Technology-Mediated Reflective Practice in Second Language Education

In the face of technological advancements that seem to diminish reflective capacity, this novel volume posits the idea that technologies such as AI can support and enhance reflective practice in second language educational contexts. Moving from conceptual foundations through to situated examples and applied contexts, the book traces the foundations in AI-mediated reflective practice, examining key concepts such as AI-mediated reflection, design thinking, etc. in language teacher education. The book then presents the digital methods and tools for reflective practice, offering applied insights into technologies like chatbots, e-portfolios, LMS, and social media platforms, and explores empirical accounts of reflective practice in online contexts. Global and outward looking, the book presents case studies drawn from a diverse range of geographical contexts (including Vietnam, Algeria, Iran and Turkey), and educational contexts, such as transnational teacher education programmes. Despite this varied global approach, chapters are integrated around the central theme of how digitalization, particularly through AI and online technologies, is reshaping reflective practice in second language education. This book will be of use to researchers, postgraduate students and scholars in the fields of language and education, distance learning, and reflective practice more specifically. Teacher educators and practitioners looking to implement reflective practices in online or blended learning contexts may also find the volume of use.

Jaber Kamali is Lecturer and Teacher Training Centre Coordinator, School of Languages, Ibn Haldun University, Istanbul, Türkiye, and founding Editor-in-Chief of Language Teacher Education Research Quarterly. Thomas S. C. Farrell is Professor of Applied Linguistics, Department of Applied Linguistics, Brock University, Canada.