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From https://teslcanadajournal.ca/index.php/tesl/announcement/view/5

 

This TESL Canada Journal (TCJ) special issue will examine research and practices that help build capacity for effectively developing 21st century digital English language teaching (ELT) practices. The goal of this volume is to present an overview of the potential and limitations of today’s technology-mediated ELT practices and to examine the critical skills needed to assess the appropriate use of digital tools in ELT contexts. Contributions should support TCJ readers in understanding the current state of technology-mediated ELT practices along with strategies to build teacher and/or learner capacity to effectively work with such tools in a range of ELT contexts.

 

The volume invites contributions that address, but are not limited to, the following areas:

 

Full-Length Research Articles discussing empirical research that examine these (or complementary) topics and their relationship with teacher development:

• Teacher and/or learner beliefs towards technology-mediated practices

• The affordances/limitations of specific technologies/approaches such as mobile-assisted language learning, virtual/augmented reality, collaborative learning or gamification

• The affordances/limitations of specific modalities in ELT (i.e., flipped, web-enhanced, blended, distance learning)

• Research into teacher development/mentorship in digital ELT practices

• The use of analytics, data, assessment in digital ELT practices

Perspective Articles discussing theory, research and experience that share insights into digital ELT practices and teacher development. Sample topics could include:

• A critical discussion of the current state and limitations of technology-mediated practices in ELT

• Strategies to critically assess the affordances of technology use within specific ELT contexts

• Strategies to build learner capacity/autonomy in digital ELT practices

• Connections between theory and digital ELT program design/practice

• Book reviews and practitioner-focused “In the classroom” (pedagogical/practice-based) articles are also welcome.

 

Deadline: Abstracts are due January 31, 2019.

 

View the full call for papers at https://teslcanadajournal.ca/index.php/tesl/announcement/view/5