Gonca Yangın-Ekşi - New Directions in Technology for Writing Instruction: Practices for English Language Teaching Classrooms

This series publishes research on the development, implementation and evaluation of educational programs for school-aged and adult learners for whom English is a second or additional language, including those who are learning academic content through the medium of English. The series has a dual focus on learners language development and broader societal and policy-related issues, including the implications for teachers professional development and policy support at the institutional and system level. The series seeks to engage with current issues in English language teaching (ELT) in educational institutions from a highly situated standpoint, examining theories, practices and policies with a conscious regard for historical lineages of development and local (re)contextualisation. By focusing on multiple educational contexts and adopting a comparative perspective, the series will transcend traditional geographical boundaries, thus will be relevant to both English-speaking countries and countries where English is a very much an additional, but important language for learning other content. This series will also cross disciplinary and methodological boundaries by integrating sociocultural and critical approaches with second language acquisition perspectives and drawing on both applied linguistics and educational research. In drawing together basic and applied policy-related research concerns, the series will contribute towards developing a more comprehensive, innovative and contextualized view of English language education internationally. Authors are invited to approach the Series Editor with ideas and plans for books. For more information, please contact the Publishing Editor, Natalie Rieborn. E-mail: Natalie.Rieborn@springer.com

This Springer imprint is published by the registered company Springer Nature Switzerland AG

The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

Technology has changed our lives dramatically. Language instruction and learning how to write in particular are not an exception. Teachers need to adapt their pedagogical practices in the teaching of writing to effectively integrate technology.

This book aims at responding to the changes and needs of English language learning by offering insight into online writing pedagogical platforms and atmospheres. Language learning enriched with technology, web tools, and applications has become a necessary ingredient in language education internationally. This volume aims at providing an in-depth understanding of writing practices that are responsive to the challenges for teaching and learning writing in local and global contexts of education. It also provides succinct knowledge at the intersection of technology with teaching, learning, and research. The chapters herein creatively take advantage of the affordances of digital platforms and further critiques their limitations. The book also delineates knowledge on concepts, theories, and innovative approaches to digital writing in the field of teaching and learning English. The chapters focus on reviews and guide on practical use of Web 2.0 and multimedia tools. Digital platforms and applications to benefit from in academic writing courses are presented and exemplified. The book also presents research about technology integration in writing classes.

Moving from face-to-face learning to online spaces requires new directions of language learning that will be relevant in the twenty-first century to respond to the rapid changes that underlie teachers work. The importance of disseminating knowledge about national and transnational trends of remote and online learning pedagogies makes the work of this book necessary, if not mandatory.