The twelfth volume in the Routledge-TIRF series Global Research on Teaching and Learning English presents research on teaching English as an additional language (EAL) in various global digital spaces. Here, digital spaces refer to any environment where technology and digital tools are used to facilitate and advance language learning. These spaces include web-based applications, social media, and video-editing software, to name just a few.
The use of digital tools and spaces has become a prominent topic in TESOL and language education in general. Chapters written by TESOL scholars, including TIRF Doctoral Dissertation Grant (DDG) awardees, highlight the importance of digital literacy and multiliteracies development among language learners. They additionally demonstrate how learner engagement with digital spaces and tools can facilitate productive, collaborative, and ultimately more successful language learning at various levels.
Readers of this volume – language educators and researchers – will benefit from up-to-date research findings on various approaches to language learning and teaching shaped by digital spaces.
The 12th volume in the Routledge-TIRF series Global Research on Teaching and Learning English presents research on teaching English as an additional language in various global digital spaces. Language educators and researchers will benefit from up-to-date research findings on language learning and teaching shaped by digital spaces.
Reviews
Grounded in empirical studies spanning a wide range of theoretical frameworks and methodologies, Research on Language Learning and Teaching in Digital Spaces provides a compelling map of how digital environments are reshaping English language education. Tracing language learning and teaching across social media, games, VR and AI, the volume offers nuanced, context-sensitive insights into equity, intercultural collaboration, and culturally responsive practice for educators, researchers, and policymakers worldwide.
Ron Darvin, PhD., Associate Professor of the Department of Language and Literacy Education at the University of British Columbia, Co-author of Identity and a Model of Investment in Applied Linguistics and Intercultural Communication and Identity
Part 1: Practicality: Language Learning in Digital Spaces
1.
Self-Regulated Learning Prompts for Vocabulary Acquisition in Online L2
Contexts: How do They Affect Task Completion?
2. Bimodal Reading in Digital
Spaces: How Reading While Listening Changes Reading of Familiar and
Unfamiliar Words
3. Learner Perceptions of Task-Based Digital Simulations
with Feedback for Pragmatic Development
4. The Impact of Playing a Massively
Multiplayer Online Role-Playing Game on Chinese English Learners L2
Pragmatic Competence in Making Requests Part 2: Possibility: Digital Spaces
in Language Learning
5. Digital Spaces, Global Connections: Reshaping
English Language Education With Integrating an Online Community in the
Classroom
6. Parallel Literacies: Transdisciplinary Reflections on Language
Teaching and Learning in the Age of AI
7. We are cookin, love or Were a
crooked love?: Swifties Language Learning Experiences on Reddit
8. A
Multimodal Perspective on Online VR-Integrated
Content-and-Language-Integrated-Learning (CLIL) Lesson Design
9. Smells as
Tesol: Use of Multimedia in a Messaging App by English Language Teachers in
Uzbekistan to Establish Their Social Presence During Professional Development
Program
Polina Vinogradova, Ph.D. is Hurst Senior Professorial Lecturer and TESOL Program Director at American University in Washington, D.C., USA, where she works with undergraduate and graduate TESOL students.
Heather A. Linville, Ph.D. is Professor and Chair of Educational Studies at the University of Wisconsin, La Crosse, USA, where she teaches undergraduate teacher candidates to be knowledgeable, critical, and ethical teachers of multilingual learners.
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