Call for papers C6

Sub-Conference on Technology Enhanced Language Learning (TELL)

This sub-conference focuses on advances and emerging trends in Technology Enhanced Language Learning (TELL). The advancements in technology have transformed the way we learn languages and provided new opportunities for innovative learning design and teaching practice. The TELL sub-conference invites submissions on the rationale, theories, pedagogies, and best practices for the use of digital technologies to enhance first/second/foreign/additional language teaching and learning. Researchers investigating theoretically underpinned innovative practices to enhance the integration of emerging technologies in language instruction are strongly encouraged to submit their work to the TELL sub-conference.

The goals of the TELL sub-conference are to engage scholars, researchers, and practitioners in sharing and discussing their latest research in the use of technology in first/second/foreign/additional language education, share insights into the design, development, evaluation, and enhancement of technology enhanced language learning environments, and provide directions for future research collaborations and ongoing improvement of TELL practices. We welcome high quality conceptual and theoretical as well as empirical contributions in relation to accomplished research or work in progress under the sub-conference areas.

The scope of the TELL sub-conference includes but is not limited to the following topics:

  • Theoretical foundations and perspectives of TELL
    • Critical approaches to TELL
    • Historical investigations of TELL
    • Research methodologies in TELL
    • Socio-cultural perspectives related to TELL, such as improving intercultural and interdisciplinary competence through TELL and instructors’ and learners’ expectations and readiness to use TELL
  • Digital pedagogy and instructional design principles in TELL
    • Innovative pedagogical approaches in TELL practice
    • Established and emerging TELL tools, applications, and platforms
    • Application of mobile technology and platforms for TELL
    • Language learning in XR environments
    • Game-based language learning
    • Natural Language Processing and Corpora in language learning
    • Computer-Supported Collaborative Learning for language instruction
    • Language learning design
    • Open educational resources
  • Educational psychology implications for TELL
    • Cognitive and learning sciences
    • Self-efficacy and motivation
    • Learner autonomy and self-regulated learning
    • Online learning identity and presence
  • Professional development of language teachers
    • Teachers’ technological, pedagogical and content knowledge (TPACK) in promoting TELL
    • Approaches to teacher development in TELL
  • Professional Development (Professional associations, programs, communities of practice: CoP)
  • Content development and management for TELL
    • Flipped classroom, blended/hybrid language learning
    • TELL in emergency-remote teaching and learning scenarios
    • TELL in open, distance, and flexible learning contexts
    • TELL in informal learning environments (outside the formal classroom)
    • TELL in workplace and adult learning settings
    • TELL in international education settings to broaden intercultural awareness and transcultural dialogue
  • Assessment and evaluation of TELL
    • Assessing multiliteracies in TELL
    • History, merits, and drawbacks of technology enhanced assessment
    • Ethical considerations in the assessment process
  • Supporting the acquisition of less widely taught languages and inclusive education through TELL
    • Effects of multimodal resources on learning an additional language
    • Implementations of TELL to support students with special needs
    • TELL for social justice and sustainability
    • TELL in refugee and migrant education
    • The remedial role of TELL in local contexts where technology is scarce
  • TELL in homeschooling programs

Important dates

PC executive chair
Liliana CUESTA, Columbia

PC co-chair
Carl ANDERSON, Columbia
Michelle MARSEE, USA

Agnieszka Palalas, Athabasca University
Wanwisa Wannapipat, Khon Kaen University
Hiroshi Miyashita, Tokyo Metropolitan Showa High School
Elena Barcena, UNED
Olga Viberg, KTH Royal Institute of Technology
Liliana Cuesta, Universidad de La Sabana
Weichao Vera Chen, Baylor College of Medicine
Mark Pegrum, University of Western Australia
Chia-Ling Hsieh, National Taiwan Normal University
Daria Mizza, Johns Hopkins University – SAIS
Louise Ohashi, Meiji University
Georgios Kormpas, Al Yamamah University
Maria Psychogiou, Athabasca University
Valentina Morgana, Università Cattolica del Sacro Cuore, Milan
Rustam Shadiev, Department of Education Science, Nanjing Normal University, China
Debra Hoven, Athabasca University
Chadia Mansour, Athabasca University
Michał B. Paradowski, Institute of Applied Linguistics, University of Warsaw
Carl Edlund Anderson, Univerisdad de La Sabana
Antonie Alm, University of Otago
Eric Hagley, Hosei University
Phil Hubbard, Stanford University
Chien-Han Chen, TKU
Apostolos Koutropoulos, University of Masachusetts Boston
Sandra Gudiño-Paredes, Tecnológico de Monterrey
Zhang, Nanyang Technological University
Yoshiko Goda, Kumamoto University
Alex Boulton, University of Lorraine
Di Zou, The Education University of Hong Kong
Takafumi Utashiro, Hokkai-Gakuen University
Yuichi Ono, University of Tsukuba
Misato Oi, Kyushu University
Yasushige Ishikawa, Kyoto University of Foreign Studies
Salomi Papadima-Sophocleous, Cyprus University of Technology
Hayo Reinders, Unitec Yanhui Han, The Open University of China
Jiahang Li, Michigan State University
Adam Roarty, Rikkyo University
Xin Chen, Indiana University