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Education Sciences
Special Issues
Post-pandemic Technology Enhanced Language Learning
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Post-pandemic Technology Enhanced Language Learning

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (25 February 2022) | Viewed by 13174

Special Issue Editors

Dr. Kuo-Chen Li

E-Mail Website
Guest Editor
Department of Information Management, Chung Yuan Christian University, Taoyuan City, Taiwan
Interests: digital learning; mobile learning; social network analysis; artificial intelligence; data mining; block chain technology
Special Issues, Collections and Topics in MDPI journals
Prof. Emerita Bañados

E-Mail Website
Guest Editor
Universidad de Concepción, Chillán, ‎Los Ángeles‎, ‎Santiago
Interests: applied linguistics; Computer Assisted Language Learning (CALL); design and development of e-learning and b-learning environments; CALL materials and multimedia courseware design; competence-based curriculum design; virtual exchanges for second language learning; corrective feedback and teacher training
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Maiga Chang

E-Mail Website
Guest Editor
School of Computing and Information Systems, Athabasca University, Edmonton, AB T5J-3S8, Canada
Interests: game-based learning and assessment; learning behaviour analysis; learning analytics and academic analytics; bio-inspired algorithms; health informatics; intelligent agent technology; data mining; artificial intelligence; computational intelligence; evolutionary computation; mobile learning; ubiquitous learning; museum education
Special Issues, Collections and Topics in MDPI journals
Dr. Cheng-Ting Chen

E-Mail Website
Guest Editor
Department of Applied Linguistics and Language Studies, Chung Yuan Christian University, Taoyuan City, Taiwan
Interests: teaching English as a second language; computer assisted language teaching & learning; multimedia assisted language teaching; distance teaching; MOOCs
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Wen-Chi Vivian Wu

E-Mail Website
Guest Editor
Department of Foreign Languages and Literature, Asia University, Taichung, Taiwan
Interests: CALL; MALL; cross-cultural studies; VR applications to language learning; robot-assisted language learning and teaching; innovative pedagogy (PBL, flipped classrooms)
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Due to COVID-19, education around the world has been forced to face a brand new challenge. How to continue providing sufficient and high quality education for students has become an emergent concern. This Special Issue aims to create a collection of papers on specific topics related with technology-enhanced education specifically related to the influence of COVID-19. The aim is to build a community of authors and readers to discuss the latest research and develop innovative teaching ideas, solutions, and research directions for global educators in the language learning area. The issue will include papers addressing how the impact of the global COVID-19 pandemic has affected education, ranging from the provision, design, and planning of teaching tools applied to manage the pandemic to the consequences of the global crisis on education now and in the future.

The purpose of this Special Issue is to invite researchers who are engaged in technology-enhanced education in language learning for dealing with the pandemic crisis as well as in learning analytics to share and exchange research experiences in various applications, methods, pedagogical approaches, and environments. Topics of interest for this Special Issue include but are not limited to the following:

  • The inspiration and impact of COVID-19 on emerging pedagogical environments such as MOOCs, eBooks, online conferencing platforms, online collaboration tools, etc.
  • Ethical and other concerns relating to post pandemic education environment
  • Diagnosis of students’ engagement, learning patterns, and behavior
  • Results or prediction of students’ learning performance and directions for improvement
  • Relevant teacher education or teacher training programs
  • The design of pedagogical approaches and tools for pandemic-affected education
  • The design of learning strategy and learning activity for pandemic-affected education
  • The design of evaluation and assessment methods for pandemic-affected education
  • Exploring the critical factors affecting students’ learning performance based on pandemic- affected education
  • Exploring the influence of teachers’ intervention on students’ learning performance based on pandemic-affected education
  • Data analytics for pandemic-affected education, such as text analytics, audio analytics, image analytics, video analytics
  • Data visualization for pandemic-affected education, such as dashboards and simulation
  • Educational games, toys, and robots adopting either speech recognition and synthesis, Artificial Intelligence (AI), Internet of Things (IoT), or sensors
  • Game-based assessment
  • Stealth assessment
  • Educational games and gamification systems
  • Virtual World and Virtual Reality
  • Augmented Reality
  • Mobile applications and games
  • Natural and gestural user interface applications
  • Simulation and training
  • Tangible and physical computing for learning
  • Speech recognition and synthesis applications and tools

You may choose our Joint Special Issue in Sustainability.

Dr. Kuo-Chen Li
Prof. Emerita Bañados
Prof. Dr. Maiga Chang
Dr. Cheng-Ting Chen
Prof. Dr. Wen-Chi Vivian Wu
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Related Special Issue

Published Papers (3 papers)

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Research

12 pages, 256 KiB  
Article
Language-in-Education Policy of Kazakhstan: Post-Pandemic Technology Enhances Language Learning
by Dinara Tlepbergen, Assel Akzhigitova and Anastassia Zabrodskaja
Educ. Sci. 2022, 12(5), 311; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12050311 - 29 Apr 2022
Cited by 8 | Viewed by 3699
Abstract
In the current times of rapid technological progress, the development of quality education and encouragement of educated youth are extremely important. For this reason, a number of state projects and programs were developed in the education system of modern Kazakhstan. This paper is [...] Read more.
In the current times of rapid technological progress, the development of quality education and encouragement of educated youth are extremely important. For this reason, a number of state projects and programs were developed in the education system of modern Kazakhstan. This paper is devoted to the problems of multilingual education and emergency remote learning in this country. The primary objectives were to examine the language competence and preferences of undergraduates and to explore the impact of the COVID-19 pandemic on remote language learning. Here, we present the survey and interview results of non-linguistic specialty students regarding their language preferences in various spheres, as well as the difficulties encountered during distance learning. Full article
(This article belongs to the Special Issue Post-pandemic Technology Enhanced Language Learning)
17 pages, 1437 KiB  
Article
Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)
by Jose Belda-Medina
Educ. Sci. 2021, 11(11), 723; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110723 - 11 Nov 2021
Cited by 13 | Viewed by 5591
Abstract
The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning [...] Read more.
The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject Applied Linguistics at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic. Full article
(This article belongs to the Special Issue Post-pandemic Technology Enhanced Language Learning)
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17 pages, 3108 KiB  
Article
Exploring the Migration to a Digitalised Curriculum at UKZN
by Simon Bheki. Khoza
Educ. Sci. 2021, 11(11), 682; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110682 - 26 Oct 2021
Cited by 7 | Viewed by 2527
Abstract
The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-19 revolution compelled the University of [...] Read more.
The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-19 revolution compelled the University of KwaZulu-Natal (UKZN) to migrate to a DC in order to complete the 2020 academic year or calendar. Pragmatism, critical discourse analysis (CDA), and community of inquiry (CoI) with natural identity (NI) framed the document analysis used to generate data for this study. Purposive convenience sampling was used to select the published documents that carry information on the migration to a DC at UKZN. It was for this reason that this study explored and understood the migration to a DC at UKZN through the use of digital resources. Findings suggested that, while the UKZN had the professional identity of migration through engaging Moodle, it began the migration through the use of WhatsApp, Facebook, Skype, and Zoom video conferencing technology (ZVCT), promoting societal identity. The migration seemed to miss the personal or pragmatic identity as an important ingredient of a DC, which addresses individual personal needs. Consequently, this study recommends a DC that balances performance-based, competence-based, and pragmatic/personal identities in order to address professional, societal, and personal needs, respectively, for natural identity realisation. Full article
(This article belongs to the Special Issue Post-pandemic Technology Enhanced Language Learning)
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