https://revistaseug.ugr.es/index.php/portalin <p><strong><span style="color: #1dbabf;"><em>Porta Linguarum</em></span></strong> es una revista interdepartamental e interuniversitaria que nació en 2004 y se especializa en la <strong>didáctica de las lenguas extranjeras</strong> y la educación bilingüe. Surgió de los Departamentos de Enseñanza de la Lengua Española y de Filología en conjunción con otros Grupos de Investigación interesados en estos campos. Con esta publicación se pretende <strong>desarrollar la investigación</strong> en didáctica de las lenguas extranjeras y la educación bilingüe y promover estas áreas dentro de la comunidad científica internacional.</p> <p><strong><span style="color: #1dbabf;"><em>Porta Liguarum</em></span></strong> publica artículos que se refieren a los <strong>procesos de enseñanza y aprendizaje de las lenguas</strong> y se centran fundamentalmente en los <em>aspectos curriculares</em> de la LE (objetivos, contenidos, procedimientos, materiales y evaluación), en las <em>cuestiones</em> <em>metodológicas</em>, en la organización y planificación de los diferentes niveles educativos (Infantil, Primaria, Secundaria, Adultos, Universidad) y en el tipo de <em>formación</em> que requiere el profesorado de LE. En la actualidad, está <strong>indexada</strong> en las bases de datos de mayor relevancia internacional como <strong>WoS</strong> en el <strong>SSCI</strong> y en el <strong>A&amp;HCI</strong> del <strong>JCR</strong> así como <strong>Scopus</strong>, <strong>SJR-Scimago</strong>.</p> es-ES https://revistaseug.ugr.es/index.php/portalin/announcement/view/251 <p>Estimados autores:</p> <p>La recepción de envíos permanecerá cerrada por descanso navideño del Equipo Editorial. </p> <p>Equipo Editorial</p> Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras 2024-12-20 https://revistaseug.ugr.es/index.php/portalin/announcement/view/242 <p><strong>CALL FOR ABSTRACTS</strong></p> <p><strong> </strong></p> <p> </p> <p><strong>Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts</strong></p> <p><strong> </strong></p> <p><strong> </strong></p> <p><strong>Guest Editors </strong></p> <p><strong> </strong></p> <p><strong>Ali Derakhshan</strong></p> <p><em>Professor of Applied Linguistics</em></p> <p><em>Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Shahid Beheshti St., Gorgan, Golestan, Iran</em></p> <p><u>Email: </u><a href="mailto:a.derakhshan@gu.ac.ir">a.derakhshan@gu.ac.ir</a><u> and </u><a href="mailto:aderakhshanh@gmail.com">aderakhshanh@gmail.com</a></p> <p><u>ORCID: </u><a href="https://orcid.org/0000-0002-6639-9339">https://orcid.org/0000-0002-6639-9339</a></p> <p> </p> <p><strong>José Luis Ortega-Martín</strong></p> <p><em>Full Professor, Department of Language and Literature Didactics, University of Granada, Spain</em></p> <p>Email: <a href="mailto:ortegam@ugr.es">ortegam@ugr.es</a></p> <p>ORCID ID: <a href="https://urldefense.com/v3/__https:/orcid.org/0000-0003-4875-0188*0d__;JQ!!D9dNQwwGXtA!SE25uLnx6c1dZLTIKGrSml9aYq1FDUprYqkTcHA8t4pe_eToAY8_hHGT4A-IdqHB5EPc-x83Avls35o4mflIhnV8$">https://orcid.org/0000-0003-4875-0188</a></p> <p><strong> </strong></p> <p><strong>Silvia Corral-Robles</strong></p> <p><em>Permanent Lecturer, Department of Language and Literature Didactics, University of Granada, Spain</em></p> <p>Email: <a href="mailto:silviarc@ugr.es">silviarc@ugr.es</a></p> <p>ORCID ID: <a href="https://orcid.org/0000-0001-6315-7329">https://orcid.org/0000-0001-6315-7329</a></p> <p>In recent years, the landscape of language education has undergone significant transformation due to the rapid integration of technology (Derakhshan et al., 2024; Morata-Garrido et al., 2023; Wang et al., 2024). Technology-Assisted Language Learning (TALL) environments have emerged as a promising paradigm, offering novel ways to enhance language teaching and learning processes (Bahari, 2023; Bahari &amp; Li, 2024; Ko, 2017). The proliferation of artificial intelligence (AI), digital tools, virtual reality, and mobile applications has provided both teachers and learners with a plethora of resources that can personalize instruction, facilitate authentic communication, and improve language proficiency (Derakhshan et al., 2025; Fathi et al., 2024; Teo et al., 2022; Wang &amp; Xue, 2024; Wu et al., 2024). However, the impact of such technologies on educational outcomes, pedagogy, and the learner experience remains an area that requires exploration and critical reflection.