Cover -- Contents -- Introduction: Second Language Teaching and Learning for the Twenty-First Century (Rosario Hernández and Paul Rankin) -- References -- 1 The Use of Technology to Promote Critical Thinking and Creativity in Language Learning (Richard Badger and Goodith White) -- Introduction -- Critical-thinking skills -- Creativity -- Technology -- Design thinking -- 1. Identifying the problem -- 2. Interpreting the findings -- 3. Creating something -- 4. Getting feedback -- Writing in a foreign language -- 1. Analysing -- 2. Evaluating -- 3. Creativity -- Conclusion -- References -- 2 Dealing with Educational Baggage in the Language Classroom: Developing Autonomy among International Students (Aleksandra Sudhershan and Jennifer Bruen) -- Internationalization, student mobility and language learning -- International students in Ireland: Background and context -- Teaching foreign languages in an Irish HE context: Focus on learner autonomy -- International students and the development of autonomy in intercultural language learning: An introduction to the case study -- International students and their 'educational baggage': Findings from the case study -- Reducing the potentially negative impact of 'educational baggage': Facilitating the development of autonomy in the international student -- Conclusion -- References -- 3 Mass Customized Second Language Modules: Adapting to a Changing Student Body by Enhancing Self-directedness - the Example of Assessment (Michael Märlein) -- Increasing diversity in the student body -- Mass customizing second language modules -- Assessment -- Self study -- Supervised study -- Case study: Mass-customized assessment in a German language module -- Context and aim of the study -- Mass customization of the assessment structure -- Evaluation of the students' choices -- Evaluation of the mass-customized module.

Conclusion -- References -- 4 Foreign Language Learning and Assessment through E-portfolios at Undergraduate Level (Liviana Ferrari and Dasha Zhurauskaya) -- Introduction -- Literature review -- Context -- The pilot project -- The project follow-up -- Semester 1, 2012-2013 -- Semester 2, 2012-2013 -- Semester 1, 2013-2014 -- Conclusion -- References -- 5 Computer-Mediated Oral Communication for University French as a Second Language Learners (Adel Jebali) -- Introduction -- Computer-mediated oral communication and Skype -- CMC -- Skype -- Methodology -- Participants -- CMC task -- Questionnaire -- Results -- Learners' profiles -- FRAN 305 learners -- FRAN 218 learners -- Student perceptions -- Skype and pleasure -- Skype and L2 anxiety -- Skype and linguistic performance -- Discussion -- Conclusion -- References -- 6 How Technology Can Enhance Learning through Assessment and Reflection (Rosario Hernández) -- Assessment for learning through reflection -- Using video recordings in learning situations -- Context for the study -- Assessment of oral presentations done in groups -- Microteaching: delivery of a language lesson -- Methodology -- Assessing classroom tasks using video recordings: findings and discussion -- Reflection-on-action -- Affective factors related to student performance -- Conclusion -- References -- 7 Using Recordings to Enhance Self-directed and Reflective Learning (Paul Rankin) -- Background -- The modules -- Using technology -- Affective concerns -- Making the technology work -- Conclusions -- References -- 8 Forums and Chats to Learn Languages: Functions, Types and Uses (Daniel Cassany) -- Online written interaction -- Forums -- Features and types -- General forums -- Specific forums -- Pros and cons -- Chats -- Discourse -- Capabilities and types -- Chat moderation -- Practical recommendations -- Social media -- References.

9 The Employment of Social Networking for Language Learning and Teaching: Insights and Issues (Luisa Panichi) -- Introduction -- Teacher and learner considerations in online interactions via SNS -- Participation -- Collaboration -- Motivation -- Informality of SNSs -- Teacher and learner expertise -- Facilitating and moderating -- Assessment -- Validation by institution -- Technological considerations -- Choice and adaptation -- Integration -- Evaluation -- Managing the use of SNSs -- Quick tips for teachers -- Conclusion -- References -- 10 Supporting Foreign-Language Learning through a Gamified APP (Anke Berns and Manuel Palomo-Duarte) -- Introduction -- Background -- Educational background -- Computer development -- Design -- APP-Design: VocabTRAINER A1 and Catch me, if you can! -- Software architecture -- The experience -- Setting -- Results from the survey -- Conclusions -- Acknowledgements -- References -- 11 Bumping into Classroom Walls: How to Win the Timed Race of Language Learning in the University Classroom (Pilar Alderete Diez) -- Space and time in facilitating learning -- Spaces of language teaching and learning in contemporary university campuses -- Functions of space at universities -- Teaching and learning spaces -- Student perceptions about learning spaces -- Time in language teaching and learning in contemporary university campuses -- VLEs as part of contemporary university campuses -- Conclusions -- Acknowledgements -- References -- Notes on Contributors -- Index.