. All of these activities were divided into the following sub-themes in CALL: social inclusion, computer mediated communication and telecollaboration, corpora and language learning, digital bi- and multi-literacies, digital game-based language learning, intelligent CALL, mobile assisted language learning, natural language processing applications, open educational resources and practices, research trends, second language acquisition principles, task complexity, teacher education and professional development, the complexity, accuracy, and fluency framework, and virtual reality and gamification.

Learners are increasingly accessing free online and open resources, tools, and spaces where they can develop their language skills beyond the classroom, alone, or in collaboration with others, and often whilst engaging in purposeful and enjoyable activities. Teachers need to find ways to explore and connect these activities productively with the formal learning that they design for their students, as shown in many of the contributions in this volume. This collection is addressed primarily to foreign and second language teachers in secondary and tertiary education. Authors were asked to provide sufficient context and detail about their projects to enable other practitioners to replicate or build upon the activities described in each case study. Whilst these are not research papers, the projects here included are often the result of pedagogical research, engagement with open education, and extensive experience of language learning and teaching. This volume includes: (1) Introduction to New Case Studies of Openness in and Beyond the Language Classroom (Anna Comas-Quinn, Ana Beaven, and Barbara Sawhill); (2) An Inclusionary Open Access Textbook for Portuguese (Carlos Pio and Eduardo Viana da Silva); (3) Creating and Implementing Open Educational Resources for the Spanish as a Heritage Language Classroom (Evelyn Durán Urrea and Jocelly G. Meiners); (4) Italian Open Education: Virtual Reality Immersions for the Language Classroom (Margherita Berti); (5) Embedding OERs for the Development of Information Literacy in the Foreign Language Classroom (Odette Gabaudan and Susanna Nocchi); (6) Learning in the Open: Integrating Language and Culture Through Student Curation, Virtual Exchange, and OER (Lionel Mathieu, Kathryn Murphy-Judy, Robert Godwin-Jones, Laura Middlebrooks, and Natalia Boykova); (7) Building Bridges Not Walls -- Wikipedia in Translation Studies (Ewan McAndrew and Lorna Campbell); (8) Working with Online Communities: Translating TED Talks (Anna Comas-Quinn and Mara Fuertes Gutiérrez); (9) Repurposing MOOCs for Self-Regulated Language Learning in an English for Academic Purposes Course (Barbara Conde Gafaro); (10) Assessing Language Student Interaction and Engagement via Twitter (Olivia Kelly); (11) 'Your Language Development': Harnessing Openness to Integrate Independent Language Learning into the Curriculum (Tita Beaven); (12) Open Practices as a Catalyst for Language Teachers' Professional Development (Patricia Daniels); (13) Empowering Teachers and Learners in and Beyond Classrooms: Focus on OEPs in Reading Activities (Fanny Meunier, Alice Meurice, and Julie Van De Vyver); and (14) Exploratory Practice: A Way of Opening up Access to Research by Classroom Teachers and Learners (Assia Slimani-Rolls).

