• Omni-Immersion Vision


  • Foreign Language Acquisition
    社會互動 . 合作任務 . 創新教學設計
  • 3D Virtual Reality
    真實性生活化 . 主動式沉浸經驗 . 擬真情境
  • Learning in a FLOW State
    沉浸 . 互動 . 想像


Journal of Educational Technology & Society (ET&S) Special Issue

2019-11-26 13:48:41

Call for Papers

Special Issue on

Technology enhanced contextual game-based language learning


Journal of Educational Technology & Society

(5-Year impact factor 1.376 according to Thomson Scientific 2014 Journal Citations Report)

Special issue publication date: July 2018


Game play plays an important role in human beings’ language development; regardless the age of learners. It allows learning to be effective and it is widely used in language classes in which students can explore alternative decisions and actions without the risk of failure they might encounter in the real world (Martinson & Chu, 2008). However, not all the plays contribute to language learning; only those plays which involve language input and output at the three levels of linguistic form, semantic meaning, and pragmatic use are approved (Cook, 2000). In order to satisfy the abovementioned requirement to be a game for language learning, it is widely believed that contextual learning provides second language (L2) learners with a direct link between L2 forms and the underlying concept, thus facilitating L2 learning (Lan, Fang, Legault, & Li, 2015).

Although the concept of contextual learning is not a new one since John Dewey proposed the concept of project-based learning and experiential education (Dewey, 1938), it has always remained an important issue in second language (L2) learning (Ellis, 2008). A meaningfully context-dependent social interaction in an authentic environment is one of the most important elements of second language acquisition because it provides L2 learners with essential scaffolding for acquiring an L2 (Lantolf & Thorne, 2006; Eun & Lim, 2009). Contexts can be viewed as all the perceived phenomena including the physical surroundings in which language happens (Prince, 1996). Language input from the environment, including contextual and non-linguistic cues, is easy to be comprehended by an L2 learner because it occurs in a low stress situation (Ray, 2012).

Under the belief in the benefits of contextual learning in L2, creating authentic contexts for L2 learning is strongly suggested by several commonly referred foreign language teaching/learning guidelines, such as The Common European Framework of Reference for Languages (Council of Europe, 2001) and the proficiency guidelines developed by the American Council on the Teaching of Foreign Languages (American Council on the Teaching of Foreign Languages, 2012). Nowadays, through the support of advanced technology, the learning context is no longer restricted to the conventional L2 classrooms. In fact, omni-environments (either real or virtual) that a learner can reach can be authentic learning contexts. For example, (1) with computer mediated communication (CMC), learners can join virtual communities to explore foreign culture and learning an L2 (e.g., Pasfield-Neofitou, 2011; Stickler & Emke, 2011); (2) with a mobile seamless device, the real world becomes the learning context for a target language (e.g., Lan & Lin, 2015); (3) with augmented reality devices, there would be no barrier between the real and virtual world (Miyosawa, Akahane, Hara, & Shinohara, 2012; Ozcelik & Acarturk, 2011; Yuen, Yaoyuneyong, & Johnson, 2013); and (4) with a 3D environment, an L2 learner can immerse himself or herself in a brand new world (e.g. Lan, 2014; 2015; Lan, Kan, Sung, & Chang, 2016).

To this end, this special issue aims at providing a platform for researchers to present their research efforts that may offer insights into (1) the approaches to applying technology to enhance L2 game-based learning in context; (2) the evaluation of game-based language learning among different contexts with technology supports, such as in real world, in a conventional classroom, and in virtual worlds; (3) the comparison of game-based learning effects of using different technologies on conventional L2 classroom contexts; and (4) the effects of technology enhanced contextual game-based language learning on the transferring between the formal L2 learning and real life application. It remains open to question and is worth further explorations. The submitted papers will go through a double-blind review. We invite studies that provide research results and contributions that may help develop further understanding of how technology enhances game-based language learning in a context and may help inspire future research directions.

Topics of interests include, but are not limited to:

  • Technology enhanced contextual game-based language learning (in general)
  • Technology enhanced multimodal communication in L2 game-based learning contexts
  • Mobile seamless technology enhanced L2 contextual game-based learning
  • Augmented reality in contextual game-based language learning
  • L2 game-based learning in virtual contexts
  • L2 learners’ learning styles and learning behaviors in technology enhanced contextual game-based language learning
  • Learners’ learning process in a technology enhanced L2 game-based learning context
  • Technology enhanced contextual game-based learning and language skills

Submission guidelines and other considerations

This special issue will only publish original research papers (up to 7000 words). Papers submitted must not have been published previously or under consideration for publication, though they may represent significant extensions of prior work. All submitted papers will go through a rigorous double-blind peer-review process (with at least three reviewers).

