Vol. 1 No. 1 (2024): Technology-Enhanced English Language Learning: Tools, Classrooms, and Learner Development
This inaugural issue brings together ten classroom-based studies of technology-enhanced and learner-centred English language education. The contributions examine flipped learning, ICT-supported reading and vocabulary instruction, blended grammar learning through a learning management system, game-based activities with Kahoot!, multimedia-supported speaking, and animated video for young learners, alongside research on listening, pronunciation, vocabulary retention, and self-regulated learning.
Taken together, the studies present CALL as a set of pedagogical decisions rather than a collection of tools. They foreground alignment between technology, learning objectives, classroom context, and learner needs while documenting practical opportunities and constraints in Vietnamese schools and universities.
Published:
2024-09-03
© 2024–2026 The International Journal of Language Studies (ISSN 3078-2244), Open Knowledge. Articles are published open access under a CC BY 4.0 license.