This edited collection presents a selection of contributions made to the 12th eLearning symposium, held at the University of Southampton, in January 2019. It focuses on how innovative and creative language teaching approaches can respond to modern, ever-transforming educational landscapes. The contributors are educators from higher education across the UK and the world, and topics include: virtual reality and gamified learning in languages, digital field trips, open educational practice, massive open online courses, and telecollaboration. This volume includes: (1) Introduction -- symposium short papers (Alessia Plutino, Kate Borthwick, and Erika Corradini); (2) Multilingual immersive communication technology: repurposing virtual reality for Italian teaching (Billy Brick, Tiziana Cervi-Wilson, Sean Graham, Tsvetan Tsankov, Michael Loizou, Nina Godson, and Kelly Ryan); (3) A study on technology-based speech assistants (Serpil Meri-Yilan); (4) Vocabulary Kingdom: gamified EAP vocabulary acquisition using blended learning (Christina Markanastasakis); (5) MISSION BERLIN -- a mobile gamified exploration of a new educational landscape (Bart Pardoel, Salomi Papadima-Sophocleous, and Androulla Athanasiou); (6) A deep linguistic computer-assisted language learning game for Italian (Jessica Zipf); (7) Using online volunteer translation communities for language learning in formal education (Anna Comas-Quinn); (8) BMELTET -- Blending MOOCs into English language teacher education with telecollaboration (Marina Orsini-Jones and Abraham Cerveró Carrascosa); (9) Design recommendations to address cultural issues in multicultural MOOCs: a systematic literature review (Rana Shahini, Hugh C. Davis, and Kate Borthwick); (10) The lights and shadows of intercultural exchange projects for 21st-century skills development: analysis and comparison of two online case studies (Marta Fondo and Pedro Jacobetty); (11) Telecollaboration in the foundation year classroom: the 'Global Student Collective' (Lucy Watson); (12) What I did on my holidays: digital fieldtrips and digital literacies (Sarah Fielding); and (13) "What is this place?" -- using screencasts to guide international students around the virtual learning environment (Michael Salmon).

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

This volume addresses issues related to English for Specific Purposes (ESP) teaching practices as well as ESP teacher education as they arise in today's constantly changing and developing world. "ESP Teaching and Teacher Education: Current Theories and Practices?," supported by the Language Centre of the Cyprus University of Technology, puts together a selection of ten chapters concentrating on ESP teacher education and ESP teaching methodology, including the integration of new technologies in both fields. The volume may be of interest to ESP teacher trainers or language teacher trainers in general, ESP practitioners, ESP researchers, policymakers, material developers, students, as well as any other ESP specialist who may be interested in being updated about the latest developments in the ESP field. [The Language Centre of the Cyprus University of Technology supported the publication of this volume.]

This volume examines many of the complex issues regarding the language skills and professional competencies acquired by students studying Modern Foreign Languages (MFL) at universities in the United Kingdom and across Europe. It also outlines the innovative pedagogical strategies, methods, and resources employed by language academics to help graduates transition from university into the world of work through their MFL studies. These issues were discussed at the Professional Competencies in Language Learning and Teaching conference that took place on 12th-13th July 2018 at the University of Nottingham. The conference that was organised as a collaboration between the Department of Modern Languages and Cultures and the Confucius Institute of the University of Nottingham brought together researchers, practitioners, employers, and experts working on 21st century professional competencies and language education.

The present volume collects papers from InnoConf18 [Innovative Language Teaching and Learning at University Conference], which took place at the University of Liverpool in June 2018. The theme of the conference was "New trends in language teaching and learning at university." The contributions collected here aim to reflect on best practice in the sector while at the same time capturing state-of-the-art language teaching and learning methodologies. The short papers in this peer-reviewed selection display examples of active learning and student empowerment across all levels of learning and demonstrate the benefits of maximising engagement through a creative and inspiring learning environment. We believe this volume will be of use to language teachers and practitioners in higher education and beyond. [The University of Liverpool's School of Histories, Languages, and Cultures (HLC) and the Centre for Teaching Excellence in Language Learning (CTELL) financially contributed to the publication of this volume. Additional sponsors include Sanako, Hueber, and European Schoolbooks.]

This volume provides a timely focus on various aspects related to foreign language learning and teaching within the university context. It discusses current issues, such as: increasing popularity of English Medium Instruction (EMI), communication in English as a Lingua Franca, staying abroad, and provisions of English for professional or academic purposes. The chapters examine the (re)use of traditional methods and techniques to improve pedagogical practices in the new challenging contexts that arise due to contemporary social developments. The book aims at allowing readers to get better understanding of university students' linguistic needs and to explore a number of practical pedagogical implications. It will be of interest to both researchers and practitioners working in the university context.