Before submission, authors should carefully read over the journal’s Author Guidelines, which are located at http://www.ifets.info/guide.php. Prospective authors should submit an electronic copy of their complete manuscript using EasyChair system at: https://easychair.org/conferences/?conf=cgbll2018.

Publication timeline

  • October 31, 2017: Submission deadline for the initial papers
  • December 31, 2017: Decisions and reflection on the initial papers selected
  • February 20, 2018: Submission deadline for revised manuscripts
  • April 10, 2018: Decisions and reflection on the revised manuscripts
  • May 5, 2018: Submission deadline for the final manuscripts
  • May 25, 2018: Final manuscripts sent to the publishers
  • July 1, 2018: Special issue publication

Special issue editors

Dr. Adele Botha

Principal Researcher, Next Generation Mobile and ICT Systems

Professor Extaordinaire, UNISA School of Computing

CSIR Meraka Institute

Email: abotha@csir.co.za

URL: http://csir-za.academia.edu/AdeleBotha

Dr. Morris Siu-yung Jong

Associate Professor, Department of Curriculum and Instruction
Director, Centre for Learning Sciences and Technologies

The Chinese University of Hong Kong

Email: mjong@cuhk.edu.hk

URL: http://clst.fed.cuhk.edu.hk/


Dr. Yu-Ju Lan

Distinguished Professor, Department of Applied Chinese Language and Culture

National Taiwan Normal University, Taiwan

Email: yujulan@gmail.com

URL: http://tell.aclc.ntnu.edu.tw/index.php/en/

Dr. Junjie Shang

Professor, Graduate School of Education

Peking University, China

Email: jjshang@gse.pku.edu.cn ; jjshang@pku.edu.cn
URL: http://www.gse.pku.edu.cn/szdw/jxkyry/jyjzx/22248.htm


American Council on the Teaching of Foreign Languages (2012). ACTFL proficiency guidelines 2012. USA: ACTFL, INC. September 24, 2013, retrieved from http://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL.pdf

Cook, G. (2000). Language play, language learning. Hong Kong: Oxford University Press.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge. Cambridge University Press. October 16, 2012,  Retrieved from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf

Dewey, John (1938). Experience & education. New York, NY: Kappa Delta Pi.

Ellis, R. (2008). The study of second language acquisition (2nd. ed.). New York, USA: Oxford University press.

Eun, B., & Lim, H. (2009). A sociocultural view of language learning: The importance of meaning-based instruction. TESL Canada Journal, 27(1), 13-26.

Lan, Y. J. (2014). Does Second Life improve Mandarin learning by overseas Chinese students? Language Learning & Technology, 18(2), 36–56.

Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environmentLanguage Learning & Technology, 19(2), 16-31.

Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of Mandarin Chinese vocabulary: context of learning effects. Educational Technology Research & Development, 63(5), 671-690. DOI 10.1007/s11423-015-9380-y

Lan, Y. J.*, Kan, Y. H., Sung, Y. T., & Chang, K. E. (2016). Oral-performance language tasks for CSL beginners in Second Life. Language Learning & Technology, 20(3), 60-79. 

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of L2 development. Oxford: Oxford University Press.

Martinson, B., & Chu, S. (2008). Impact of learning style on achievement when using course cotent delivered via a game-based learning object. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 478–488). Pennsylvania, USA: IGI Global.

Miyosawa, T., Akahane, M., Hara, K., & Shinohara, K. (2012). Applying augmented reality to e-learning for foreign language study and its evaluation. Proceedings of the 2012 International Conference on Elearning, E-business, Enterprise Information System, & E-Government, 310-316.

Ozcelik, E., & Acarturk, C. (2011). Reducing the spatial distance between printed and online information sources by means of mobile technology enhances learning: Using 2D barcodes. Computers & Education, 57(3), 2077-2085.

Pasfield-Neofitou, S. (2011). Online domains of language use: Second language learners’ experiences of virtual community and foreignness. Language Learning & Technology, 15(2), 92-108.

Prince, P. (1996). Second language vocabulary learning: The role of context versus translations as a function of proficiency. The Modern Language Journal, 80(4), 478-493.

Ray, S. (2012). Using language in the community for enhancing communication skills. Language and Language Teaching, 1(1), 12-17.

Stickler, U., & Emke, M. (2011). LITERALIA: Towards developing intercultural maturity online. Language Learning & Technology, 15(1), 147–168.

Yuen, S. C.-Y., Yaoyuneyong, G., & Johnson, E. D. (2013). Augmented reality and education: Applications and potentials. In R. Huang. (Ed.), Reshaping learning – The frontiers of learning technologies in global context (pp. 385-414). Berlin Heidelberg: Springer.