Javier Muñoz-Basols is a Beatriz Galindo Distinguished Senior Researcher at the University of Seville, Spain, and Honorary Faculty Research Fellow at the University of Oxford, UK. He is the Co-Founder and Editor-in-Chief of the Journal of Spanish Language Teaching and President of the Association for the Teaching of Spanish as a Foreign Language (ASELE).Mara Fuertes Gutiérrez is a Senior Lecturer in Spanish at the Open University, UK. Her recent research and publications focus on sociolinguistics applied to Spanish teaching, teacher training, and distance and online education. She is the Vice President of the Association for the Teaching of Spanish as a Foreign Language (ASELE) and Secretary of the Association of Hispanists of Great Britain and Ireland (AHGBI).Luis Cerezo is an Associate Professor of Applied Linguistics at the American University, Washington, DC, USA. His research focuses on the teaching of additional languages through videogames, computer-mediated communication, and hybrid and online environments based on guided induction, metacognitive instruction and observational learning. He is also a member of the CALICO Journal editorial board.

A timely addition to the growing scholarship on the impact of digital culture and technology on language education. This collection of essays by leading language specialists provides both crucial theoretical context and a well-structured practical framework for applying insights across a range of topics from assessment, virtual worlds, gamified learning, digital storytelling, access and inclusivity, to a critical engagement with AI. It will be invaluable to anyone considering the future of language teaching and learning in a rapidly changing and increasingly media-inflected pedagogical landscape.

• FiguresTablesContributorsJavier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo: Planning, Personalization, Implementation (PPI): Technology-Mediated Language TeachingPart 1: Planning Technology NeedsChapter 1. Melinda Dooly and Anna Comas-Quinn: Access to Technology and Social JusticeChapter 2. Marta González-Lloret: Curriculum Planning and Development in Virtual EnvironmentsChapter 3. Inmaculada Gómez Soler and Marta Tecedor: Virtual Teachers’ Beliefs, Attitudes and CompetenceChapter 4. Daria Mizza and Fernando Rubio: Effective Technological Practices and DiversityPart 2: Personalizing Learning and Teaching Chapter 5. Luis Cerezo and Íñigo Yanguas: Motivation and Virtual LearningChapter 6. Zsuzsanna Bárkányi: Anxiety and Virtual LearningChapter 7. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Interaction in Virtual Learning EnvironmentsChapter 8. Sonia Bailini: Assessment and Feedback in Virtual Learning EnvironmentsPart 3: Implementing Technology ResourcesChapter 9. Robert Blake, Lillian Jones and Cory Osburn: Hybrid and Online Teaching and the Flipped ClassroomChapter 10. Carlos Soler Montes and Olga Juan-Lázaro: Digital Language Immersion (DLI) and Virtual ExchangesChapter 11. Ana Oskoz: Competences and Language Digitalization: Podcasts and Digital StoriesChapter 12. Luis Cerezo and Joan-Tomàs Pujolà: Digital Ludic Pedagogies (DLP): Videogames, Minigames, Extended Realities and RobotsEpilogue: New Technology-Mediated ScenariosChapter 13. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning

Javier Muñoz-Basols is a Beatriz Galindo Distinguished Senior Researcher at the University of Seville, Spain, and Honorary Faculty Research Fellow at the University of Oxford, UK. He is the Co-Founder and Editor-in-Chief of the Journal of Spanish Language Teaching and President of the Association for the Teaching of Spanish as a Foreign Language (ASELE).Mara Fuertes Gutiérrez is a Senior Lecturer in Spanish at the Open University, UK. Her recent research and publications focus on sociolinguistics applied to Spanish teaching, teacher training, and distance and online education. She is the Vice President of the Association for the Teaching of Spanish as a Foreign Language (ASELE) and Secretary of the Association of Hispanists of Great Britain and Ireland (AHGBI).Luis Cerezo is an Associate Professor of Applied Linguistics at the American University, Washington, DC, USA. His research focuses on the teaching of additional languages through videogames, computer-mediated communication, and hybrid and online environments based on guided induction, metacognitive instruction and observational learning. He is also a member of the CALICO Journal editorial board.

A timely addition to the growing scholarship on the impact of digital culture and technology on language education. This collection of essays by leading language specialists provides both crucial theoretical context and a well-structured practical framework for applying insights across a range of topics from assessment, virtual worlds, gamified learning, digital storytelling, access and inclusivity, to a critical engagement with AI. It will be invaluable to anyone considering the future of language teaching and learning in a rapidly changing and increasingly media-inflected pedagogical landscape.

