No. XIII (2025): Special Issue xiii "Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts"

• Committees & Journal/Special Issue Data

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• Introduction

  Ali Derakhshan, José Luis Ortega-Martín, Silvia Corral-Robles

  9-16

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

• Google Notebook LM: Artificial intelligence to manage plurilingual learning through the Lean-Kaizen process

  María Soledad Villarrubia Zúñiga, Paula González García, Bruno Schmauß

  17-33

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• Self-regulation strategies in foreign language virtual exchanges

  Copelia Mateo-Guillen, Marta Del Pozo Beamud, Marta González-Lloret

  35-51

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• A qualitative inquiry into Chinese learners’ emotions in technology-enhanced L2 education

  Li Liu, Norma A. Guzmán

  53-67

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• Understanding EFL learners’ strategies in AI-assisted English writing: An activity theory perspective

  Tingting Xu, Fang Huang, Timothy Teo

• EFL learners’ learning involvement and emotions in the integration of technology in their classrooms

  Yang Lin, Lei Yang, Anna Lia Proietti Ergün

• Embrace technology, escape job anxiety? Profiling technology acceptance and its relationships with job anxiety among English majors

  Yongliang Wang, Ziwen Pan, Özkan Kırmızı

• Exploring Chinese EFL learners’ beliefs about AI-mediated informal digital learning of English: Insights from Q Methodology

  Xiaochen Wang, Yang Gao, Barry Lee Reynolds, Qikai Wang

• Psycho-emotional dimensions of language learning: Investigating the interplay between learner digital tool efficacy, anxiety, motivation, and their engagement in technology-enhanced environments

  Hongyang Lin

  147-165

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• The contribution of artificial intelligence (AI) to Chinese EFL learners’ classroom engagement and active learning

  Xingwang Peng

  167-184

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• On the relationship between Chinese EFL students’ everyday technology usage, e-learning readiness, and emotion regulation

  Hongwu Yang, Aigui Wang, Xinyu Yang

• Revolutionizing language education: How advanced technologies in Technology-Assisted Language Learning (TALL) are transforming teacher-student dynamics and elevating learning outcomes

  Fangrong Liu, Xinyu Liu

  205-224

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• Cultural and ethical implications of integrating advanced technologies in learning: Compromising inclusivity, identity, digital equity, and community engagement

  Jinrong Yu, Danchao Xu, Aydan Irgatoğlu

• Empowering Iranian English as a foreign language learners in a flipped classroom: A contribution of fanfiction to improving writing fluency in English

  Amir Mashhadi, Mahmood Validi , Amene Kavoosi

• Exploring GAI integration in English language teaching: Insights from the TPACK model

  Liana Mercedes Torres Casierra, Karen López-Gil, Carlos Alberto Mayora Pernía

  267-284

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• A qualitative inquiry into digital adaptive learning platforms to (re)shape Chinese EFL teachers’ pedagogical practices

  Hui Fan, Bufan Peng, Gurpinder Singh Lalli

  285-299

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• Teachers’ professional identities and perezhivaniya in adopting technology-assisted language teaching: A longitudinal Q-methodology Approach

  Lili Qin, Baogui Niu

• What drives L2 teachers to embrace AI technologies? A phenomenological inquiry into the role of personal and job resources

  Professor Yan Wu, Professor Ali Derakhshan

• Unveiling the personal resources influencing Chinese as a second language teachers’ technology acceptance: A focus on teachers’ cognitive flexibility, resilience, and self-efficacy

  Kun Luo, Lei Zhang, Kaidi Chen

  339-357

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• The pros and cons of incorporating emerging technologies into L2 classrooms: A qualitative dual perspective from Chinese EFL teachers and students

  Zhenzhen Liu, Mariusz Kruk

  359-374

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• Unearthing the potentials and challenges of technology-assisted language learning (TALL) in L2 contexts: Chinese EFL teachers’ voices disclosed

  Yanmei Geng, Michael P. Hodges

• EFL teachers’ digital literacy and its relation to self-efficacy and well-being in artificial intelligence-based context

  Xiaoyan Zhao, Suthagar Narasuman , Wenxuan Ren

• Innovative approaches to professional development: Exploring the interplay between Technological Pedagogical Content Knowledge (TPACK), teachers’ motivation, engagement, and teachers’ professional development

  Shuhan Liu, Aynur Kesen Mutlu

Book Review

• Technology and English language teaching in a changing world: A practical guide for teachers and teacher educators. Ju Seong Lee, Di Zou, Michelle Mingyue Gu (Eds.) (2024). Palgrave MacMillian Cham, XXVI, 205 pages, Hardcover ISBN: 978-3-031-51539-2; eBook ISBN: 978-3-031-51540-8

  Omid Mazandarani, Mojtaba Rajabi, Shima Soleymani Garmroodi

  429-433

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• Language Teacher Psychology in the Online Teaching Context: An Ecological Perspective Honggang Liu (2024). London and New York: Routledge, 200 Pages, ISBN: 978-1-032-79031-2

  Hongyan Liang, He Wang

• Edited & Co-Financed

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