</p> <p>The proposed special issue brings together cutting-edge research and theoretical discussions on various dimensions of TALL. The goal is to explore how emerging technologies are transforming second and foreign language (L2) classrooms, examining both the benefits and challenges of integrating these tools. This special issue makes a significant contribution by offering a detailed analysis of how these technologies impact language learning and teaching practices. While previous research has often focused on the effectiveness of specific tools or technologies in isolation (Chen, 2023; Derakhshan &amp; Ghiasvand, 2024; Huang &amp; Tan, 2023; Song &amp; Song, 2023; Zhao, 2023), this special issue seeks to provide a more holistic view by exploring the interrelatedness of technology, pedagogy, and learner outcomes.</p> <p>Moreover, this issue will provide educators, researchers, and policymakers with evidence-based insights into best practices for implementing technology in L2 classrooms. Focusing on practical applications and theoretical frameworks bridges this gap between research and practice, offering actionable recommendations for improving the efficacy of TALL environments. By covering diverse perspectives from different global contexts, the special issue highlights the cultural and contextual factors that influence the integration of technology into language learning. This will provide a deeper understanding of how technology is being adopted in different educational settings, particularly in under-resourced or developing contexts where access to cutting-edge technologies may be limited.</p> <p>In this special issue, we welcome original empirical studies, meta-analyses, and in-depth qualitative studies that address the intersection of advanced technologies and L2 education. The contributions will offer valuable insights into the implications, applications, and impacts of technological innovations on L2 teaching and learning. We invite submissions that explore, but are not limited to, the following themes:</p> <ul> <li><strong>Innovative Digital Tools and Platforms:</strong> Exploring how AI, virtual/augmented reality, mobile applications, and other emerging digital tools are reshaping language instruction and practice.</li> </ul> <p> </p> <ul> <li><strong>Pedagogical Approaches in TALL Environments:</strong> Investigating how language teachers are adapting traditional pedagogies to incorporate advanced technologies and how these changes impact teacher-student interaction and learner outcomes.</li> </ul> <p> </p> <ul> <li><strong>Personalization and Adaptive Learning:</strong> Probing the role of AI-driven adaptive learning platforms in creating personalized language learning experiences that consider learners’ individual needs, proficiency levels, and learning styles.</li> </ul> <p> </p> <ul> <li><strong>Assessment and Feedback Mechanisms:</strong> Examing how advanced and emerging technologies are transforming assessment practices, such as the use of automated language assessment tools, digital feedback systems, and the role of big data analytics in measuring learner progress.</li> </ul> <p> </p> <ul> <li><strong>Psycho-emotional Aspects of Language Learning with Technology:</strong> Exploring the emotional and psychological factors involved in learning languages in tech-enhanced environments.</li> </ul> <p> </p> <ul> <li><strong>Cultural and Ethical Considerations:</strong> Examining the cultural and ethical implications of integrating adcanced technologies into TALL environments.</li> </ul> <p> </p> <ul> <li><strong>Professional Development and Teacher Education:</strong> Examining how language teachers are being prepared to integrate advanced technologies into their classrooms.