Cross-Cultural Perspectives on Technology-Enhanced Language Learning

Tafazoli, Dara · Gomez Parra, M. Elena · Huertas-Abril, Cristina A.

juni 2018 · IGI Global

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Om denne e-boken

The ability to effectively communicate with individuals from different linguistic and cultural backgrounds is an invaluable asset. Learning a second language proves useful as students navigate the culturally diverse world; however, studying a second language can be difficult for learners who are not immersed in the real and natural environment of the foreign language. Also, changes in education and advancements in information and communication technologies pose a number of challenges for implementing and maintaining sound practices within technology-enhanced language learning (TELL).

Cross-Cultural Perspectives on Technology-Enhanced Language Learning provides information on educational technologies that enable language learners to have access to authentic and useful language resources. Readers will explore themes such as language pedagogy, how specific and universal cultural contexts influence audio-visual media used in technology-enhanced language learning (TELL), and the use of English video games to promote foreign language learning. This book is a valuable resource for academicians, education practitioners, advanced-level students, and school administrators seeking to improve language learning through technology-based resources.

Om forfatteren

Dara Tafazoli is doing his PhD in language and culture at the University of Córdoba, Córdoba, in Spain. He has taught English language at several universities and language institutes in Iran for more than eight years. His research interests are in Computer-Assisted Language Learning (CALL) and cross-cultural studies related to language learning and teaching.

He has presented many papers at different (inter)national conferences around the world like Iran, Spain, Romania, Turkey, Austria, and the US. Also, he has published several books in his area of interest: Language & Technology: Computer Assisted Language Learning (2013), Multiculturalism & Technology-Enhanced Language Learning (2017), etc.

Mª Elena Gómez Parra, Ph.D., graduated from the University of Granada as an English Philologist and then from the University of Córdoba as a PhD. She holds a Master in Distant Education. Currently, she is an interdisciplinary researcher working mainly within Intercultural Education, Bilingual Education, and English as a Foreign Language. She is an Associate Professor in the Faculty of Education at the University of Córdoba, Spain. Her key research areas include intercultural education, bilingual education, early second language acquisition

Dr. Gómez Parra is a member of the Research Group SEJ-551 (?Investigación en Interculturalidad, Plurilingüismo y Género?) since 1999; she is a full member of ATINER, the Co-president of the Ibero-American Network of Research and Innovation on the Teaching Profession (RIPRO) since its foundation, the Director of the International Master on Play, Education, Toys and Languages (PETaL), and a reviewer for a number of international journals on education, second languages and culture.

Cristina A. Huertas-Abril , Associate Professor, belongs to the Department of English and German Studies of the University of Córdoba (Spain), where she teaches at the Faculty of Education Sciences and Psychology. She is the Principal Investigator of the Research Group HUM-1122 Research in Languages, Technology and Education (RELATED). Her research mainly focuses on Computer-Assisted Language Learning (CALL), teaching English as a Foreign Language, bilingual education and teacher training. [Editor]

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