sustainability-logo

Journal Browser

Journal Browser

Special Issue "Post-pandemic Technology Enhanced Language Learning"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (25 February 2022) | Viewed by 2281

Special Issue Editors

Dr. Kuo-Chen Li
E-Mail Website
Guest Editor
Department of Information Management, Chung Yuan Christian University, Taoyuan City, Taiwan
Interests: digital learning; mobile learning; social network analysis; artificial intelligence; data mining; block chain technology
Special Issues, Collections and Topics in MDPI journals
Prof. Emerita Bañados
E-Mail Website
Guest Editor
Universidad de Concepción, Chillán, ‎Los Ángeles‎, ‎Santiago
Interests: applied linguistics; Computer Assisted Language Learning (CALL); design and development of e-learning and b-learning environments; CALL materials and multimedia courseware design; competence-based curriculum design; virtual exchanges for second language learning; corrective feedback and teacher training
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Maiga Chang
E-Mail Website
Guest Editor
School of Computing and Information Systems, Athabasca University, Edmonton, AB T5J-3S8, Canada
Interests: game-based learning and assessment; learning behaviour analysis; learning analytics and academic analytics; bio-inspired algorithms; health informatics; intelligent agent technology; data mining; artificial intelligence; computational intelligence; evolutionary computation; mobile learning; ubiquitous learning; museum education
Special Issues, Collections and Topics in MDPI journals
Dr. Cheng-Ting Chen
E-Mail Website
Guest Editor
Department of Applied Linguistics and Language Studies, Chung Yuan Christian University, Taoyuan City, Taiwan
Interests: teaching English as a second language; computer assisted language teaching & learning; multimedia assisted language teaching; distance teaching; MOOCs
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Wen-Chi Vivian Wu
E-Mail Website
Guest Editor
Department of Foreign Languages and Literature, Asia University, Taichung, Taiwan
Interests: CALL; MALL; cross-cultural studies; VR applications to language learning; robot-assisted language learning and teaching; innovative pedagogy (PBL, flipped classrooms)
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Due to COVID-19, education around the world has been forced to face a brand new challenge. How to continue providing sufficient and high quality education for students has become an emergent concern. This Special Issue aims to create a collection of papers on specific topics related with technology-enhanced education specifically related to the influence of COVID-19. The aim is to build a community of authors and readers to discuss the latest research and develop innovative teaching ideas, solutions, and research directions for global educators in the language learning area. The issue will include papers addressing how the impact of the global COVID-19 pandemic has affected education, ranging from the provision, design, and planning of teaching tools applied to manage the pandemic to the consequences of the global crisis on education now and in the future.

The purpose of this Special Issue is to invite researchers who are engaged in technology-enhanced education in language learning for dealing with the pandemic crisis as well as in learning analytics to share and exchange research experiences in various applications, methods, pedagogical approaches, and environments. Topics of interest for this Special Issue include but are not limited to the following:

  • The inspiration and impact of COVID-19 on emerging pedagogical environments such as MOOCs, eBooks, online conferencing platforms, online collaboration tools, etc.
  • Ethical and other concerns relating to post pandemic education environment
  • Diagnosis of students’ engagement, learning patterns, and behavior
  • Results or prediction of students’ learning performance and directions for improvement
  • Relevant teacher education or teacher training programs
  • The design of pedagogical approaches and tools for pandemic-affected education
  • The design of learning strategy and learning activity for pandemic-affected education
  • The design of evaluation and assessment methods for pandemic-affected education
  • Exploring the critical factors affecting students’ learning performance based on pandemic- affected education
  • Exploring the influence of teachers’ intervention on students’ learning performance based on pandemic-affected education
  • Data analytics for pandemic-affected education, such as text analytics, audio analytics, image analytics, video analytics
  • Data visualization for pandemic-affected education, such as dashboards and simulation
  • Educational games, toys, and robots adopting either speech recognition and synthesis, Artificial Intelligence (AI), Internet of Things (IoT), or sensors
  • Game-based assessment
  • Stealth assessment
  • Educational games and gamification systems
  • Virtual World and Virtual Reality
  • Augmented Reality
  • Mobile applications and games
  • Natural and gestural user interface applications
  • Simulation and training
  • Tangible and physical computing for learning
  • Speech recognition and synthesis applications and tools

You may choose our Joint Special Issue in Education Sciences.

