Transitions in CALL

Transitions in CALL

$39.50

Edited by Antonie Alm, Chun Lai, & Qing Ma (2025)

Transitions in CALL explores how computer-assisted language learning is being reshaped by technological, pedagogical, and theoretical change. Drawing on work presented at the XXIInd International CALL Research Conference, the volume considers the influence of generative artificial intelligence, extended reality, and mobile learning alongside shifts in pedagogy and professional identity. The chapters examine the need for learner-centred and inclusive approaches while addressing both the opportunities and tensions of innovation. By combining reflections on past practices with responses to present challenges and projections of future possibilities, the book presents a timely account of a field undergoing continual transformation.

DOI: 10.29140/9781914291272 Categories: , , , Tags: , , ,

Description

Overview

Transitions in CALL examines the ongoing changes in computer-assisted language learning at a time when new technologies are prompting us to rethink the foundations of teaching, learning, and research. Originating from the XXIInd International CALL Research Conference, the volume brings together contributions that explore how developments such as generative artificial intelligence, extended reality, mobile learning, and wearable devices are influencing not only the tools of language education but also the practices, identities, and theoretical perspectives that underpin it. The chapters highlight three key dimensions of transition: technologies that broaden the spaces and modes of learning, pedagogies that emphasise learner-centred and context-sensitive approaches, and paradigms that redefine how authority, interaction, and professional identity are understood. Transitions are shown to take many forms, from reflections on earlier innovations to responses to the disruptions of the pandemic and to anticipations of future directions. Rather than viewing change as a break with the past, the volume treats it as an opportunity to reflect, adapt, and innovate, while ensuring accessibility, inclusion, and equity remain central. Transitions in CALL offers valuable insights for researchers, educators, and practitioners seeking to engage with the field’s current challenges and shape its future course.

Table of Contents

Front matter

Foreword – Glenn Stockwell & Yijen Wang

Introduction 

Part 1: Generative artificial intelligence (GenAI) and language education

1. Beyond the hype: Cautious optimism in EMI students’ engagement with generative AI – Jiale Lu, Hao Zhou
2. A study of pre-service English teachers’ Intelligent-TPACK on the acceptance of generative artificial intelligence (GenAI) in their future teaching – Christiane Lütge, Xiao Zhang
3. Assessing the quality of chatbot-assisted L2 writing: A focus on lexical richness, syntactic complexity and argumentation structure – Meng Zhang, Yuxuan Wang, Qian Shang

Part 2: Immersive and mobile technologies

4. From users to creators: Harnessing extended reality and end-user development tools in language education – Anke Berns, Concepción Valero-Franco
5. Involve to improve: Co-design actions with and for mobile learners – Zhi Quan
6. Mind mapping with SimpleMind: A mobile-assisted tool for ESL academic writing – Linh Pham
7.  A transformative approach to innovative curriculum content development: A mobile vocabulary intervention for indigenous youth – Jia Li, Esther Geva, Catherine Snow, Andrew Biemiller

Part 3: Pedagogical transitions and teacher practices

8. Transforming undergraduate EFL teacher-trainees’ mindsets through EdTech courses – Nobue Tanaka-Ellis
9.  A multimodal social semiotic approach to TESOL educator professional development – Stafford Lumsden
10.  “Physical classrooms are not my only stages”: Teachers’ transitions in practice with content creation on social media – Quyen Tran
11. Adapting dynamic written corrective feedback with Google sheets: Learning outcomes and teacher workload – Andrew Barnes
12.  Learners’ perceptions of e-Tandem learning: Insights into learning content, partners, and teacher intervention – Bo Gyeong Son

Index

 

Additional Information

ISBN (paperback)

978-1-914291-27-2
Imprint

Castledown Publishers
Year

DOI

https://doi.org/10.29140/9781914291272

Description

Overview

Transitions in CALL examines the ongoing changes in computer-assisted language learning at a time when new technologies are prompting us to rethink the foundations of teaching, learning, and research. Originating from the XXIInd International CALL Research Conference, the volume brings together contributions that explore how developments such as generative artificial intelligence, extended reality, mobile learning, and wearable devices are influencing not only the tools of language education but also the practices, identities, and theoretical perspectives that underpin it. The chapters highlight three key dimensions of transition: technologies that broaden the spaces and modes of learning, pedagogies that emphasise learner-centred and context-sensitive approaches, and paradigms that redefine how authority, interaction, and professional identity are understood. Transitions are shown to take many forms, from reflections on earlier innovations to responses to the disruptions of the pandemic and to anticipations of future directions. Rather than viewing change as a break with the past, the volume treats it as an opportunity to reflect, adapt, and innovate, while ensuring accessibility, inclusion, and equity remain central. Transitions in CALL offers valuable insights for researchers, educators, and practitioners seeking to engage with the field’s current challenges and shape its future course.

Table of Contents

Front matter

Foreword – Glenn Stockwell & Yijen Wang

Introduction 

Part 1: Generative artificial intelligence (GenAI) and language education

1. Beyond the hype: Cautious optimism in EMI students’ engagement with generative AI – Jiale Lu, Hao Zhou
2. A study of pre-service English teachers’ Intelligent-TPACK on the acceptance of generative artificial intelligence (GenAI) in their future teaching – Christiane Lütge, Xiao Zhang
3. Assessing the quality of chatbot-assisted L2 writing: A focus on lexical richness, syntactic complexity and argumentation structure – Meng Zhang, Yuxuan Wang, Qian Shang

Part 2: Immersive and mobile technologies

4. From users to creators: Harnessing extended reality and end-user development tools in language education – Anke Berns, Concepción Valero-Franco
5. Involve to improve: Co-design actions with and for mobile learners – Zhi Quan
6. Mind mapping with SimpleMind: A mobile-assisted tool for ESL academic writing – Linh Pham
7.  A transformative approach to innovative curriculum content development: A mobile vocabulary intervention for indigenous youth – Jia Li, Esther Geva, Catherine Snow, Andrew Biemiller

Part 3: Pedagogical transitions and teacher practices

8. Transforming undergraduate EFL teacher-trainees’ mindsets through EdTech courses – Nobue Tanaka-Ellis
9.  A multimodal social semiotic approach to TESOL educator professional development – Stafford Lumsden
10.  “Physical classrooms are not my only stages”: Teachers’ transitions in practice with content creation on social media – Quyen Tran
11. Adapting dynamic written corrective feedback with Google sheets: Learning outcomes and teacher workload – Andrew Barnes
12.  Learners’ perceptions of e-Tandem learning: Insights into learning content, partners, and teacher intervention – Bo Gyeong Son

Index

 

Additional Information

ISBN (paperback)

978-1-914291-27-2
Imprint

Castledown Publishers
Year

DOI

https://doi.org/10.29140/9781914291272

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