This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL Teacher Education Special Interest Group's (SIG) edited volume, supported by the Language Centre of the Cyprus University of Technology, is to respond to the needs of language educators, teacher trainers and training course designers through relevant research studies that provide technological, pedagogical, and content knowledge. The book concentrates on professional development in CALL, the use of technology in primary, secondary, and tertiary education, e-learning facilitators, the integration of personal learning environments, the use of MALL [Mobile Assisted Language Learning], the applications of virtual reality, materials design, the use of ICT [Information and Communications Technologies] in task-based language teaching, and the integration of social media networks in language education. "Professional Development in CALL: A Selection of Papers" is a collection of newly-commissioned chapters which unifies theoretical understanding and practical experience. The EuroCALL Teacher Education SIG hopes that the present contribution will be viewed as a valuable addition to the literature and a worthy scholarly achievement. [Support for this publication was provided by the EuroCALL Association and the Language Centre of the Cyprus University of Technology.]

Rapid technological changes have given rise to new methods and opportunities in language learning. In the past two decades, interest has been growing in the integration of Audiovisual Translation (AVT) with a communicative approach to language learning and teaching. AVT indicates the transfer of verbal language in audiovisual media and it is usually used as an umbrella term which refers to "screen-translation", "film translation", "multimedia translation", or "multimodal translation" (Bollettieri, Di Giovanni, & Rossato, 2014; Chiaro, 2009; Perego, 2005). AVT modes can be divided into two main groups: captioning (written language transfer procedures) and revoicing (oral language transfer procedures). These language transfer procedures can take place between two languages (interlingual) or within the same language (intralingual). Both captioning and revoicing tasks can be used effectively in second language acquisition. This work focusses on the foreign language classroom, presenting a systematic review of studies carried out in the last twenty years on the applications of captioning and revoicing in this context in order to offer an overview of the state of the art and encourage further research. The literature review presents research on the topic, paying particular attention to relevant experimental studies (i.e. empirical research that involves data collection), which are reviewed in terms of research focus, target languages, participants, learning settings, audiovisual materials, and captioning/revoicing software and type of analysis (i.e. qualitative and/or quantitative). The first part considers studies on captioning, namely on standard interlingual subtitling, reverse interlingual subtitling, and intralingual subtitling. The second part focuses on the research currently available on revoicing: reverse interlingual dubbing, intralingual dubbing, and audio description. Finally, the third part presents the studies that combine captioning and revoicing; in particular, reverse interlingual and intralingual subtitling and dubbing.

The 26th European Association of Computer-Assisted Language Learning (EUROCALL) conference was organised by the University of Jyväskylä (JYU) Language Campus and specifically the Language Centre, in Jyväskylä, Finland. The theme of this year's conference was "Future-proof CALL: language learning as exploration and encounters," which reflects an attempt to envision language teaching and learning futures in a changing world. What brought researchers together this year are shared concerns in relation to the sustainability of language learning and teaching in technology-rich contexts that are marked by ever-increasing complexity. 184 submissions were accepted to be presented as workshops, symposia, individual oral presentations, or posters. The oral presentations were categorised as research, research and development, reflective practice papers, along with presentations on European projects. The collection of short papers in this volume is a very thorough view into the conference proper exhibiting the complexity and novelty of the field of CALL. There are exciting new openings and a more profound exploration of theoretical underpinnings of the contemporary issues in teaching and learning, cross-cultural communication, mobile learning and the like. (Individual papers contain references.)

