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When Uncertainty Becomes the Context.

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Title: When Uncertainty Becomes the Context.
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]
Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: When Uncertainty Becomes the Context.
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  Data: *<searchLink fieldCode="DE" term="%22Computer+assisted+language+instruction%22">Computer assisted language instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+ethics%22">Education ethics</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink>
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191964343
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        Value: 10.3138/calico-2026-0220
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      – Code: eng
        Text: English
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      – SubjectFull: Computer assisted language instruction
        Type: general
      – SubjectFull: Education ethics
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Classroom environment
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      – SubjectFull: Instructional systems
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      – TitleFull: When Uncertainty Becomes the Context.
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              Text: 2026
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