The use of Academic Podcasting Technology and MALL (Mobile Assisted Language Learning) is reshaping teaching and learning by supporting, expanding, and enhancing course content, learning activities, and teacher-student interactions. Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes shares innovative and pedagogically effective ways to improve foreign language education by identifying the instructional uses and benefits of academic podcasting technology and MALL in foreign language acquisition. These include instructional uses, students? perceived learning gains, how instructors can use/have used the technology (successes and challenges), study abroad experiences with the technology, pedagogical impact, and economic perspectives on its use.

This book is the result of five years of intensive dedication to teaching innovation and curriculum development and offers a series of studies exploring how mobile technologies in particular, and mobile learning in general, may be used for second language teaching and learning in a wide variety of environments. Although a strong emphasis is laid on issues to do with autonomy and independence in second language acquisition, the volume also examines the connections and interrelations of mobile learning and second language teaching and learning process on the whole, as well as the process of adoption of new, mobile technologies as teaching tools in various communities across the globe. The volume is targeted at a broad spectrum of readers including academics in the field of e-learning, online learning, and ICT-based learning, with an interest in exploring the possibilities of mobile-assisted learning and the new developments of ICT—in particular, portable devices—for the foreign language classroom. It is most attractive to those interested in the emerging field of mobile-assisted learning in general, and its potential for foreign language teaching and learning in particular.

The use of technological tools to foster language development has led to advances in language methodologies and changed the approach towards language instruction. The tendency towards developing more autonomous learners has emphasized the need for technological tools that could contribute to this shift in foreign language learning. Computer-assisted language learning and mobile-assisted language learning have greatly collaborated to foster language instruction out of the classroom environment, offering possibilities for distance learning and expanding in-class time. Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning is a scholarly research book that explores current strategies for foreign language learning through the use of technology and introduces new technological tools and evaluates existing ones that foster language development. Highlighting a wide array of topics such as gamification, mobile technologies, and virtual reality, this book is essential for language educators, educational software developers, IT consultants, K-20 institutions, principals, professionals, academicians, researchers, curriculum designers, and students.

It is the responsibility of educators to utilize contemporary avenues in order to reach their students in ways familiar to them. When teaching digital natives, new techniques are necessary for making new information relevant to their experience. One way to do this is through the use of mobile devices in curricula. This integration can make education accessible anywhere and to anyone, personalized to each student's schedule and needs. The Handbook of Research on Mobile Learning in Contemporary Classrooms expounds the current research on m-learning and strategies to leverage mobile devices in educational contexts. It also addresses the importance of communication, community, and mobility in modern classrooms, while offering a comprehensive overview of the theory and pedagogy associated with this new technology. Nonprofit organizers, K-12 educators, administrators, policy makers, students of education, and developers will find this book to be an important research companion.

Mobile learning has become one of the more influential aspects of the field of educational technology, given the ubiquity of modern mobile devices and proliferation of educational applications or ‘apps’. Within this volume, there are a range of studies and reviews which cover a breadth of current topics in the field, namely user motivations for using mobile learning, issues in evaluation, as well as domain-specific considerations (e.g., use within language learning or audio-based applications). Together, these studies represent the synthesis of a range of methods, approaches, and applications that highlight benefits and areas of future growth of mobile technologies and how they can be useful and most effective in education.

This book constitutes the revised selected papers of the workshops of the 13th International Conference of Web-based Learning, ICWL 2014, held in Tallinn, Estonia, in August 2014. This volume comprises papers of six workshops: 1. The Seventh International Workshop on Social and Personal Computing for Web-Supported Learning Communities (SPeL 2014) 2. The First International Workshop on Peer-Review, Peer-Assessment, and Self-Assessment in Education (PRASAE 2014) 3. International Workshop on Mobile and Personalized Learning (IWMPL 2014) 4. The First International Workshop on Open Badges in Education (OBIE 2014) 5. The Fourth International Symposium on Knowledge Management & E-Learning (KMEL 2014) 6. The Future of e-Textbooks Workshop (FeT 2014).

With the onset of denationalising wave of globalization, literature and culture feel impelled to locate new arrangements of content and form, resulting in evolved cultural and social paradigm. Globalizing forces are reshaping our cultural, economic, and social landscapes. The literary discourse is also experiencing change at large, including in its migrant, diasporic, postcolonial, and transnational variants. This transfusion leads to identifying new transcultural and transnational approaches, perspectives, and theories. RE-MAPPING THE CENTRE AND THE PERIPHERY: STUDIES IN LITERATURE & CULTURE offers a comprehensive approach toward culture, language, and literature contributing to assess the dynamic of center (s) -periphery(ies) in the various spheres. The book sustains a plethora of themes ranging from adult hegemony, female subjectivity, and diaspora to Ganga Ghat and artificial intelligence. The book critiques the centre and the periphery and provides a fresh approach to the acclaimed oeuvres. The book also offers an unflinching critique of content and inequality through the lens of caste, class, gender, and race. The vivacity and horizons of research articles have been multiplied in curious and exciting ways. Throughout the book, a sense of place or the periphery is shown to be established, negated or supplanted by the literary works which are underpinned by the interlocking trajectories of several literary doctrines, and approaches. Besides literary and subtle observations, there are reflections gleaned from AI and mobile-assisted language learning. Plurality of observations, diversity of themes, and myriad interpretations will divulge an immense appeal to the Indian consciousness. The book posits that the scholarly articles express the confluential cultures which undermine the dichotomies between the colonizer and the colonized, the dominator and the dominated, the native and the (im)migrant, and the national and the ethnic.

For years, language teachers have increasingly been using technologies of all kinds, from computers to smartphones, to help their students learn. Current trends in TELTL (technology-enhanced language teaching and learning), such as artificial intelligence, virtual reality, augmented reality, gamification, and social networking, appear to represent major shifts in the digital language learning landscape. However, various applications of technology to mediate language learning may be informed by reflecting not only on the present but perhaps more importantly on relevant insights from past research and practice. Emerging Concepts in Technology-Enhanced Language Teaching and Learning explores the recent development of the new technologies for language teaching and learning to gain insights into and synergy of the theories, pedagogies, technological design, and evaluation of TELTL environments for comprehending the trends and strategies of the new digital era as well as investigate the possibility of future TELTL research direction. The book includes trends shaped by contemporary issues such as the COVID-19 pandemic. Covering topics such as digital education tools, L2 learnings, and sentiment analysis, this book serves as an essential resource for researchers, language teachers, educational software developers, administrators, IT consultants, technologists, professors, pre-service teachers, academicians, and students.