This book presents a snapshot of innovative blended learning practices that either stem from the affordances of web 2.0 technologies--Mobile Assisted Language Learning (MALL) and Massive Open Online Courses (MOOCs)--or illustrate the re-purposing of 'older' ones, like the creation of tailor-made virtual learning environments, to set up telecollaborative projects or Online International Learning (OIL) projects. It is based on the papers presented at the Blending MOOCs into English Language Teacher Training (B-MELTT): Flipping the Blend through MALL, MOOCs, and (Blended) OIL?--?New Directions in CALL symposium held at Coventry University in June 2017. The symposium was supported by funding by a British Council English Language Teaching Research Award (ELTRA). The work presented in this volume can provide some ideas on pedagogically sound ways of blending technology into higher education curriculums to enhance both the digital literacy and the intercultural awareness of all stakeholders involved. Following notes on contributors, acknowledgments, the dedication and preface, this volume contains the following papers: (1) Mobile assistance for personal learning on a massive scale (Agnes Kukulska-Hulme); (2) MOOCs as a new technology: Approaches to normalising the MOOC experience for our learners (Stephen Bax); (3) What our MOOC did next: Embedding, exploiting, and extending an existing MOOC to fit strategic purposes and priorities (Kate Borthwick); (4) Integrating a MOOC into the MA curriculum: An 'expert' student's reflections on blended learning (Minh Tuan Phi); (5) Understanding learner autonomy through MOOC-supported blended learning environments: An investigation into Chinese MA ELT students' beliefs (Yan Jiao); (6) OIL for English for business: The intercultural product pitch (Andrew Preshous, An Ostyn, and Nicole Keng); (7) A role-reversal model of telecollaborative practice: The student-driven and student-managed FloCo (Elwyn Lloyd, Abraham Cerveró-Carrascosa, and Courtney Green); (8) Chinese segmentation and collocation: A platform for blended learning (Simon Smith); and (9) Student-teachers' beliefs concerning the usability of digital flashcards in ELT (Marwa Alnajjar and Billy Brick). An author index is included. Individual papers contain references.

A group of Italian language tutors attended sessions dedicated to Italian language teaching and learning that were included in the SIS Biennial Conference in 2015. Following the conference, the group suggested that a publication of the proceedings to mark the first of these meetings would be a useful resource for all language tutors. To five of the original papers presented in Oxford, another three were added in order to include a range of ideas and experiences in one publication. Following a Notes on Contributors, the following papers are included: (1) Introduction to Using Digital Resources to Enhance Language Learning--Case Studies in Italian (Rosalba Biasini and Anna Proudfoot); (2) Developing Pragmatic Competence through Language Digital Resources (Marta Kaliska); (3) Enhancing Written Language Skills during the Year Abroad through Online Independent Learning (Maria Chiara La Sala); (4) Using Online Tools and Resources to Encourage Independent Learning amongst Ab Initio Students of Italian: A Case Study (Paola Celant); (5) ITALO (MyLearning Log): A Case Study in the Use of Technology-Based Resources to Foster Student Engagement and Autonomy (Salvatore Campisi); (6) The Italian Electronic Language Log: A Critical Evaluation (Simone Lomartire); (7) Using, Adapting, and Sharing Learning Resources to Widen Participation in Language Learning: A Case Study of Italian Open Educational Resources for Dyslexic Students (Anna Motzo); (8) 1 Peer-Teaching with Technology: An Italian Grammar Case Study (Marcella Oliviero and Andrea Zhok); and (9) The digital World as a Topic: Developing Digital Competences in the Italian Language Class (Rosalba Biasini). An author index is included. Individual papers contain references.

