Technology and the Psychology of Second Language Learners and Users

by Springer International Publishing
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Springer International Publishing Technology and the Psychology of Second Language Learners and Users
Springer International Publishing - Technology and the Psychology of Second Language Learners and Users

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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. 

Further information

Illustrations Note:
XXXII, 620 p. 59 illus., 11 illus. in color.
Table of Contents:
Chapter 1: Introduction and Overview: The Inescapable Confluence of Technology, Psychology and Second Language Learners and Users (Mark R. Freiermuth).- Chapter 2: The Acquisition of Pragmatically Appropriate Requests by Second Language Learners of Spanish Using an Input-Based Virtual Environment (Karina Collentine).- Chapter 3: Exploiting Vocabulary CALL Interventions to Operationalize and Test the Depth Levels of the Processing Model (Saad Alzahrani and Leah Roberts).- Chapter 4: The Cognitive and Psychological Effects of YouTube Video Captions and Subtitles on Higher Level German Language Learners (Peter Yang).- Chapter 5: Computer-Assisted Language Testing and Learner Behavior (Brett Milliner and Blair Barr).- Chapter 6: Blogging in an Autonomous, Constructivist and Blended Learning Environment: A Case Study of Turkish EFL Teachers in Training (Işıl Günseli Kaçar).- Chapter 7: EFL Student Engagement in an English-for-Specific-Purposes Tourism Class: Flipping the Class with Facebook (Tran Thi Thanh Quyen and Nguyen Van Loi).- Chapter 8: Learner Autonomy and Responsibility: Self-Learning Through a Flipped Online EFL Course (Hsin-chou Huang).- Chapter 9: A Spanish Speaker and a Friend: Identity Transformation in Foreign Language Chat (Adam Mendelson).- Chapter 10: Catalan Teenagers' Identity, Literacy and Language Practices on YouTube (Boris Vazquez-Calvo, Nikolaj Elf and Adriana Gewerc).- Chapter 11: The Phenomenology of Experiencing Oneself Online: Critical Dimensions of Identity and Language use in Virtual Spaces (Liudmila Klimanova).- Chapter 12: Leveraging Multilingual Identities in Computer Science Education (Sharin Jacob, Leiny Garcia and Mark Warschauer).- Chapter 13: The Implications of Using Online Social Networks on EFL Learner Self-Concept (Nourollah Zarrinabadi and Ensieh Khodarahmi).- Chapter 14: EFL Blogging in the Greek Secondary School Classroom: The Positive and Negative Effects on Student Attitude (Gina Paschalidou).- Chapter 15: Chinese Language Learners' Intrapersonal and Interpersonal Perceptions of a Pinyin Text to Speech System (Goh Ying Soon, Saiful Nizam Warris and Rasaya Al Marimuthu).- Chapter 16: Gliding Across the Digital Divide with High Anxiety: Electronic Resource Selection Towards Self-Directed Writing Practice in a South African EAP Context (Jako Olivier).- Chapter 17: Artificial Intelligence Technology for EAP Speaking Skills: Student Perceptions of Opportunities and Challenges (Bin Zou, Sara Liviero, Mengyuan Hao and Chaoyang Wei).- Chapter 18: A Need to Communicate: An Intercultural Story of Motivation Generated in Disrupted Text-Based Electronic Chat (Do Thi Ha and Mark R. Freiermuth).- Chapter 19: A Motivational Story in Hong Kong: Generating Goals for Language Learners and Blended Learning Designers from a Mixed-Method Learning Analytics Approach in English for Academic Purposes (Julia Chen and Dennis Foung).- Chapter 20: The Impact of Digital Storytelling on the Motivation and Engagement of Young Foreign Language Learners (Lizzie Abderrahim and David Navarro González).- Chapter 21: The Impact of Online Lower-Level Courses on World Language Learners' Self-Perceptions, Mindset and Willingness to Communicate (Rebecca L. Chism and Carine Graff).- Chapter 22: Criteria for Motivational Technology Enhanced Language Learning Activities (Pinelopi Krystalli, Panagiotis Panagiotidis and Panagiotis Arvanitis).- Chapter 23: Future Considerations Concerning Technology and the Psychology of Second Language Learners and Users (Nourollah Zarrinabadi and Mark R. Freiermuth).
“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))

Freiermuth, Mark R.;Freiermuth
Zarrinabadi, Nourollah;Zarrinabadi
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

Media Type:
Springer International Publishing
Biography Artist:
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. 


"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,, 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)

1st ed. 2020
Number of Pages:

Master Data

Product Type:
Hardback book
Release date:
26 March 2021
Package Dimensions:
0.207 x 0.148 x 0.034 m; 0.771 kg
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