Acceso usuarios
págs. 9-16
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
A qualitative inquiry into Chinese learners’ emotions in technology-enhanced L2 education
Li Liu, Norma A. Guzmán
págs. 53-67
Understanding EFL learners’ strategies in AI-assisted English writing: An activity theory perspective
Tingting Xu, Fang Huang, Timothy Teo
págs. 69-87
EFL learners’ learning involvement and emotions in the integration of technology in their classrooms
Yang Lin, Lei Yang, Anna Lia Proietti Ergün
págs. 89-110
Yongliang Wang
, Ziwen Pan, Özkan Kırmızı
págs. 111-130
Exploring Chinese EFL learners’ beliefs about AI-mediated informal digital learning of English: Insights from Q Methodology
Xiaochen Wang, Yang Gao, Barry Lee Reynolds, Qikai Wang
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
Hongyang Lin
págs. 147-165
Xingwang Peng
págs. 167-184
Hongwu Yang, Aigui Wang, Xinyu Yang
págs. 185-204
Revolutionizing language education: How advanced technologies in Technology-Assisted Language Learning (TALL) are transforming teacher-student dynamics and elevating learning outcomes
Fangsong Liu, Xinyu Liu
págs. 205-224
Cultural and ethical implications of integrating advanced technologies in learning: Compromising inclusivity, identity, digital equity, and community engagement
Jinrong Yu, Danchao Xu, Aydan Irgatoğlu
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
Amir Mashhadi, Mahmood Validi, Amene Kavoosi
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
Hui Fan, Bufan Peng, Gurpinder Singh Lalli
págs. 285-299
Teachers’ professional identities and perezhivaniya in adopting technology-assisted language teaching: A longitudinal Q-methodology Approach
Lili Qin, Baogui Niu
págs. 301-319
What drives L2 teachers to embrace AI technologies?: A phenomenological inquiry into the role of personal and job resources
Yan Wu, Ali Derakhshan
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
Kun Luo, Lei Zhang, Kaidi Chen
págs. 339-357
The pros and cons of incorporating emerging technologies into L2 classrooms: A qualitative dual perspective from Chinese EFL teachers and students
Zhenzhen Liu, Mariusz Kruk
págs. 359-374
Unearthing the potentials and challenges of technology-assisted language learning (TALL) in L2 contexts: Chinese EFL teachers’ voices disclosed
Yanmei Geng, Michael P. Hodges
págs. 375-390
Xiaoyan Zhao, Suthagar Narasuman, Wenxuan Ren
págs. 391-408
Innovative approaches to professional development: Exploring the interplay between Technological Pedagogical Content Knowledge (TPACK), teachers’ motivation, engagement, and teachers’ professional development
Shuhan Liu, Aynur Kesen Mutlu
págs. 409-427
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
Hongyan Liang, He Wang
Es reseña de:
Language Teacher Psychology in the Online Teaching Context
Honggang Liu
London and New York : Routledge, 2024
págs. 435-438