This edited volume contains 11 short papers selected from the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), which took place on the 16th of June at The Open University. The theme of the conference was "Integrating Informal Learning into Formal Language Education." The aim of the conference was to engage in productive collaboration between language professionals to further equip students to succeed in the ever-growing landscape of formal and informal learning. The chapters in this book provide insights into many types of innovative approaches to teaching languages at university and beyond. The contributing authors have experimented with new strategies to enrich their students' learning experience or identified new ways of using existing resources in and outside the classroom. This is the third volume in a series of books compiling papers from the InnoConf conferences. Following "Integrating informal learning into formal language education: An introduction" (Fernando Rosell-Aguilar, Tita Beaven, and Mara Fuertes Gutiérrez), this volume is comprised of three sections. Section 1, Learning collaboratively online: Attitudes, motivation, and learning communities, contains the following papers: (1) Can you teach me to speak? Oral practice and anxiety in a language MOOC (Zsuzsanna Bárkányi); (2) Social media in L2 education: Exploring on-line collaborative writing in EFL settings (Robert Martínez-Carrasco); (3) Busuu: how do users rate this app for language learning? (Miguel Ángel Saona-Vallejos); and (4) 'It's a shame that we haven't met earlier!': Facilitating a tandem language exchange programme at Queen's University Belfast (Liang Wang). Section 2, Testing and evaluating language learning tools, contains the following papers: (5) ImparApp: Italian language learning with MIT's TaleBlazer mobile app (Tiziana Cervi-Wilson and Billy Brick); (6) LipDub: A technology-enhanced language learning project with music (Kirsten Mericka); (7) Video resources in a flipped language classroom: An experience of using videos to flip a Mandarin teaching module (Zhiqiong Chen); (8) The Better French Living Project: How to encourage linguistic, practical, and cultural year-abroad preparation outside the classroom (Sandra Salin); (9) Multimodal Corpus of Spanish Speech Acts: Main features and potential pedagogical uses (Marta Vacas Matos); and (10) Twitter as a formal and informal language learning tool: From potential to evidence (Fernando Rosell-Aguilar). Section 3, The polyglot community: An interview with Richard Simcott, contains the following paper: (11) The polyglot community: An interview with Richard Simcott, by Tita Beaven (Tita Beaven and Richard Simcott). An author index is included. (Individual papers contain references.) [Language Acts and Worldmaking contributed to the funding for this publication. For the second volume, "Innovative Language Teaching and Learning at University: Enhancing Employability," see ED574244.]

There has been considerable talk about the future of research and practice in education. Occasionally the discourse tends to the euphoric, sometimes it strays more to the dystopic. Public debates often explore how educators can and should meet society's demands in the globalised, interconnected geopolitical situations of today. Voiced concern about learners (as future 'global,' 'digitalised' citizens) regarding what skills and competencies they must have and what knowledge they are constructing (or not), both formally and informally, are prevalent in frequent public debates. However, no matter where one stands on the issues of debate, there is a general consensus that education will be transformed in the next decades in order to accommodate the rapid technological, socio political, geographical, and environmental changes the world is experiencing, not to mention the many changes on the human level that people live on a daily basis. This book explores how identities emerge and are negotiated by young people in online facilitated dialogue, a form of virtual exchange. It offers a framework for this type of exploration based on the assumption that both the situated context and the technologies mediating online interactions influence, but do not necessarily determine, the interactions taking place and the participants' identity orientations. Identity is viewed not as fixed and static, but rather multiple and fluid as interactants position themselves in relation to one another. This framework is then applied to the analysis of one specific virtual exchange context, and the interactions over several weeks of a group of participants from a wide range of backgrounds.

