Technology and the Psychology of Second Language Learners and Users
| Corporate Author: | |
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| Other Authors: | , |
| Summary: | XXXII, 620 p. 59 illus., 11 illus. in color. text |
| Language: | English |
| Published: |
Cham :
Springer International Publishing : Imprint: Palgrave Macmillan,
2020.
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| Edition: | 1st ed. 2020. |
| Series: | New Language Learning and Teaching Environments,
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| Subjects: | |
| Online Access: | https://doi.org/10.1007/978-3-030-34212-8 |
| Format: | Electronic Book |
Table of Contents:
- Chapter 1: Introduction and Overview: The Inescapable Confluence of Technology, Psychology and Second Language Learners and Users (Mark R. Freiermuth)
- Chapter 2: The Acquisition of Pragmatically Appropriate Requests by Second Language Learners of Spanish Using an Input-Based Virtual Environment (Karina Collentine)
- Chapter 3: Exploiting Vocabulary CALL Interventions to Operationalize and Test the Depth Levels of the Processing Model (Saad Alzahrani and Leah Roberts)
- Chapter 4: The Cognitive and Psychological Effects of YouTube Video Captions and Subtitles on Higher Level German Language Learners (Peter Yang)
- Chapter 5: Computer-Assisted Language Testing and Learner Behavior (Brett Milliner and Blair Barr)
- Chapter 6: Blogging in an Autonomous, Constructivist and Blended Learning Environment: A Case Study of Turkish EFL Teachers in Training (Işıl Günseli Kaçar)
- Chapter 7: EFL Student Engagement in an English-for-Specific-Purposes Tourism Class: Flipping the Class with Facebook(Tran Thi Thanh Quyen and Nguyen Van Loi)
- Chapter 8: Learner Autonomy and Responsibility: Self-Learning Through a Flipped Online EFL Course (Hsin-chou Huang)
- Chapter 9: A Spanish Speaker and a Friend: Identity Transformation in Foreign Language Chat (Adam Mendelson)
- Chapter 10: Catalan Teenagers' Identity, Literacy and Language Practices on YouTube (Boris Vazquez-Calvo, Nikolaj Elf and Adriana Gewerc)
- Chapter 11: The Phenomenology of Experiencing Oneself Online: Critical Dimensions of Identity and Language use in Virtual Spaces (Liudmila Klimanova)
- Chapter 12: Leveraging Multilingual Identities in Computer Science Education (Sharin Jacob, Leiny Garcia and Mark Warschauer)
- Chapter 13: The Implications of Using Online Social Networks on EFL Learner Self-Concept (Nourollah Zarrinabadi and Ensieh Khodarahmi)
- Chapter 14: EFL Blogging in the Greek Secondary School Classroom: The Positive and Negative Effects on Student Attitude (Gina Paschalidou)
- Chapter 15: Chinese LanguageLearners' Intrapersonal and Interpersonal Perceptions of a Pinyin Text to Speech System (Goh Ying Soon, Saiful Nizam Warris and Rasaya Al Marimuthu)
- Chapter 16: Gliding Across the Digital Divide with High Anxiety: Electronic Resource Selection Towards Self-Directed Writing Practice in a South African EAP Context (Jako Olivier)
- Chapter 17: Artificial Intelligence Technology for EAP Speaking Skills: Student Perceptions of Opportunities and Challenges (Bin Zou, Sara Liviero, Mengyuan Hao and Chaoyang Wei)
- Chapter 18: A Need to Communicate: An Intercultural Story of Motivation Generated in Disrupted Text-Based Electronic Chat (Do Thi Ha and Mark R. Freiermuth)
- Chapter 19: A Motivational Story in Hong Kong: Generating Goals for Language Learners and Blended Learning Designers from a Mixed-Method Learning Analytics Approach in English for Academic Purposes (Julia Chen and Dennis Foung)
- Chapter 20: The Impact of Digital Storytelling on the Motivation and Engagement of Young ForeignLanguage Learners (Lizzie Abderrahim and David Navarro González)
- Chapter 21: The Impact of Online Lower-Level Courses on World Language Learners' Self-Perceptions, Mindset and Willingness to Communicate (Rebecca L. Chism and Carine Graff)
- Chapter 22: Criteria for Motivational Technology Enhanced Language Learning Activities (Pinelopi Krystalli, Panagiotis Panagiotidis and Panagiotis Arvanitis)
- Chapter 23: Future Considerations Concerning Technology and the Psychology of Second Language Learners and Users (Nourollah Zarrinabadi and Mark R. Freiermuth).