Titlebook: Language Learning with Technology; Perspectives from As Lindsay Miller,Junjie Gavin Wu Book 2021 Springer Nature Singapore Pte Ltd. 2021 Te

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Narrative Inquiry into Teacher Identity, Context, and Technology Integration in Low-Resource ESL Clage (ESL) practitioners with a common passion and interest in technology integration met regularly through a series of teacher-sharing sessions. Through this community, the teachers learned from one another and collaborated on projects to integrate technology in their language classrooms. In addition

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Case Study 1, Thailand: “For the World to See and Learn”—Motivating Learners Through Purposeful Writrldwide audience, an experience made possible by Web 2.0 affordances. In this case study, we report on an English language course where the end goal was to write an article for Wikipedia. Through analysing students’ written reflections and a focus group interview, we examine the appropriacy of using

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Case Study 2, Hong Kong: Oral Presentations—Stories Behind Students’ Use of PowerPoint in Asia grows (Miller in The Asian Journal of Applied Linguistics 1:64–75, 2014), there is a continuing debate on the best ways to evaluate these students’ learning—in terms of both content and communicative abilities.

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Case Study 4, Japan: Incorporating Virtual Exchange into the English Communication Classroomhey live and work. No longer can English classes be “just English.” In modern ESL and EFL classrooms, language teachers need to be able to develop their students’ intercultural understanding along with their communication and other transversal skills.

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Case Study 8, Bangladesh: Ubiquitous Learning Through Technology—A Bangladeshi Story in Bangladesh, particularly through the nine-year English in Action project that began in 2008 (see Chowdhury & Kabir, .). With the government’s desire to achieve digital Bangladesh by 2021, generally, more emphasis has recently been put on technological development. Private universities, in partic

Autobiography

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