With the rise of the internet and new communication technologies, language learning has moved beyond the classroom walls. This volume presents a range of important studies on innovative ways for learning languages outside the classroom. Chapters discuss MOOCs in the UK, Belgium, China, and Italy for studying a range of languages, research on new apps, flipped classroom modes, and approaches to informal learning in a range of international settings. In these ways, the volume offers a significant contribution to understanding how learning beyond the language classroom will transform language education in the decades to come. The following chapters are presented here: (1) Introduction to "Beyond the language classroom: researching MOOCs and other innovations" (Kan, Qian, Stephen Bax); (2) Internationalization of higher education and the use of MOOCs to improve second language proficiency: the MOVE-ME project (Donatella Troncarelli and Andrea Villarini ); (3) Researching into a MOOC embedded flipped classroom model for college English Reading and Writing course (Zhang Xinying); (4) The MOOC-CLIL project: using MOOCs to increase language, and social and online learning skills for 5th grade K-12 students (Inge de Waard and Kathy Demeulenaere); (5) Dualism-based design of the Introductory Chinese MOOC "Kit de contact en langue chinoise" (Jue Wang-Szilas and Joël Bellassen); (6) The Move-Me project: reflecting on xMOOC and cMOOC structure and pedagogical implementation (Laura McLoughlin and Francesca Magnoni); (7) Integrating a MOOC into the postgraduate ELT curriculum: reflecting on students' beliefs with a MOOC blend (Marina Orsini-Jones, Barbara Conde Gafaro, and Shooq Altamimi); (8) MOOCs for language learning--opportunities and challenges: the case of the Open University Italian Beginners' MOOCs (Anna Motzo and Anna Proudfoot); (9) An exploration of the use of mobile applications to support the learning of Chinese characters employed by students of Chinese as a foreign language (Amanda Mason and Zhang Wenxin); (10) English at your fingertips: learning initiatives for rural areas (Lilit Bekaryan, Zaruhi Soghomonyan, and Arusyak Harutyunyan); (11) The language exchange programme: plugging the gap in formal learning (Tita Beaven, Mara Fuertes Gutiérrez, and Anna Motzo); and (12) Informal learning activities for learners of English and for learners of Dutch (Anne Van Marsenille). Individual chapters provide references. [Funding provided by the Erasmus+ Programme of the European Union.]

This handbook has been conceived as a guide for young researchers embarking on the exciting journey of investigating different aspects of plurilingual education. The text can also serve to review ideas previously encountered, and perhaps as a means of interrogating research methodologies in plurilingual contexts for those who already have ample experience under their belt. The idea of carrying out research can seem daunting at the beginning for those who are not immersed in the world of investigation. This handbook hopes to calm some of those qualms by offering descriptions of different methodologies together with case studies that exemplify those methodologies, as well as chapters that provide practical tips to help the researcher in the compilation, organization and analysis of research data. Following a prologue written by Amparo Tusón Valls and an introduction entitled "Qualitative approaches to research on plurilingual education" by Melinda Dooly and Emilee Moore, this book is divided into two sections. Section I, contains the following chapters: (1) Doing research with teachers (Luci Nussbaum); (2) Investigating one's own teaching practices using action research (Xavier Pascual); (3) Producing knowledge about plurilingualism with young students: A challenge for collaborative ethnography (Virginia Unamuno and Adriana Patiño); (4) An ethnographic approach to the study of linguistic varieties used by young Latin Americans in Barcelona (Víctor Corona); (5) A Mediated Discourse Analysis (MDA) approach to multimodal data (Melinda Dooly); (6) Educational ethnography in blended learning environments (Victoria Antoniadou and Melinda Dooly); and (7) Conversation analysis at the service of research in the field of second language acquisition (CA-for-SLA) (Dolors Masats). Section II presents the following chapters: (8) Research ethics (Melinda Dooly, Emilee Moore, and Claudia Vallejo); (9) Instruments for gathering data (Laia Canals); (10) Collecting, transcribing, analyzing and presenting plurilingual interactional data (Emilee Moore and Júlia Llompart); (11) Collecting, organizing and analyzing multimodal data sets: The contributions of CAQDAS (Victoria Antoniadou); and (12) How to write a research paper (Eulàlia Borràs). An epilogue (Artur Noguerol) is and an author index are also provided. Individual papers provide references. [Individual papers in this volume are presented in English and in either Spanish or Catalan.This project has been financed by the Research Group on Plurilingual Interaction and Teaching (GREIP, 2014 SGR 595), of which the editors and authors are all members. ]

