Call for papers C6

Sub-Conference on Technology Enhanced Language Learning (TELL)

In response to emerging research diversity, ICCE 2020 will be a meta-conference, consisting of seven co-located theme-based sub-conferences. This is the Call for Papers for Subconference C6: Technology Enhanced Language Learning (TELL).

The rapid advancement of technology has transformed our daily lives and has provided numerous possibilities for instructional design and curriculum development. The sub-conference on Technology Enhanced Language Learning (TELL) invites submissions that focus on the rationale, theories, pedagogies, and best practices for the use of modern technologies to enhance first/second/foreign language teaching and learning. Researchers investigating novel theories and innovative practices to enhance the integration of emerging technologies in language instruction are strongly encouraged to submit their work to the TELL sub-conference.

The goals of the TELL sub-conference is to engage scholars/practitioners in stimulating discussion, wherein they present the outcomes of latest research efforts in the use of technology in first/second/foreign language education, share insights into the design, development, evaluation, and enhancement of technology enhanced language learning environments, and provide directions for future research collaborations and ongoing improvement of TELL practices.

The scope of the TELL sub-conference includes but not be limited to the following topics:

  • Theoretical foundations and perspectives of TELL
    • Critical approaches to TELL
    • Historical investigations of TELL
    • Research methodologies in TELL
    • Socio-cultural perspectives related to TELL, such as improving intercultural and interdisciplinary competence through TELL and instructors’ and learners’ expectations and readiness to use TELL
  • Instructional design principles and digital pedagogy to optimize the use of technologies in TELL, such as:
    • Established and emerging TELL tools, applications, and platforms
    • Application of mobile technology and platforms for TELL
    • Language learning in virtual environments
    • Game-based language learning
    • Natural Language Processing and Corpora in language learning
    • Computer-Supported Collaborative Learning for language instruction
  • Educational psychology implications for TELL, such as:
    • Learning strategies and learning styles
    • Cognitive and learning sciences
    • Self-efficacy and motivation
    • Learner autonomy and self-regulated learning
  • Professional development of language teachers
    • Teachers’ technological, pedagogical and content knowledge (TPACK) in promoting TELL
    • Approaches to teacher development in TELL
  • Content development and management for TELL, such as:
    • Flipped classroom/blended/hybrid language learning courses
    • TELL in open, distance, and flexible learning contexts
    • TELL in informal learning environments (outside the classroom)
    • TELL in workplace and adult learning settings
  • Assessment and evaluation of TELL
    • Assessing multiliteracies in TELL
    • History, merits, and drawbacks of technology-enhanced assessment
  • Supporting the acquisition of less widely taught languages and inclusive education through TELL
    • Effects of multimodal resources on learning an additional language
    • Implementations of TELL to support students with special needs