Titlebook: Language Education in Digital Spaces: Perspectives on Autonomy and Interaction; Carolin Fuchs,Mirjam Hauck,Melinda Dooly Book 2021 Springe

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1572-0292 ocial and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging fr978-3-030-74960-6978-3-030-74958-3Series ISSN 1572-0292 Series E-ISSN 2215-1656

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,Learning, Working and Playing Online: University Students’ Practices When Collaborating in Social Me consider how different individuals influence those interactions, for example by their choice of language, and their choice of task focus. Drawing on the data, a profile for each member of the group is created, highlighting the language practices of each student and how their individual practices h

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Supporting Autonomy in an Exam-Based Context: Results from a Hong Kong-U.S. Telecollaboration,ce with Facebook which resulted in positive feedback; yet, some students also saw the technical limitations when communicating within a larger group. Moreover, experience regarding teamwork was mixed – as were results from the Hong Kong and Hong Kong-U.S. collaborations. The author discusses motivat

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,Where Multimodal Literacy Meets Online Language Learner Autonomy: “Digital Resources Give Us Wings”sentation of self. The core constructs that provide the background to our study come from the field of social semiotics. In line with Kress (Multimodality. A social semiotic approach to contemporary Communication. Routledge, London, 2010), we conceptualise online language learners and teachers who d

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From Autonomous Learners to Self-Directed Teachers in Telecollaboration: Teachers Look Back and Refual but steady increase in learner autonomy, and exposure to telecollaboration can promote eventual teacher autonomy. It is assumed that these teaching characteristics will be important for student-teachers to implement telecollaboration in their own teaching in the near future.

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Learner and Teacher Autonomy Through Virtual Exchange: The Use of Videoconferencing Recorded Sessio the target language, were implemented. Learners explored their language acquisition while teacher candidates explored language produced by learners and utilized learned teaching techniques. The 25 participants developed their reflective practices (Nelson et al., Reflect Pract 17(5): 648–661, 2016)

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,Structured Reflection to Support Pre-Service Language Teachers’ Autonomy Development,valuable pedagogical strategy to promote their autonomy. Implications are drawn for teacher education programmes that need to address an increasingly complex set of pedagogical skills, professional competencies and personal qualities to prepare PSTs appropriately for their professional life.

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Apps for Informal Autonomous Language Learning: An Autoethnography,onal stimulus appraisal model as an explanatory framework to discuss my progression through four apps. The study shows that rather than searching for the perfect app, learners need to select and adapt apps to address specific learning needs that change over time.