• FiguresTablesContributorsJavier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo: Planning, Personalization, Implementation (PPI): Technology-Mediated Language TeachingPart 1: Planning Technology NeedsChapter 1. Melinda Dooly and Anna Comas-Quinn: Access to Technology and Social JusticeChapter 2. Marta González-Lloret: Curriculum Planning and Development in Virtual EnvironmentsChapter 3. Inmaculada Gómez Soler and Marta Tecedor: Virtual Teachers’ Beliefs, Attitudes and CompetenceChapter 4. Daria Mizza and Fernando Rubio: Effective Technological Practices and DiversityPart 2: Personalizing Learning and Teaching Chapter 5. Luis Cerezo and Íñigo Yanguas: Motivation and Virtual LearningChapter 6. Zsuzsanna Bárkányi: Anxiety and Virtual LearningChapter 7. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Interaction in Virtual Learning EnvironmentsChapter 8. Sonia Bailini: Assessment and Feedback in Virtual Learning EnvironmentsPart 3: Implementing Technology ResourcesChapter 9. Robert Blake, Lillian Jones and Cory Osburn: Hybrid and Online Teaching and the Flipped ClassroomChapter 10. Carlos Soler Montes and Olga Juan-Lázaro: Digital Language Immersion (DLI) and Virtual ExchangesChapter 11. Ana Oskoz: Competences and Language Digitalization: Podcasts and Digital StoriesChapter 12. Luis Cerezo and Joan-Tomàs Pujolà: Digital Ludic Pedagogies (DLP): Videogames, Minigames, Extended Realities and RobotsEpilogue: New Technology-Mediated ScenariosChapter 13. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning

Javier Muñoz-Basols is a Beatriz Galindo Distinguished Senior Researcher at the University of Seville, Spain, and Honorary Faculty Research Fellow at the University of Oxford, UK. He is the Co-Founder and Editor-in-Chief of the Journal of Spanish Language Teaching and President of the Association for the Teaching of Spanish as a Foreign Language (ASELE).Mara Fuertes Gutiérrez is a Senior Lecturer in Spanish at the Open University, UK. Her recent research and publications focus on sociolinguistics applied to Spanish teaching, teacher training, and distance and online education. She is the Vice President of the Association for the Teaching of Spanish as a Foreign Language (ASELE) and Secretary of the Association of Hispanists of Great Britain and Ireland (AHGBI).Luis Cerezo is an Associate Professor of Applied Linguistics at the American University, Washington, DC, USA. His research focuses on the teaching of additional languages through videogames, computer-mediated communication, and hybrid and online environments based on guided induction, metacognitive instruction and observational learning. He is also a member of the CALICO Journal editorial board.

A timely addition to the growing scholarship on the impact of digital culture and technology on language education. This collection of essays by leading language specialists provides both crucial theoretical context and a well-structured practical framework for applying insights across a range of topics from assessment, virtual worlds, gamified learning, digital storytelling, access and inclusivity, to a critical engagement with AI. It will be invaluable to anyone considering the future of language teaching and learning in a rapidly changing and increasingly media-inflected pedagogical landscape.

• FiguresTablesContributorsJavier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo: Planning, Personalization, Implementation (PPI): Technology-Mediated Language TeachingPart 1: Planning Technology NeedsChapter 1. Melinda Dooly and Anna Comas-Quinn: Access to Technology and Social JusticeChapter 2. Marta González-Lloret: Curriculum Planning and Development in Virtual EnvironmentsChapter 3. Inmaculada Gómez Soler and Marta Tecedor: Virtual Teachers’ Beliefs, Attitudes and CompetenceChapter 4. Daria Mizza and Fernando Rubio: Effective Technological Practices and DiversityPart 2: Personalizing Learning and Teaching Chapter 5. Luis Cerezo and Íñigo Yanguas: Motivation and Virtual LearningChapter 6. Zsuzsanna Bárkányi: Anxiety and Virtual LearningChapter 7. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Interaction in Virtual Learning EnvironmentsChapter 8. Sonia Bailini: Assessment and Feedback in Virtual Learning EnvironmentsPart 3: Implementing Technology ResourcesChapter 9. Robert Blake, Lillian Jones and Cory Osburn: Hybrid and Online Teaching and the Flipped ClassroomChapter 10. Carlos Soler Montes and Olga Juan-Lázaro: Digital Language Immersion (DLI) and Virtual ExchangesChapter 11. Ana Oskoz: Competences and Language Digitalization: Podcasts and Digital StoriesChapter 12. Luis Cerezo and Joan-Tomàs Pujolà: Digital Ludic Pedagogies (DLP): Videogames, Minigames, Extended Realities and RobotsEpilogue: New Technology-Mediated ScenariosChapter 13. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning