While research on digital multimodal composing (DMC) has been skewed towards the instructional design and affordances of DMC for L2 learners, there is a wider need to develop conceptual models of L2 DMC competence, with which L2 learners can successfully design DMC works and respond to the multimodal reading and writing demands of the digital era.…

The aim of this study is to suggest and test a CALL syllabus designed in accordance with the TESOL Technology Standards for Language Teachers in terms of its efficiency and possible effects on English Language Teacher Education (ELTE) students' ICT competencies acquisition. Employing both quantitative and qualitative data collection instruments,…

The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike,…

The study briefly analyzes the ELT situation in India which is replete with challenges emerging from the lack of engagement with the phenomenon of digitality that further shapes the existing nature of learning and the needs of the learner. After locating the position of English Language in the new education policy of India, the paper discusses the…

While recent literacy research shows an increasing uptake in multimodal literacies, there remains a disjunction between multimodal literacy teaching and assessment. This paper offers a critical review of assessment in the context of teaching multimodal literacies and begins by reviewing the notion of literacy and reframing assessment in…

This article revisits the TESOL Technology Standards for Teachers (TTST) and discusses the potential for their continued relevance 13 years after they were first promulgated (TESOL, 2008). To provide a historical backdrop, I first cover the development of the standards from the inside perspective of one of the six members of the team that created…

This qualitative study investigated how pre-service teachers of English for Speakers of Other Languages (ESOL) experienced and learned from their completion of a reflective project, including a reflection paper and digital storytelling. The participants were 20 graduate students in a program for Teaching English to Speakers of Other Languages…

Dramatically changing demographics of students learning English as another language across the world and in the United States pose a significant challenge for today's school systems. For example, an estimated 1.5 billion students are learning English in the world (British Council, 2014). Recent research on service-learning and TESOL (Al Barwani,…

This chapter examines practical issues regarding Virtual Exchanges (VEs) for educational purposes in the university context and covers language use, cultural differences, time management, teacher collaboration, technology-related issues, assessment, and context specific factors. It charts the establishment of three academic collaborations between…

This article performs an exploratory study of the newly formulated "Guidelines" for College English Teaching ("Draft Exposure")("2015")("Guidelines"), aiming at exploring how different the latest Guidelines is from the previous ones, what challenges it brings to teachers and how these challenges can be…

Scholars in rhetoric and composition have questioned to what extent the field can be decolonial because of the gatekeeping role that writing plays in the university. This article examines the decolonial potential of implementing multilingual practices in first-year composition (fyc), enacting what Walter Mignolo calls "epistemic…

In this article, we build on conversations about linguistic diversity in writing studies, proposing a framework by which instructors and administrators can promote the empowerment of multilingual writers. Our framework, which we call "teaching for agency," recognizes the resources that linguistically diverse students bring to our writing…

These proceedings contain the papers of the International Conference e-Learning 2017, which was organised by the International Association for Development of the Information Society, 20-22 July, 2017. This conference is part of the Multi Conference on Computer Science and Information Systems 2017, 20-23 July, which had a total of 652 submissions.…

This paper reports on the syllabus design and implementation of an English for Science and Technology (EST) course at an English-medium university in Hong Kong. The course combined elements of project-based learning and a "pedagogy for multiliteracies" (New London Group, 1996) to produce a strong learner autonomy focus. A major component…

In this paper, I am going to look at the issues of TESOL from one major critical point of view: How the use of the Internet technology might influence TESOL syllabus design and materials development. The article attempts to investigate some possibilities and opportunities provided by the Internet, focusing on the World Wide Web (WWW) as credible…