When Uncertainty Becomes the Context.
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| Title: | When Uncertainty Becomes the Context. |
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| Authors: | Smith, Bryan1 (AUTHOR), Oskoz, Ana2 (AUTHOR) |
| Source: | CALICO Journal. 2026, Vol. 43 Issue 1, p1-3. 3p. |
| Subject Terms: | *Computer assisted language instruction, *Education ethics, *Student engagement, *Classroom environment, *Instructional systems |
| Abstract: | This article focuses on the challenges and opportunities in technology-mediated language learning amid broader social, political, and institutional uncertainties affecting academic life. It highlights how factors such as declining enrollments, budget cuts, and social dynamics influence language education, emphasizing the ethical importance of designing transparent, structured, and caring learning environments. The article summarizes research studies addressing pedagogical design, feedback, and interaction in digital language learning contexts, including technology-assisted perception training in L2 Arabic, automated writing evaluation, informal communication in online communities, social annotation in TESOL, and task-based pronunciation instruction for Persian-speaking learners. Collectively, these studies explore how instructional environments can support learner engagement and interaction despite ongoing instability in educational settings. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article focuses on the challenges and opportunities in technology-mediated language learning amid broader social, political, and institutional uncertainties affecting academic life. It highlights how factors such as declining enrollments, budget cuts, and social dynamics influence language education, emphasizing the ethical importance of designing transparent, structured, and caring learning environments. The article summarizes research studies addressing pedagogical design, feedback, and interaction in digital language learning contexts, including technology-assisted perception training in L2 Arabic, automated writing evaluation, informal communication in online communities, social annotation in TESOL, and task-based pronunciation instruction for Persian-speaking learners. Collectively, these studies explore how instructional environments can support learner engagement and interaction despite ongoing instability in educational settings. [Extracted from the article] |
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| ISSN: | 07427778 |
| DOI: | 10.3138/calico-2026-0220 |