This second volume in this series of papers dedicated to innovative language teaching and learning at university focuses on enhancing employability. Throughout the book, which includes a selection of 14 peer-reviewed and edited short papers, authors share good practices drawing on research; reflect on their experience to promote student engagement, inclusivity, and collaboration; and foster a successful learning environment while developing employability skills. Whatever the language--or the subject taught--there are a number of skills, behaviours, attributes and attitudes which staff and students should be aware of in order to enhance teaching and learning so as to maximise student potential and their employability prospects. Following Notes on Contributor and a Foreword by Jocelyn Wyburd, this volume contains the following: (1) "Innovative language teaching and learning at university: enhancing employability"--an introduction (Carmen Álvarez-Mayo, Angela Gallagher-Brett, and Franck Michel). Section 1: Mapping the "Global Graduate" landscape: (2) Transnational graduates and employability: challenges for HE language departments (Jocelyn Wyburd); (3) The year abroad: understanding the employability skills of the Global Graduate (Cristina López-Moreno); (4) "I'm just a linguist--all I can do is teach or translate." Broadening language graduates' horizons through employer engagement (Dawn Leggott); and (5) "Languages in the workplace": embedding employability in the foreign language undergraduate curriculum (Alison Organ). Section 2: Developing students' intercultural competence: (6) Building global graduates and developing transnational professional skills through a telecollaboration project in foreign language education (Mª Victoria Guadamillas Gómez); (7) Content modules in UK and US universities--their unique contribution towards the development of intercultural competence and criticality (Elinor Parks); and (8) Developing intercultural communicative competence for the year abroad experience (Sandra López-Rocha and Fabienne Vailes). Section 3: Fostering employability in the classroom: (9) Rotating poster presentations (Manuel Lagares and Sandra Reisenleutner); (10) Enhancing students' potential: EBL projects in language teaching (Theresa Federici); (11) Using assessment to showcase employability in IWLP (Caroline Campbell); and (12) Enhancing employability skills by bringing literature back into the foreign language class: the Litinclass website (Ana Bela Almeida and Idoya Puig) Section 4: Enhancing employability through digital tools: (13) Teachers as awakeners: a collaborative approach in language learning and social media (Alessia Plutino); (14) Enhancing online language learning as a tool to boost employability (Sol Escobar and Susanne Krauß); and (15) Looking beyond language skills--integrating digital skills into language teaching (Amanda Deacon, Lucy Parkin, and Carolin Schneider). An author index is included. (Individual papers contain references.) [For the first volume, "Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration," see ED565011.]

This volume intends to address key issues related to research in English for Specific Purposes (ESP) teaching and learning by bringing together current research at the intersection of the theoretical and practical dimensions of ESP. Readers will discover a treasury of information they will find useful to their own understanding of research into ESP teaching and learning. This volume encourages ESP practitioners to "look across" ESP contexts for insights into their own situations. Following a Foreword (Dan Douglas) and Introduction to new developments in ESP teaching and learning research (Shona Whyte and Cédric Sarré), the following contents sections and papers are included: Section 1: Laying the groundwork: needs analysis, programme design, and course development: (1) Using video materials in English for technical sciences: a case study (Danica Milosevic); (2) Dynamic and complex system approach to needs analysis, course development and evaluation of LANSOD courses in a French musicology undergraduate programme (Aude Labetoulle); and (3) Designing and implementing ESP courses in French higher education: a case study (Susan Birch-Bécaas and Laüra Hoskins). Section 2: Building confidence: addressing particular difficulties: (4) Towards a dynamic approach to analysing student motivation in ESP courses (Daniel Schug and Gwen Le Cor); (5) Teaching compound nouns in ESP: insights from cognitive semantics (Marie-Hélène Fries); and (6) When storytelling meets active learning: an academic reading experiment with French MA students (Pauline Beaupoil-Hourdel, Hélène Josse, Loulou Kosmala, Katy Masuga, and Aliyah Morgenstern). Section 3: Moving ahead: towards new practices: (7) The SocWoC corpus: compiling and exploiting ESP material for undergraduate social workers (Jane Helen Johnson); (8) Identifying and responding to learner needs at the medical faculty: the use of audio-visual specialised fiction (FASP) (Rebecca Franklin-Landi); and (9) The effect of form-focussed pre-task activities on accuracy in L2 production in an ESP course in French higher education (Rebecca Starkey-Perret, Sophie Belan, Thi Phuong Lê Ngo, and Guillaume Rialland). An author index is included. (Individual papers contain references.)

