Call for Papers: Special Issue on Technology-Enhanced Language Teacher Education: New Findings and Future Concerns (2025)

2024-11-29

Guest Editors:

Daniel Xerri
University of Malta, Malta

Jaber Kamali
Ibn Haldun University, Istanbul, Turkey

Hassan Mohebbi
European Knowledge Development Institute, Turkey

 

While integrating technology into language education has faced different kinds of critique, it is difficult to overlook its growing benefits in educational settings today. Language teacher education (LTE) is one of the sub-fields in education that has welcomed technology and transformed itself into a tech-friendly discipline. However, there is still a gap in our understanding of how technology can affect this field, and what challenges and opportunities exist. Future trajectories also need to be investigated. To address this gap, this special issue aims to create a space for contributions that explore diverse aspects of technology in LTE, from policy-making to classroom practice. The special issue invites researchers and practitioners to contribute the findings of qualitative, quantitative, and mixed-methods studies on integrating technology into LTE.

 

Main Themes:

  • Online language teacher education
  • Artificial intelligence (AI) in language teacher education
  • Immersive technologies (AR/VR) in language teacher education
  • Digital gamification in language teacher education
  • Reflective practice in language teacher education and technology
  • Ethics in educational technology in language teacher education
  • Technology and teachers’ cognition
  • Technology and teachers’ identity and agency
  • Technology and teachers’ resilience
  • Technology and teachers’ immunity
  • Technology and classroom discourse
  • Technology and classroom interaction
  • Future trends in education technology in language teacher education

 

Submission Types:

  • Original quantitative, qualitative, or mixed-methods research
  • Systematic review
  • Scoping review
  • Critical reflection

 

Recommended Readings:

Bakir, N. (2015). An exploration of contemporary realities of technology and teacher education: Lessons learned. Journal of Digital Learning in Teacher Education, 31(3), 117-130. https://doi.org/10.1080/21532974.2015.1040930

Bakir, N. (2016). Technology and teacher education: A brief glimpse of the research and practice that have shaped the field. TechTrends, 60, 21-29. https://doi.org/10.1007/s11528-015-0013-4

Bielefeldt, T. (2001). Technology in teacher education: A closer look. Journal of Computing in Teacher Education, 17(4), 4-15. https://doi.org/10.1080/10402454.2001.10784419

Brooks, D. M., & Kopp, T. W. (1989). Technology in teacher education. Journal of Teacher Education, 40(4), 2-8. https://doi.org/10.1177/002248718904000402

Brownell, K. (1997). Technology in teacher education: Where are we and where do we go from here? Journal of Technology and Teacher Education, 5, 117-138.

Crandall, J. J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55. https://doi.org/10.1017/S0267190500200032

Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934-957. https://doi.org/10.1080/09588221.2019.1648298

Donally, J. (2022). The immersive classroom: Create customized learning experiences with AR/VR. International Society for Technology in Education.

England, L. (Ed.). (2012). Online language teacher education: TESOL perspectives. Routledge.

Hockly, N. (2023). Artificial intelligence in English language teaching: The good, the bad and the ugly. RELC Journal, 54(2), 445-451. https://doi.org/10.1177/00336882231168504

Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175-188.

Kaminskienė, L., Järvelä, S., & Lehtinen, E. (2022). How does technology challenge teacher education? International Journal of Educational Technology in Higher Education, 19, 64. https://doi.org/10.1186/s41239-022-00375-1

Moore, S. L., & Tillberg-Webb, H. K. (2023). Ethics and educational technology: Reflection, interrogation, and design as a framework for practice. Routledge.

