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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).
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New perspectives on willingness to communicate in a second language / / Nourollah Zarrinabadi, Mirosław Pawlak, editors
