Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence

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Javier Muñoz-Basols Mara Fuertes Gutiérrez

Technology-Mediated Language Teaching

From Social Justice to Artificial Intelligence

Javier Muñoz-Basols, Mara Fuertes Gutiérrez, Luis Cerezo , Emily Balkwill

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English

Multilingual Matters
07 March 2025

Language teaching theory & methods; Educational equipment & technology, computer-aided learning (CAL)

This volume offers a rich overview of current research and teaching strategies for the integration of technology into language teaching and learning. It introduces the Planning, Personalization and Implementation (PPI) methodological framework to support educators in engaging with the theoretical foundations and innovative practices that should guide the incorporation of technology into their teaching practices. While Spanish language teaching is used as an example, the recommendations can be applied to any language learning contexts. The 13 chapters address a broad range of themes including accessibility, curriculum design, teacher attitudes, motivation, anxiety and feedback, and offer guidance on using digital tools such as podcasts, gamification and artificial intelligence. Written by an international group of scholars, this book serves as a roadmap for language professionals to effectively incorporate technology into any learning environment, whether face-to-face, hybrid or online.

This book will be available as an open access publication under a CC BY NC ND licence.

Edited by: Javier Muñoz-Basols, Mara Fuertes Gutiérrez, Luis Cerezo
Translated by: Emily Balkwill
Imprint: Multilingual Matters
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 22mm
Weight: 660g
ISBN: 9781800419872
ISBN 10: 1800419872
Pages: 344
Publication Date: 07 March 2025
Audience: College/higher education , Further / Higher Education
Format: Hardback
Publisher's Status: Active

Part 1: Planning Technology Needs Chapter 1. Melinda Dooly and Anna Comas-Quinn: Access to Technology and Social Justice Chapter 2. Marta González-Lloret: Curriculum Planning and Development in Virtual Environments Chapter 3. Inmaculada Gómez Soler and Marta Tecedor: Virtual Teachers’ Beliefs, Attitudes and Competences Chapter 4. Daria Mizza and Fernando Rubio: Effective Technological Practices and Diversity Part 2: Personalizing Learning and Teaching Chapter 5. Luis Cerezo and Íñigo Yanguas: Motivation and Virtual Teaching Chapter 6. Zsuzsanna Bárkányi: Anxiety and Virtual Learning Chapter 7. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Interaction in Virtual Learning Environments Chapter 8. Sonia Bailini: Assessment and Feedback in Virtual Learning Environments Part 3: Implementing Technology Resources Chapter 9. Robert Blake, Lillian Jones and Cory Osburn: Hybrid and Online Teaching and the Flipped Classroom Chapter 10. Carlos Soler Montes and Olga Juan-Lázaro: Digital Language Immersion (DLI) and Virtual Exchanges Chapter 11. Ana Oskoz: Competences and Language Digitalization: Podcasts and Digital Stories. Chapter 12. Luis Cerezo and Joan-Tomàs Pujolà: Digital Ludic Pedagogies (DLP): Videogames, Minigames, Extended Realities and Robots Epilogue: New Technology-Mediated Scenarios Chapter 13. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning

Javier Muñoz-Basols is a Beatriz Galindo Distinguished Senior Researcher at the University of Seville, Spain, and Honorary Faculty Research Fellow at the University of Oxford, UK. He is the Co-Founder and Editor-in-Chief of the Journal of Spanish Language Teaching and President of the Association for the Teaching of Spanish as a Foreign Language (ASELE). Mara Fuertes Gutiérrez is a Senior Lecturer in Spanish at the Open University, UK. Her recent research and publications focus on sociolinguistics applied to Spanish teaching, teacher training, and distance and online education. She is the Vice President of the Association for the Teaching of Spanish as a Foreign Language (ASELE) and Secretary of the Association of Hispanists of Great Britain and Ireland (AHGBI). Luis Cerezo is an Associate Professor of Applied Linguistics at the American University, Washington, DC, USA. His research focuses on the teaching of additional languages through videogames, computer-mediated communication, and hybrid and online environments based on guided induction, metacognitive instruction and observational learning. He is also a member of the CALICO Journal editorial board.

Reviews for Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence

A timely addition to the growing scholarship on the impact of digital culture and technology on language education. This collection of essays by leading language specialists provides both crucial theoretical context and a well-structured practical framework for applying insights across a range of topics from assessment, virtual worlds, gamified learning, digital storytelling, access and inclusivity, to a critical engagement with AI. It will be invaluable to anyone considering the future of language teaching and learning in a rapidly changing and increasingly media-inflected pedagogical landscape. * Paul Spence, King's College London, UK *