Murphy, C., & Greenwood, L. (1998). Effective integration of information and communications technology in teacher education. Journal of Information Technology for Teacher Education, 7(3), 413-429. https://doi.org/10.1080/14759399800200039

Otero, V., Peressini, D., Meymaris, K. A., Ford, P., Garvin, T., Harlow, D., ... & Mears, C. (2005). Integrating technology into teacher education: A critical framework for implementing reform. Journal of Teacher Education, 56(1), 8-23. https://doi.org/10.1177/0022487104272055

Parsons, T. D. (2021). Ethics and educational technologies. Educational Technology Research and Development, 69(1), 335-338. https://doi.org/10.1007/s11423-020-09846-6

Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177. https://doi.org/10.1177/0033688208092182

Salas-Pilco, S. Z., Xiao, K., & Hu, X. (2022). Artificial intelligence and learning analytics in teacher education: A systematic review. Education Sciences, 12(8), 569. https://doi.org/10.3390/educsci12080569

Spector, J. M. (2016). Ethics in educational technology: Towards a framework for ethical decision making in and for the discipline. Educational Technology Research and Development, 64, 1003-1011. https://doi.org/10.1007/s11423-016-9483-0

Vélez‐Rendón, G. (2002). Second language teacher education: A review of the literature. Foreign Language Annals, 35(4), 457-467. https://doi.org/10.1111/j.1944-9720.2002.tb01884.x

Vrasidas, C., & McIsaac, M. S. (2001). Integrating technology in teaching and teacher education: Implications for policy and curriculum reform. Educational Media International, 38(2-3), 127-132. https://doi.org/10.1080/09523980110041944

Whalen, J., & Mouza, C. (2023). ChatGPT: challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1-23. https://citejournal.org/volume-23/issue-1-23/editorial/editorial-chatgpt-challenges-opportunities-and-implications-for-teacher-education

Willis, J. (1992). Information technology and teacher education dissertations, 1989-91. Journal of Information Technology for Teacher Education, 1(1), 139-145. https://doi.org/10.1080/0962029920010110

Willis, J., Thompson, A., & Sadera, W. (1999). Research on technology and teacher education: Current status and future directions. Educational Technology Research and Development, 47(4), 29-45. https://doi.org/10.1007/BF02299596

Wilson, M. L. (2023). The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017. Journal of Research on Technology in Education, 55(2), 252-280. https://doi.org/10.1080/15391523.2021.1950085

Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259-296. https://doi.org/10.1017/S0261444810000030

 

 

Guest Editors’ Biography:

Daniel Xerri

University of Malta, Malta

daniel.xerri@um.edu.mt

https://orcid.org/0000-0002-5397-0647

Daniel Xerri is an Associate Professor at the Centre for Academic Literacies and English Communication Skills, University of Malta. He is also the Chairperson of the ELT Council. Having authored and edited numerous publications on different aspects of English language education, his work has accrued a significant number of citations. His main research interests consist of professional learning, creativity education, and teacher research.

 

 

Jaber Kamali

Ibn Haldun University, Istanbul, Turkey

Jaber.kamali@ihu.edu.tr

https://orcid.org/0000-0003-4018-7597

Jaber Kamali, Ph.D., is a lecturer at Ibn Haldun University, Istanbul, Turkey. He is serving as an Ibn Haldun University Teacher Training Center Coordinator, where he leads and manages different second language teacher education courses such as Trinity CertTESOL and DipTESOL. Having published several articles in top-tier journals such as the “International Journal of Applied Linguistics”, “Language Teaching Research”, “Reflective Practice,” and the like, he is among the top-cited authors of Wiley publication in 2020-21. He is interested in applying interdisciplinary concepts to teacher education, and his fields of interest are teacher education, professional development, and teacher identity and agency.

 

Hassan Mohebbi

European Knowledge Development Institute, Turkey

hassan.mohebbi973@gmail.com

https://orcid.org/0000-0003-3661-1690

Hassan Mohebbi’s main research interests are writing, assessment literacy, educational technology, and individual differences. He is an editorial board member of Language Testing in Asia (Springer), Asian-Pacific Journal of Second and Foreign Language Education (Springer), Language Teaching Research Quarterly (Special Issues Series Editor), Australian Journal of Applied Linguistics (Book Reviews Editor), and Technology in Language Teaching and Learning (Book Reviews Editor).

 

Important Dates:

  • Full Paper Submission Deadline: 15 May, 2025
  • Publication: August, 2025

 

Submission Guideline:

  • Authors are invited to submit their manuscript (6,000-8,000 words, including references, in APA 7th Edition format) to the following email address: hassan.mohebbi973@gmail.com
  • *Publication in this special issue is free of charge for the accepted papers.

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