Languages sit firmly in the skill-set of the 21st-century graduate. In an increasingly multicultural and multilingual job market, monolingual graduates are at a disadvantage: as the recent Born Global report (2016) notes, "multilingualism has now become the new normal". The contributions in this collection are imbued with this idea and they demonstrate clearly and practically how languages are an aid to global communication. The aim of this book is to provide a space to bring together expertise and good academic practice for the benefit of educators and academic audiences. The contributions in this collection will continue to inspire practitioners in the education sectors to embed employability skills into their curricula of studies, from as early as secondary school into higher education. Following a foreword (Michael Kelly), and Introduction to Languages and Employability Skills (Erika Corradini, Kate Borthwick, and Angela Gallagher-Brett), this book is divided into three sections. Section I, Languages in the Real World, contains the following papers: (1) Why Languages Make Business Sense (Raquel Fernández-Sánchez); (2) Language in the Workplace: Combining Academic Study with Work Experience (Jane Lugea); (3) Work Placements for Languages Students: A Transformative Experience (Alison Organ); (4) Intercultural Language Learning at Work: A Student-Designed Module (Marion Sadoux); (5) Independent Work Placements as a Gateway to the World of Work (Rosalba Biasini, Anke Bohm, and Marina Rabadán-Gómez); (6) Work Based Learning in Intercultural Settings: A Model in Practice (David Elvis Leeming and Maria Dolores Iglesias Mora); (7) The International Languages and Science Careers Fair: Focussing Minds and Making Connections (Natalie Orr and Matthew Birtchnell); (8) Careers Using Languages: How to Set Up a Conference for Schools (Alison Hayes); and (9) "Professional Contexts for Modern Languages": Work Experience and Academic Reflection in a Multilingual Context (Olga Gomez-Cash). Section II, The Professional Linguist, contains the following papers: (10) Career Adventures from Learning Languages (Paul Kaye); (11) The Professional Linguist: Language Skills for the Real World (Mary Murata); (12) Real Language Meets Real Business (Bill Muirhead and Sarah Schechter); (13) You're the Business--A Custom-Made Business Challenge for Modern Languages Students (Jean-Christophe Penet); (14) Plan Your Future! Career Management Skills for Students of Languages (Laurence Randall); (15) Communicating and Teaching Languages: A Module for Life (René Koglbauer, Elizabeth Andersen, and Sophie Stewart); (16) Get That Job! A Project on the German Job Application Process (Hanna Magedera-Hofhansl); and (17) How To: Preparing to Find a Job as a Spanish Teacher in the UK (Gemma Carmen Belmonte Talero). Section III, Bringing the Workplace into the Classroom, contains the following papers: (18) SOS Employability: A Support Structure for Language Students (Eleanor Quince, James Minney, Charlotte Medland, and Francesca Rock); (19) Is Developing Employability Skills Relevant to Adult Language Students? (Tita Beaven); (20) Up-Skilling through E-Collaboration (Saskia Huc-Hepher and Elsa Huertas Barros); (21) The Employability Advantage: Embedding Skills through a University-Wide Language Programme (Tiziana Cervi-Wilson and Billy Brick); (22) Spanish for Business: A Journey into Employability (Amparo Lallana and Victoria Pastor-González); (23) Learning by Teaching: Developing Transferable Skills (Sascha Stollhans); (24) Opening Doors to Teaching: Understanding the Profession (Jonas Langner and Andrea Zhok); (25) Leadership and Languages: Inspiring Young Linguists (Rachel Hawkes and Sarah Schechter); and (26) The Age of the Monolingual Has Passed: Multilingualism Is the New Normal (Bernardette Holmes). Contains an author index. (Individual papers contain references and links.)