Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras
Año 2025, Número Extraordinario 13. Texto Completo Ejemplar. Dedicado a: Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts
págs. 9-16
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
págs. 17-33
Self-regulation strategies in foreign language virtual exchanges
Copelia Mateo Guillén, Marta del Pozo Beamud, Marta González-Lloret
págs. 35-51
págs. 53-67
Understanding EFL learners’ strategies in AI-assisted English writing: An activity theory perspective
págs. 69-87
EFL learners’ learning involvement and emotions in the integration of technology in their classrooms
págs. 89-110
págs. 111-130
Exploring Chinese EFL learners’ beliefs about AI-mediated informal digital learning of English: Insights from Q Methodology
págs. 131-146
Psycho-emotional dimensions of language learning: Investigating the interplay between learner digital tool efficacy, anxiety, motivation, and their engagement in technology-enhanced environments
págs. 147-165
págs. 167-184
págs. 185-204
Revolutionizing language education: How advanced technologies in Technology-Assisted Language Learning (TALL) are transforming teacher-student dynamics and elevating learning outcomes
págs. 205-224
Cultural and ethical implications of integrating advanced technologies in learning: Compromising inclusivity, identity, digital equity, and community engagement
págs. 225-242
Empowering Iranian English as a foreign language learners in a flipped classroom: A contribution of fanfiction to improving writing fluency in English
págs. 243-266
Exploring GAI integration in English language teaching: Insights from the TPACK model
Liana Mercedes Torres Casierra, Karen Shirley López Gil, Carlos Alberto Mayora Pernía
págs. 267-284
págs. 285-299
Teachers’ professional identities and perezhivaniya in adopting technology-assisted language teaching: A longitudinal Q-methodology Approach
págs. 301-319
What drives L2 teachers to embrace AI technologies?: A phenomenological inquiry into the role of personal and job resources
págs. 321-337
Unveiling the personal resources influencing Chinese as a second language teachers’ technology acceptance: A focus on teachers’ cognitive flexibility, resilience, and self-efficacy
págs. 339-357
The pros and cons of incorporating emerging technologies into L2 classrooms: A qualitative dual perspective from Chinese EFL teachers and students
págs. 359-374
Unearthing the potentials and challenges of technology-assisted language learning (TALL) in L2 contexts: Chinese EFL teachers’ voices disclosed
págs. 375-390
págs. 391-408
Innovative approaches to professional development: Exploring the interplay between Technological Pedagogical Content Knowledge (TPACK), teachers’ motivation, engagement, and teachers’ professional development
págs. 409-427
Book Review
Technology and English language teaching in a changing world: A practical guide for teachers and teacher educators
Omid Mazandarani, Mojtaba Rajabi, Shima Soleymani Garmroodi
Es reseña de:
Technology and English language teaching in a changing world
Ju Seong Lee (ed. lit.), Di Zou (ed. lit.), Michelle Mingyue Gu (ed. lit.)
Palgrave MacMillian Cham, 2024
págs. 429-433
Language Teacher Psychology in the Online Teaching Context: An Ecological Perspective
Es reseña de:
Language Teacher Psychology in the Online Teaching Context
Honggang Liu
London and New York : Routledge, 2024
págs. 435-438
- Página 1 de 1
