• Shashi Nallaya University of South Australia, Australia
  • Julie Choi University of Melbourne
  • Sue Ollerhead




The prevalence of technology in all aspects of life over the past few decades has dictated that schools prepare and equip students to live and work in a world where information is produced and disseminated rapidly. Schools have a further responsibility to train students to acquire critical digital literacy so that they can consciously and responsibly use technology not only for learning but also in all other spheres of their lives. This responsibility was further accentuated when the COVID-19 pandemic significantly changed the role of instructional technology in schools. Homes became classrooms and teachers had to find innovative ways to impart knowledge and engage learners, especially in language teaching and learning classrooms. This special issue comprises five research articles and three book reviews expounding on how teachers, guided by particular pedagogical principles, have chosen and employed different technological tools in their language teaching to inspire student learning.

The editors of this special issue, Dr Shashi Nallaya, Dr Julie Choi and Dr Sue Ollerhead would like to express their immense gratitude to the reviewers, editorial board members and journal coordinator Skye Playsted for their time, expertise and dedication in bringing this issue to fruition. 


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