</li> </ul> <p>By examining the practical, pedagogical, and psycoemotional aspects of TALL environments, the issue contributes to a deeper understanding of the benefits, challenges, and long-term impacts of technology integration in L2 education contexts. The insights from this collection of research will offer a valuable guidance for educators, researchers, and policymakers seeking to harness the potential of advanced technologies, notably AI, to foster effective and engaging language education.</p> <p>We look forward to receiving diverse submissions that reflect the multifaceted nature of TALL.</p> <h1>Submission information</h1> <p>Submissions need to follow the following guidelines:</p> <p><a title="GL" href="https://revistaseug.ugr.es/index.php/portalin/libraryFiles/downloadPublic/48" target="_blank" rel="noopener">https://revistaseug.ugr.es/index.php/portalin/libraryFiles/downloadPublic/48</a></p> <h1>Important dates</h1> <p> </p> <p>Deadlines for the call for abstracts, papers, and reviews</p> <ul> <li>Full paper submission deadline: April 25, 2025</li> <li>Publication date: September 2025</li> </ul> <p> </p> <h1>Submissions</h1> <p>Submissions and queries should be addressed to the guest editors of this special issue, Professor Ali Derakhshan (<a href="mailto:aderakhshanh@gmail.com">aderakhshanh@gmail.com</a> or <a href="mailto:a.derakhshan@gu.ac.ir">a.derakhshan@gu.ac.ir</a>), Professor José Luis Ortega-Martín (<a href="mailto:ortegam@ugr.es">ortegam@ugr.es</a>), Professor Silvia Corral-Robles (<a href="mailto:silviarc@ugr.es">silviarc@ugr.es</a>)</p> <p><strong> </strong></p> <p><strong>References</strong></p> <p>Bahari, A. (2023). Affordances and challenges of technology-assisted language learning for motivation: A systematic review<em>. Interactive Learning Environments</em>, <em>31</em>(9), 5853–5873. <a href="https://doi.org/10.1080/10494820.2021.2021246">https://doi.org/10.1080/10494820.2021.2021246</a></p> <p>Bahari, A., &amp; Li, R. (2024). Revisiting technology-assisted language learning affordances for language components: a decade survey. <em>Interactive Learning Environments</em>, 1–20. <a href="https://doi.org/10.1080/10494820.2024.2312910">https://doi.org/10.1080/10494820.2024.2312910</a></p> <p>Chen, T. J. (2023). ChatGPT and other artificial intelligence applications speed up scientific writing. <em>Journal of the Chinese Medical Association</em>, <em>86</em>(4), 351–353. <a href="https://doi.org/10.1097/JCMA.0000000000000900">https://doi.org/10.1097/JCMA.0000000000000900</a></p> <p>Derakhshan, A., &amp; Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions. <em>International Journal of Applied Linguistics</em>. <a href="https://doi.org/10.1111/ijal.12561">https://doi.org/10.1111/ijal.12561</a></p> <p>Derakhshan, A., Teo, T., &amp; Khazaie, S. (2024). Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east. <em>Computers &amp; Education</em>, <em>213</em>, 105013. <a href="https://doi.org/10.1016/j.compedu.2024.105013">https://doi.org/10.1016/j.compedu.2024.105013</a></p> <p>Derakhshan, A., Teo, T., &amp; Khazaie, S. (2025). Investigating the usefulness of artificial intelligence-driven robots in developing empathy for English for medical purposes communication: The role-play of Asian and African students. <em>Computers in Human Behavior</em>, <em>162</em>, 108416. <a href="https://doi.org/10.1016/j.chb.2024.108416">https://doi.org/10.1016/j.chb.2024.108416</a></p> <p>Fathi, J., Rahimi, M., &amp; Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. <em>System</em>, <em>121</em>, 103254. <a href="https://doi.org/10.1016/j.system.2024.103254">https://doi.org/10.1016/j.system.2024.103254</a></p> <p>Huang, J., &amp; Tan, M. (2023). The role of ChatGPT in scientific communication: Writing better scientific review articles. <em>American Journal of Cancer Research</em>, <em>13</em>(4), 1148–1154.