The importance of skills has been expounded repeatedly as a crucial factor to thrive in the workplace, as opposed to mere knowledge of content. It is important to be able to adapt to new situations; this is especially true in today's world, where volatility, uncertainty, complexity, and ambiguity (VUCA) are prevalent. To better prepare…

When it comes to learning English, members of the generation raised with computers and internet access have relied exclusively on online resources as both a source of information and a means of constructing a virtual learning environment for themselves. The purpose of this study is to determine which online learning tools students find the most…

The emergence of Metaverse, a three-dimensional virtual space that enables users to interact in computer-generated environments, has opened up new possibilities for language learning and instruction. This study explored the pedagogical potential and transformative effects of incorporating Metaverse environments in English language teaching, with a…

A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such…

Background: This research is inspired by the challenges encountered in interpreter training, changes in learning needs in the technological era, the educational paradigm shift caused by the COVID-19 pandemic, the lack of studies on combining virtual reality (VR)_and mobile technologies, and literature gaps in the field of the incorporation of…

Usage-based linguistics posits that communicative functions, including pragmatics, are at the core of language (Tomasello, 1992). It is surprising, then, that pragmatics is rarely systematically included in second language curricula (e.g., Bardovi-Harlig, 2017), especially since pragmatics instruction has been shown to significantly contribute to…

This chapter outlines the ASSESSnet project [ASSESSnet: Language assessment in Virtual Mobility (VM) initiatives at tertiary level -- teachers' beliefs, practices and perceptions; grant number 845783; https://www.assessnet.site/home]. First, its underlying mission is explained in this introduction, before a detailed description of the compilation…

This chapter presents the "Better French Living Project" (BFLP), which was started in 2014 in the French section of the Newcastle University School of Modern Languages (SML) with a view to respond to second-year students' feedback, promote independent learning amongst them, and assist in their year-abroad preparation by developing their…

The article presents research findings on the professional growth of three in-service EFL teachers from Germany who took part in a teacher education programme centred on technology-mediated plurilingual education. The study investigated how the programme influenced the development of the teachers' pedagogical and digital skills in creating and…

This paper describes the project 'ITALO (MyLearning Log)', introduced as part of the Institution-Wide Language Programme (IWLP) at the University of Manchester. The project aimed to encourage student engagement with the Virtual Learning Environment (VLE), monitor usage and effectiveness of the resources deployed, and develop learner autonomy.…

This article shares pedagogical insights from a qualitative study examining the use of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines the beliefs and practices of 'Karelia Kondor,' an avatar-learner and teacher of…

One of the crucial issues for successful technology-enhanced out-of-class language learning (OCLL) is the learners' continuance intention to use technology. Considering the strong mutual relationship between learners' intention and motivation, the present study extended the technology acceptance model (TAM) with the self-determination theory (SDT)…

The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was 'Treasuring languages: innovative and creative approaches in HE'. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase…

This article focusses on the online independent language learning resource for the Year Abroad (YA) in Italy at the University of Leeds. The YA is an important component of most undergraduate degree programmes in Modern Languages. It increases linguistic proficiency and cultural awareness. During the last twenty years, there has been a growing…

The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written…