Book Title: *Technology and Language Learner Psychology*


Editors:
*Mark R. Freiermuth* (Gunma Prefectural Women’s University, Japan)

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*Nourollah Zarrinabadi* (University of Isfahan, Iran)

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In recent years, technologically assisted language learning (TALL), with
its multifarious and rapidly changing manifestations, has transmogrified
the learning of second languages into a much more ephemeral and less
definable phenomena. Individual language teachers—keen on keeping pace with
the latest innovations—have embraced this diversity by incorporating these
technologies into their classrooms. Nevertheless, one of the principal
shortcomings Warschauer (1996) pointed to nearly a quarter of a century
earlier continues to plague the marriage of technology and language
learning, namely that although technology has undoubtedly had a distinct
effect on the social, cognitive and psychological processes of language
learners, research about such processes sorely lags their implementation.
Hence, there is clearly a need to uncover how these learners are being
affected by the technologies that are being practiced. This edited volume’s
primary objective, then, is to provide a clearer picture of how technology
influences the behavior and affects the mindset of second language learners.

 In light of this, the volume’s editors are looking for proposals for
chapters address the crossroads of technology and language learner
psychology. In particular, the editors are interested in theoretical or
empirical studies that address the interaction between technology and the
psychological issues involved in learning a second language. Submitted
chapters may focus on (but are not limited to):

 Technology-Assisted Language Learning, Teaching Methods and Learner
Psychology
 Language Courseware Design and Learner Psychology
 Psychology, Multimodal and Multicultural Communication
 Computers and Individual Differences in L2 Learning (e.g., motivation,
anxiety, WTC, self-efficacy)
 Computerized Language Testing Systems and Language Learners
 New Learning Environments and Learners’ Motivation, Identity and
Engagement
 Computer-Mediated Communication and L2 Learners
 New Technologies and Language Learners
 Mobile-Assisted Communication and L2 Learners

Proposals representing various methodological paradigms are welcome,
including quantitative, qualitative, and mixed methods approaches.
Proposals that represent specific, pedagogically creative uses of TALL are
also welcome, provided that researchers address how language learners have
been affected by the use of the technology.


Potential contributors are invited to submit a 500-word proposal by October
15th, 2017, including the following information:

 The title.
 Author name(s) and affiliation(s), and contact information.
 A summary of chapter.
 A short biography including recent publications for each author.

The abstracts should be sent to one of the following e-mail addresses:
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 Information concerning acceptance will be sent out by *October 30th,
2017.*


The volume will be discussed with an internationally reputable publisher.
Once chapter proposals have been confirmed, a complete book proposal will
be sent to the publisher. Once a contract has been secured, the authors of
the accepted proposals will be notified about specific submission
guidelines requested to submit full chapters in the range of 6000-8000
words. Chapters should be original work and should not be submitted for
publication elsewhere. All submitted chapters will be reviewed on a
double-blind review basis. Authors may also be requested to serve as
reviewers for this book project.

Inquiries about the proposals and the project should be sent to the
editors:
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