The 2019 Volume of ARAL, Volume 39, will focus on Technology.

An excerpt from:
History, Pedagogy, Data and New Directions: An Introduction to the Technology Issue
 Trude Heift (Simon Fraser University), Alison Mackey (Georgetown University) 
and Bryan Smith (Arizona State University)

The focus of this 2019 issue of ARAL is educational technology. The issue includes review papers, position papers, empirical papers and short reports. It is a unique compilation of articles in that, unlike other special issues in Computer-assisted language learning (CALL) journals (e.g., CALICO Journal, CALL, Language Learning & Technology, ReCALL, and System) they are specifically devoted to research that reports on a particular aspect of language learning and technology (e.g., computer-mediated communication), the topics covered here are dynamic and wide ranging, as befits the broad field of applied linguistics. Articles here include a commentary on second dialects as well as second languages, concerns of multilingualism and technology, corpus linguistics and its relationship to second language acquisition, learner autonomy, current issues in pragmatics, digital discourses, data mining, as well as two empirical studies dealing with learning contributions of technology-mediated instruction. The authors of these pieces hail from universities in the U.S., the U.K., Ireland, Hong Kong, Australia, New Zealand, Germany, The Netherlands, France, and Japan. Work by senior scholars who have a long history of contributions in this area appears together with work by junior scholars, as well as graduate students, which underscores the variety of viewpoints represented. 

ARAL 39 Technology - Table of Contents

History, Pedagogy, Data and New Directions: An Introduction to the Technology Issue
Trude Heift, Alison Mackey and Bryan Smith

Historical developments 

Reframing technology’s role in language teaching: A retrospective report
Lara Lomicka Anderson and Gillian Lord

Multilingualism and technology: A review of developments in digital communication from monolingualism to idiolingualism
Helen Kelly Holmes

Pedagogical/Methodological issues in the use of technologies

Technology, motivation and autonomy, and teacher psychology in language learning: Exploring the myths and possibilities
Glenn Stockwell & Hayo Reinders  

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning
Chun Lai

World CALL: Are we connected?
Mike Levy

Constructing and examining corpora and data sets 

Corpus Linguistics, learner corpora and SLA: Employing technology to analyze language use
Tony McEnery, Vaclav Brezina, Dana Gablasova, and Jay Banerjee.

Recent contributions of data mining to language learning research
Mark Warschauer, Soobin Yim, Hansol Lee, Binbin Zheng

Rethinking and expanding current perspectives 

Technology and L2 Pragmatics Learning
Marta González-Lloret

Emergent Digital Discourse(s): What can we learn from hashtags and digital games to expand learners’ second language repertoire?
Julie Sykes

Past the anthropocentric: Socio-cognitive perspectives for tech-mediated language learning
Maria Ocando Finol

Media and Second Dialect Acquisition
Jennifer Nycz

Empirical investigations in technology-mediated language learning contexts 

Scaling up intervention studies to investigate real-life foreign language learning in school
Detmar Meurers, Kordula De Kuthy, Florian Nuxoll, Björn Rudzewitz, Ramon Ziai

Alignment during synchronous video vs. written chat L2 interactions: A methodological exploration
Marije Michel & Marco Cappellini