Dr. Kuo-Chen Li
Prof. Emerita Bañados
Prof. Dr. Maiga Chang
Dr. Cheng-Ting Chen
Prof. Dr. Wen-Chi Vivian Wu
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Related Special Issue

Published Papers (2 papers)

Order results
Result details
Select all
Export citation of selected articles as:

Research

Article
Learning Loss Recovery Dashboard: A Proposed Design to Mitigate Learning Loss Post Schools Closure
Sustainability 2022, 14(10), 5944; https://doi.org/10.3390/su14105944 - 13 May 2022
Viewed by 403
Abstract
Research has shown the effectiveness of designing a Learning Analytics Dashboard (LAD) for learners and instructors, including everyone’s levels of progress and performance. An intertwined relationship exists between learning analytics (LA) and the learning process. Understanding information or data about learners and their [...] Read more.
Research has shown the effectiveness of designing a Learning Analytics Dashboard (LAD) for learners and instructors, including everyone’s levels of progress and performance. An intertwined relationship exists between learning analytics (LA) and the learning process. Understanding information or data about learners and their learning journey can contribute to a deeper understanding of learners and the learning process. The design of an effective learning dashboard relies heavily on LA, including assessment of the learning process, i.e., gains and losses. A Learning Loss Recovery Dashboard (LLRD) can be designed as an instructional tool, to support the learning process as well as learners’ performance and their academic achievement. The current project proposes a LLRD prototype model to deal with potential learning loss; increase the achievement of learning outcomes; and provide a single, comprehensive learning process, where schools can evaluate and remedy any potential learning loss resulting from the distance-learning period that was caused by the COVID-19 pandemic. This systematic dashboard prototype functions to determine learning gains by K–12 learners. It is expected that the implementation of the proposed dashboard would provide students, teachers, and educational administrators with an integrated portal, for a holistic and unified remedial experience for addressing learning loss. Full article
(This article belongs to the Special Issue Post-pandemic Technology Enhanced Language Learning)
Show Figures

Figure 1

Article
Reflecting on Existing English for Academic Purposes Practices: Lessons for the Post-COVID Classroom
Sustainability 2021, 13(20), 11520; https://doi.org/10.3390/su132011520 - 18 Oct 2021
Viewed by 775
Abstract
This study explored the remote teaching experiences of a group of English-for-academic-purposes teachers during the COVID-19 pandemic, focusing on what was learned from the transition to identify which practices are worth keeping and which should be abandoned as well as how English-for-academic-purposes practitioners [...] Read more.
This study explored the remote teaching experiences of a group of English-for-academic-purposes teachers during the COVID-19 pandemic, focusing on what was learned from the transition to identify which practices are worth keeping and which should be abandoned as well as how English-for-academic-purposes practitioners can move from emergency to sustainability. In this qualitative, interpretive study, a total of 15 teachers participated in semi-structured interviews investigating their experiences, challenges, and opportunities teaching English-for-academic-purposes during emergency remote teaching and their opinions on how this information could be leveraged to develop sustainable English-for-academic-purposes technology practices. The results indicated that the teachers understood the necessity of emergency remote teaching, were aware of their role in their students’ academic success, and believed in the importance of integrating technology into language teaching and learning. They also adopted various strategies for online English-for-academic-purposes delivery. It is suggested that effective professional development for English-for-academic-purposes teachers consider what teachers believe they need, the shifting educational landscape, and how to inculcate pedagogical practices that will enrich the language classroom by using technology in language teaching and learning. They also adopted various strategies for online English-for-academic-purposes delivery. It is suggested that effective professional development for English-for-academic-purposes teachers must consider what teachers believe they need, the shifting educational landscape, and how to inculcate pedagogical practices that will enrich the language classroom. Full article
(This article belongs to the Special Issue Post-pandemic Technology Enhanced Language Learning)
Show Figures

Figure 1

Back to TopTop