Editors:
- Presents a range of studies from different geographical and educational contexts
- Addresses five interconnected themes: Cognitive Processes, Emotion and Behavior, Learner Identity and Characteristics, Motivation and Willingness to Communicate, and Learner Attitudes
- Provides an invaluable resource for both practicing language teachers and researchers in applied linguistics
Part of the book series: New Language Learning and Teaching Environments (NLLTE)
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Table of contents (23 chapters)
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Front Matter
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Processing and Pragmatics
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Front Matter
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Emotional and Behavioral Constructs
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Front Matter
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Language Learner Identity
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Front Matter
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Attitudes and Perceptions
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Front Matter
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About this book
This edited volume brings together large-scale research as well as case studies from a range of geographical contexts and represents a variety of educational settings involving second language learners and users. Its aim is to explore the interrelated issues of psychology and technology use in second language learning settings as well as in more autonomous environments. As language learning professionals continue to devote more time and attention to making various technological tools an integral part of the classroom, it is just as important to understand the influences that these tools have on the psychological state of the learners who use them. In consideration of this objective, the volume examines factors such as learner attitudes and motivation, emotion and behaviour, and the cognitive processes that are at play in the minds of the language users. This volume will be of interest not only to language teachers but also to researchers working in second language acquisition (SLA), applied linguistics, and educational psychology.
Reviews
“The groundbreaking and innovative volume fills a significant gap in exploring the ways in which technology affects the psychological state of second-language learners and users. … The book is of pedagogical value for language teachers. … It will attract a large audience among postgraduates, researchers, and language teachers who are interested in educational technology, language learning, and teaching and learner psychology.” (Yang Chunhong, Frontiers in Psychology, frontiersin.org, March 30, 2021)
“This book clearly targets language teachers and researchers, providing a myriad of examples of technologies being used as well as language learning situations. … This volume is a helpful stepping-stone toward greater understanding of these issues and will be a volume educators and researchers draw from for years to come.” (Alyssa Wolfe, Language Learning & Technology, Vol. 25 (1), February, 2021)
“This is an exciting, innovative and truly ground-breaking volume exploring the under-examined field of the psychology of language learning in technology-enhanced contexts. It is timely, thought-provoking and highly original, making it a must read for anyone interested in understanding the human experience of contemporary language learning.” (Sarah Mercer, University of Graz, Austria, and Editor of Psychology for Language Learning (Palgrave Macmillan, 2012))“This volume offers a range of research and pedagogical insights into the psychology of how language learners interact with technology and how technology interacts with language learning. It is a richly diverse collection, drawing together perspectives from many countries and language learning settings, and in relation to different technologies and different psychological perspectives. The book will be of interest to those researching, promoting or engaging with technology use in language learning and teaching.” (Ema Ushioda, University of Warwick, UK and Editor of International Perspectives on Motivation (Palgrave Macmillan, 2013))
“Technology and the need for communication in multiple languages permeate our modern, globally-connected lives. Long overdue, this groundbreaking volume fills an important gap in our understanding of the ways in which technology intersects with and influences the psychological underpinnings of second language learners and users. Crucially, the book offers insights from both experienced and emerging researchers from around the world into psychology in interaction with a diverse range of technology.” (Richard Sampson, Rikkyo University, Japan, and author of Complexity in Classroom Foreign Language Learning Motivation (Multilingual Matters, 2016))
Editors and Affiliations
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Gunma Prefectural Women’s University, Tamamura-machi, Japan
Mark R. Freiermuth
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Department of English, University of Isfahan, Isfahan, Iran
Nourollah Zarrinabadi
About the editors
Mark R. Freiermuth is Professor of Applied Linguistics at Gunma Prefectural Women's University, Japan.
Nourollah Zarrinabadi is Adjunct Lecturer at the University of Isfahan, Iran.
Bibliographic Information
Book Title: Technology and the Psychology of Second Language Learners and Users
Editors: Mark R. Freiermuth, Nourollah Zarrinabadi
Series Title: New Language Learning and Teaching Environments
DOI: https://doi.org/10.1007/978-3-030-34212-8
Publisher: Palgrave Macmillan Cham
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2020
Hardcover ISBN: 978-3-030-34211-1Published: 26 March 2020
Softcover ISBN: 978-3-030-34214-2Published: 26 March 2021
eBook ISBN: 978-3-030-34212-8Published: 25 March 2020
Series ISSN: 2946-2932
Series E-ISSN: 2946-2940
Edition Number: 1
Number of Pages: XXXII, 620
Number of Illustrations: 48 b/w illustrations, 11 illustrations in colour
Topics: Language Education, Educational Psychology, Language Education, Educational Technology