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Introduction
The prevalence of digital technology in all spheres of modern life has blurred the distinction between formal and informal language learning. It is generally accepted today that using information and communication technology (ICT) boosts L2 learning and teaching (English is a case in point) in formal settings and spawns opportunities for informal English input. ICT offers spaces to facilitate active, collaborative, creative, integrative, and evaluative learning as an advantage over traditional language learning. With students now having electronic devices, such as laptops, notebooks, iPods, and smartphones, access to online resources, tutorials, and learning materials has become second nature to them. They pass much of their time using such devices and when it comes to using English, language learners are exposed to and may acquire varieties of English. When assessing the learners’ performance via standard tests, this informally learned English is not taken into account in most ESL/EFL situations. The bulk of research on technology-enhanced language learning is based on structured learning with uses developed by instructors and/or researchers. However, the time and efforts spent on technology-enabled English learning beyond the formal instruction seem to be a forgotten proficiency. This missing proficiency is food for thought that this book intends to bring to the foreground.
Objective
The main thrust of this publication is bridging the gap between formal and informal learning with the help of digital technology. The book intends to delve into ICT-enabled opportunities that today’s learners have when they learn informally. It aims to (a) explore how learners perform ICT-based activities beyond the classroom teaching, (b) assess the linguistic gains generated by informal ICT uses, and (c) suggest tools of gauging informal learning outcomes and possible effects on learners’ proficiency. It also elucidates limitations that impede recognizing this mode of learning in the worldwide context.
Target Audience
The book is meant for pedagogues, researchers, and teachers who are interested in second language learning and teaching, computer-assisted language learning (CALL) and TESOL. It has profound implications for ESL and EFL learning and teaching as it exhibits how learners manipulate accessible ICTs to enhance their English learning beyond the confinements of the traditional classroom. It can also contribute to the development of new courseware directed towards ICT-based language learning. By suggesting how to apply methods and techniques of learning language informally, stakeholders can promote formal English instruction by making informed decisions and better choices on the basis of research findings rather than intuitions.
Recommended Topics
In this book, contributors are encouraged to hone in on ICT-enabled opportunities of learning language informally. There are several topics within the tenet of this theme. Nevertheless, the book primarily hinges on (a) informal ICT-enabled learning as foundational for L2 performance and (b) the challenges that limit its efficiency. The book will be organized in two thematic sections to accommodate, besides theoretical foundations, discussions of practical aspects of interviewing and observing the participants. The first section is devoted to discussions of how informal ICT-supported English learning promotes and compensates for the shortcomings of formal instruction in contexts where English is not a mother tongue. It also highlights how informal exposure to English via ICTs elevates awareness of intercultural communication and acculturation. The second section is germane to challenges of informal language learning in terms of theoretical and practical limitations as well as difficulties of testing language proficiency ensued from informal ICT uses.
Prospective contributors might provide insight into the following questions:
1. To what extent are ICTs used beyond formal classroom (structured instruction) for English learning purposes?
2. What ICT devices/apps are frequently employed?
3. How do pedagogues and learners perceive informal ICT-based English learning?
4. To what extent is informal ICT-enabled learning capitalized on to promote formal learning in ESL/EFL contexts?
5. What learning strategies are used to advance/enhance English learning informally through ICTs?
6. Does this mode of learning have impacts on language aspects and acculturation?
7. Does it promote autonomous L2 oral and written production?
8. How can these effects be measured?
9. Is informal exposure to English through ICTs missing proficiency (go unnoticed)?
10. How can informal ICT-based language learning be formalized?
11. What are possible limitations of this mode of learning?
Submission Procedure
Authors are invited to submit on or before April 30, 2019, a chapter proposal of 800 to 1,000 words clearly explaining the mission and concerns of their proposed chapters. Authors will be notified by May 15, 2019 about the status of their proposals. Full chapters are expected to be submitted by June 15, 2019. All interested authors must consult the guidelines for manuscript submissions prior to submission. Prospective authors should follow the publisher’s guidelines for format and style. All submitted full chapters are required to follow the below template:
1. Chapter Title
2. Abstract
3. Content
4. Implications
5. Recommendations
6. References for Further Reading
7. Glossary (will be included at the end of the book)
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2020.
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