</p> <p>Ko, M. H. (2017). Learner perspectives regarding device type in technology-assisted language learning. <em>Computer Assisted Language Learning</em>, <em>30</em>(8), 844–863. <a href="https://doi.org/10.1080/09588221.2017.1367310">https://doi.org/10.1080/09588221.2017.1367310</a></p> <p>Morata-Garrido, N., Ortega-Martín, J. L., &amp; González-Valero, G. (2023). Development of EFL teachers’ digital competence in the adoption of blended learning. <em>Language Related Research</em>, <em>14</em>(5), 1-25.</p> <p>Song, C., &amp; Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. <em>Frontiers in Psychology</em>, <em>14</em>, 1260843. <a href="https://doi.org/10.3389/fpsyg.2023.1260843">https://doi.org/10.3389/fpsyg.2023.1260843</a></p> <p>Teo, T., Khazaie, S., &amp; Derakhshan, A. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. <em>Computers &amp; Education</em>, <em>179</em>, 104406. <a href="https://doi.org/10.1016/j.compedu.2021.104406">https://doi.org/10.1016/j.compedu.2021.104406</a></p> <p>Wang, Y., &amp; Xue, L. (2024). Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study. <em>Computers in Human Behavior</em>, 108353. <a href="https://doi.org/10.1016/j.chb.2024.108353">https://doi.org/10.1016/j.chb.2024.108353</a></p> <p>Wang, Y., Wang, Y., Pan, Z., &amp; Ortega-Martín, J. L. (2024). The predicting role of EFL students’ achievement emotions and technological self-efficacy in their technology acceptance. <em>The Asia-Pacific Education Researcher</em>, <em>33</em>(4), 771–782. <a href="https://doi.org/10.1007/s40299-023-00750-0">https://doi.org/10.1007/s40299-023-00750-0</a></p> <p>Wu, H., Wang, Y., &amp; Wang, Y. (2024). “To use or not to use?” A mixed-methods study on the determinants of EFL college learners’ behavioral intention to use AI in the distributed learning context. <em>International Review of Research in Open and Distributed Learning</em>, <em>25</em>(3), 158–178. <a href="https://doi.org/10.19173/irrodl.v25i3.7708">https://doi.org/10.19173/irrodl.v25i3.7708</a></p> <p>Zhao, X. (2023). Leveraging artificial intelligence (AI) technology for English writing: Introducing Wordtune as a digital writing assistant for EFL writers. <em>RELC Journal</em>, <em>54</em>(3), 890–894. <a href="https://doi.org/10.1177/00336882221094089">https://doi.org/10.1177/00336882221094089</a></p> <p> </p> Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras 2024-10-30 https://revistaseug.ugr.es/index.php/portalin/announcement/view/241 Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras 2024-10-30 https://revistaseug.ugr.es/index.php/portalin/announcement/view/239 <p><strong>RIQUEZA DEL PAISAJE LINGÜÍSTICO EN EL AULA</strong></p> <p> </p> <p>Editores: Natalia Martínez León, María Heredia Mantis, Alejandro Ángeles González.</p> <p> </p> <p>Quisiéramos invitaros a participar y pediros a aquellos interesados, que nos lo confirmen cuanto antes y como muy tarde hasta el 15 de diciembre con el envío de un abstract en Word que incluya:</p> <p> </p> <ul> <li>Título (máximo 15 palabras) en inglés y en español</li> <li>Nombre autor(es)</li> <li>Institución(es)</li> <li>Email(s)</li> <li>Resumen de máximo 200 palabras en español</li> <li>Abstract de máximo 200 palabras en inglés</li> <li>5 palabras clave en español</li> <li>5 keywords en inglés</li> </ul> <p> </p> <p>El artículo se podrá redactar en español o en inglés.</p> <p> </p> <p>Enviar a la editora principal: </p> <p>Natalia Martínez-León <a href="mailto:nataliaml@ugr.es">nataliaml@ugr.es</a></p> <p> </p> <p>Fechas importantes:</p> <ul> <li>Convocatoria: noviembre 2024</li> <li>Fecha límite para entrega de abstracts: 15 diciembre 2024</li> <li>Notificación de aceptación: enero 2025</li> <li>Fecha límite para entrega de artículos finales: marzo 2025</li> </ul> <p> </p> <p>Una vez recabados todos los interesados, daremos más instrucciones, sobre formato y extensión (siguiendo directrices de la revista, <a href="https://revistaseug.ugr.es/index.php/portalin/about/submissions">https://revistaseug.ugr.es/index.php/portalin/about/submissions</a>).</p> <p> </p> <p>Un saludo</p> Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras 2024-10-30 https://revistaseug.ugr.es/index.php/portalin/announcement/view/204 Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras 2024-03-08