NÚMERO ESPECIAL XII SEP-2025 "Integración de tecnologías innovadoras en entornos de aprendizaje de idiomas asistido por tecnología (TALL): Perspectivas, aplicaciones y repercusiones"

30-10-2024

CALL FOR ABSTRACTS

 

 

Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts

 

 

Guest Editors

 

Ali Derakhshan

Professor of Applied Linguistics

Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Shahid Beheshti St., Gorgan, Golestan, Iran

Email: a.derakhshan@gu.ac.ir and aderakhshanh@gmail.com

ORCID: https://orcid.org/0000-0002-6639-9339

 

José Luis Ortega-Martín

Full Professor, Department of Language and Literature Didactics, University of Granada, Spain

Email: ortegam@ugr.es

ORCID ID: https://orcid.org/0000-0003-4875-0188

 

Silvia Corral-Robles

Permanent Lecturer, Department of Language and Literature Didactics, University of Granada, Spain

Email: silviarc@ugr.es

ORCID ID: https://orcid.org/0000-0001-6315-7329

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 & 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 & 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.

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 & Ghiasvand, 2024; Huang & Tan, 2023; Song & Song, 2023; Zhao, 2023), this special issue seeks to provide a more holistic view by exploring the interrelatedness of technology, pedagogy, and learner outcomes.

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.

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:

  • Innovative Digital Tools and Platforms: Exploring how AI, virtual/augmented reality, mobile applications, and other emerging digital tools are reshaping language instruction and practice.

 

  • Pedagogical Approaches in TALL Environments: Investigating how language teachers are adapting traditional pedagogies to incorporate advanced technologies and how these changes impact teacher-student interaction and learner outcomes.

 

  • Personalization and Adaptive Learning: 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.

 

  • Assessment and Feedback Mechanisms: 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.

 

  • Psycho-emotional Aspects of Language Learning with Technology: Exploring the emotional and psychological factors involved in learning languages in tech-enhanced environments.

 

  • Cultural and Ethical Considerations: Examining the cultural and ethical implications of integrating adcanced technologies into TALL environments.

 

  • Professional Development and Teacher Education: Examining how language teachers are being prepared to integrate advanced technologies into their classrooms.

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.

We look forward to receiving diverse submissions that reflect the multifaceted nature of TALL.

Submission information

Submissions need to follow the following guidelines:

https://revistaseug.ugr.es/index.php/portalin/libraryFiles/downloadPublic/48

Important dates

 

Deadlines for the call for abstracts, papers, and reviews

  • Full paper submission deadline: April 25, 2025
  • Publication date: September 2025

 

Submissions

Submissions and queries should be addressed to the guest editors of this special issue, Professor Ali Derakhshan (aderakhshanh@gmail.com or a.derakhshan@gu.ac.ir), Professor José Luis Ortega-Martín (ortegam@ugr.es), Professor Silvia Corral-Robles (silviarc@ugr.es)

 

References

Bahari, A. (2023). Affordances and challenges of technology-assisted language learning for motivation: A systematic review. Interactive Learning Environments, 31(9), 5853–5873. https://doi.org/10.1080/10494820.2021.2021246

Bahari, A., & Li, R. (2024). Revisiting technology-assisted language learning affordances for language components: a decade survey. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2024.2312910

Chen, T. J. (2023). ChatGPT and other artificial intelligence applications speed up scientific writing. Journal of the Chinese Medical Association, 86(4), 351–353. https://doi.org/10.1097/JCMA.0000000000000900

Derakhshan, A., & 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. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12561

Derakhshan, A., Teo, T., & 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. Computers & Education, 213, 105013. https://doi.org/10.1016/j.compedu.2024.105013

Derakhshan, A., Teo, T., & 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. Computers in Human Behavior, 162, 108416. https://doi.org/10.1016/j.chb.2024.108416

Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121, 103254. https://doi.org/10.1016/j.system.2024.103254

Huang, J., & Tan, M. (2023). The role of ChatGPT in scientific communication: Writing better scientific review articles. American Journal of Cancer Research, 13(4), 1148–1154.

Ko, M. H. (2017). Learner perspectives regarding device type in technology-assisted language learning. Computer Assisted Language Learning, 30(8), 844–863. https://doi.org/10.1080/09588221.2017.1367310

Morata-Garrido, N., Ortega-Martín, J. L., & González-Valero, G. (2023). Development of EFL teachers’ digital competence in the adoption of blended learning. Language Related Research, 14(5), 1-25.

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843

Teo, T., Khazaie, S., & 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. Computers & Education, 179, 104406. https://doi.org/10.1016/j.compedu.2021.104406

Wang, Y., & Xue, L. (2024). Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study. Computers in Human Behavior, 108353. https://doi.org/10.1016/j.chb.2024.108353

Wang, Y., Wang, Y., Pan, Z., & Ortega-Martín, J. L. (2024). The predicting role of EFL students’ achievement emotions and technological self-efficacy in their technology acceptance. The Asia-Pacific Education Researcher, 33(4), 771–782. https://doi.org/10.1007/s40299-023-00750-0

Wu, H., Wang, Y., & 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. International Review of Research in Open and Distributed Learning, 25(3), 158–178. https://doi.org/10.19173/irrodl.v25i3.7708

Zhao, X. (2023). Leveraging artificial intelligence (AI) technology for English writing: Introducing Wordtune as a digital writing assistant for EFL writers. RELC Journal, 54(3), 890–894. https://doi.org/10.1177/00336882221094089