Language education in digital spaces : perspectives on autonomy and interaction / Carolin Fuchs, Mirjam Hauck, Melinda Dooly, editors.
Fuchs, Carolin, editor.; Hauck, Mirjam, editor.; Dooly, Melinda, editor.
2021
P53
Available Online

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Title Language education in digital spaces : perspectives on autonomy and interaction / Carolin Fuchs, Mirjam Hauck, Melinda Dooly, editors.
ISBN 9783030749583 (electronic bk.)
3030749584 (electronic bk.)
3030749576
9783030749576
DOI https://doi.org/10.1007/978-3-030-74958-3
Publication Details Cham, Switzerland : Springer, 2021.
Language English
Description 1 online resource
Item Number 10.1007/978-3-030-74958-3 doi
Call Number P53
Dewey Decimal Classification 407.1
Summary This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995). The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts. The volume foregrounds the concepts of critical digital literacy and social justice in relation to language learner and teacher autonomy and illustrates how this approach may contribute to institutional objectives for equality, diversity and inclusion in higher education around the world and will be useful for researchers and teachers alike.
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (SpringerLink, viewed September 20, 2021).
Added Author Fuchs, Carolin, editor.
Hauck, Mirjam, editor.
Dooly, Melinda, editor.
Series Educational linguistics ; v. 52. 2215-1656
Available in Other Form Print version: 9783030749576
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Chapter 1. Introduction
Chapter 2. Learning, Working and Playing Online: University Students' Practices when Collaborating in Social Media. Chapter 3. Exploring Self-Regulated Learning Through Flipped Instruction with Digital Technologies: An Intermediate Spanish Course
Chapter 4. Supporting Autonomy in an Exam-Based Context: Results from a Hong Kong-U.S. Telecollaboration
Chapter 5. Where Multimodal Literacy Meets Online Language Learner Autonomy: Digital Resources Give Us Wings
Chapter 6. From Autonomous Learners to Self-Directed Teachers in Telecollaboration: Teachers Look Back and Reflect
Chapter 7. Learner and Teacher Autonomy Through Virtual Exchange: The Use of Videoconferencing Recorded Sessions as Stimuli for Reflection
Chapter 8. Structured Reflection to Support Pre-Service Language Teachers's Autonomy Development
Chapter 9. Learnful L2 Gaming: The Wisdom of the Wild
Chapter 10. Apps for Informal Autonomous Language Learning: An Autoethnography
Chapter 11. Afterword.

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