Guest Editors

Dr. Lindsay Miller, Associate Professor, City University of Hong Kong, Hong Kong SAR, China

Dr. Junjie Gavin Wu, Assistant Professor, Shenzhen Technology University, China

Aims and Scope

Technology plays a crucial role in supporting language learning and teaching, particularly in the COVID-19 era. Previous literature has highlighted the affordances and constraints of using different technological tools from learners’ perspectives. Yet, it is equally important to understand the benefits and obstacles from the perspectives of language educators too. This will better inform teacher educators to provide in-time support in pre-service and in-service teacher training. Against this backdrop, this special issue aims to further our current understanding of how language educators perceive and implement technology in organizing student learning; how they deal with the challenges they encounter; and, more importantly, how teachers can be supported to effectively organize learning activities in different technological environments. The editors would therefore like to invite contributions to technology-related topics, including but not restricted to the following:

• New technologies (e.g., AI, AR, & VR) and teacher professional development
• New demands in pre-service teacher education in the era of technology-enhanced language learning
• Teacher training and development of digital literacies
• Pedagogical, technological, and emotional challenges in applying technologies, especially new technologies, into language learning from the teacher’s perspective
• Developing learner strategies for online learning
• Teacher support to effective student learning in the 21^st Century
• Promoting learner autonomy in technologically enhanced learning environments.

Proposed Timeline

Abstract submission: Submit an abstract of 250-300 words with a short bio to Dr. Lindsay Miller (enlinds@cityu.edu.hk) and Dr. Junjie Gavin Wu (junjiewu4-c@my.cityu.edu.hk) by 15 July, 2021. Potential contributors will be notified by 15 August, 2021.

Full manuscript due: 15 January, 2022

Peer review and editorial decision: 1 March, 2022

Anticipated publication date: September, 2022