36.2315, Reviews: Technology-Mediated Language Teaching: Javier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo (eds.) (2025)

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LINGUIST List: Vol-36-2315. Thu Jul 31 2025. ISSN: 1069 - 4875.

Subject: 36.2315, Reviews: Technology-Mediated Language Teaching: Javier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo (eds.) (2025)

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Date: 31-Jul-2025
From: Larisa Kondakova [kondakovalarisa at gmail.com]
Subject: Applied Linguistics: Javier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo (eds.) (2025)


Book announced at https://linguistlist.org/issues/36-849

Title: Technology-Mediated Language Teaching
Subtitle: From Social Justice to Artificial Intelligence
Publication Year: 2025

Publisher: Multilingual Matters
           http://www.multilingual-matters.com/
Book URL:
https://www.multilingual-matters.com/page/detail/?K=9781800419865

Editor(s): Javier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo
Translator(s): Emily Balkwill

Reviewer: Larisa Kondakova

SUMMARY
The volume Technology-Mediated Language Teaching: From Social Justice
to Artificial Intelligence, edited by Javier Muñoz-Basols, Mara
Fuertes Gutiérrez, and Luis Cerezo, consists of an introduction, three
main sections, and an epilogue. It features a total of thirteen
chapters that examine the intersection of technology, language
instruction, and various issues, from social justice to the
integration of artificial intelligence. The intended audience for this
work includes educators, researchers, and educational administrators
interested in these topics.
In the introduction, Javier Muñoz-Basols, Mara Fuertes Gutiérrez, and
Luis Cerezo discuss three educational gaps that emerged as a result of
the COVID-19 lockdown: a teaching gap, a learning gap, and a digital
gap. In response to these challenges, they introduce the Planning,
Personalization, and Implementation (PPI) model, which can be used to
facilitate technology-mediated teaching. The introduction also
emphasizes the importance of equipping both students and educators
with the necessary skills, tools, and mindsets to thrive in digital
learning environments. Lastly, the editors set the stage for an
exploration of how technology, including AI, can transform educational
spaces, roles, and interactions in language learning.
Part 1: Planning Technology Needs
In Chapter One, Melinda Dooly and Anna Comas-Quinn explore the
relationship between technology accessibility and social justice in
the context of digital education. The authors begin by defining key
concepts such as accessibility, the digital divide, and educational
technology. They review recent research on technology-mediated
learning, discussing its advantages and its disadvantages, including
the reinforcement of existing inequalities. They also explore the use
of communication and emerging technologies in education and their
pedagogical implications.The chapter concludes with practical
recommendations and suggestions for future research on equitable
technology integration and the long-term impacts of digital learning
across diverse populations.
Chapter Two by Marta González-Lloret emphasizes the importance of
curriculum planning in technology-mediated language learning. It
begins with a historical overview of computer-assisted language
learning (CALL) and traces the shift toward more integrated virtual
learning environments. The chapter reviews current research on
instructional design, highlighting methodological choices, material
selection, and the critical role of teacher training. The chapter
concludes with practical recommendations, including the application of
the ADDIE model (Analysis, Design, Development, Implementation,
Evaluation), and proposes directions for future research. An appendix
with guiding questions for conducting a Needs Analysis supports
educators in designing effective, technology-integrated curricula.
Chapter Three by Inmaculada Gómez Soler and Marta Tecedor explores
teachers’ beliefs, attitudes, and digital competencies in the context
of virtual language teaching. The authors highlight how the COVID-19
pandemic exposed gaps in digital preparedness among educators and
emphasize the need for targeted training to support teaching in online
environments. The chapter presents findings from a large-scale survey
of Spanish teachers across 39 countries, focusing on their perceptions
and self-assessed digital competence. The chapter concludes with
various recommendations.
In Chapter Four, Daria Mizza and Fernando Rubio examine how the
Universal Design for Learning (UDL) framework can be applied to
promote inclusive language teaching in technology-mediated
environments. They outline the three core UDL principles: engagement,
representation, and action/expression, and emphasize how these
principles can help address the diversity of learners. The authors
highlight two essential elements in pedagogical design: planning for
learning and designing for learning. In the recommendations section,
they introduce the concept of work areas or learning centers and
provide examples of how technology can support Personalized Language
Learning Environments (PLLEs). Additionally, they discuss the
importance of social presence, feedback, scaffolding strategies, and
flexible support systems to ensure equitable access and participation
for all learners.
Part 2: Personalizing Learning and Teaching
Chapter Five by Luis Cerezo and Íñigo Yanguas explores motivation, one
of the most extensively studied topics in second language acquisition,
and its relevance in technology-mediated learning environments. The
authors review key concepts such as intrinsic and extrinsic
motivation, engagement, and flow. They outline the historical
development of motivation research across four major periods and
suggest the emergence of a fifth period defined by digital learning
contexts. The chapter offers practical strategies to enhance
motivation, focusing on autonomy, competence, and relatedness. In
addition to providing pedagogical recommendations, the authors call
for future research that investigates motivational dynamics within
virtual environments.
Chapter Six by Zsuzsanna Bárkányi explores foreign language classroom
anxiety (FLCA), its causes, and strategies for reducing it in virtual
learning environments. The chapter focuses on anxiety experienced in
Spanish Large-Scale Massive Open Online Courses (LMOOCs), with
particular attention to a case study conducted at the Open University.
Bárkányi analyzes how virtual settings affect learners’ anxiety and
self-efficacy and offers practical recommendations to support
students, especially in oral communication tasks.
Chapter Seven by Javier Muñoz-Basols and Mara Fuertes Gutiérrez
explores interaction in digital language learning and the external
factors that influence it. The authors compare synchronous and
asynchronous formats and discuss how interaction varies in
face-to-face, hybrid, blended, and fully online environments. They
highlight factors that can both support and hinder interaction and
learning outcomes. The chapter presents a qualitative study of Spanish
courses at the Open University, analyzing types and patterns of
interaction in virtual tutorials. It concludes with practical
recommendations to enhance interaction, such as promoting social
presence and designing tasks that encourage meaningful communication.
In Chapter Eight, Sonia Bailini explores assessment and feedback in
virtual learning environments. She emphasizes the importance of using
the CIPP model (Context, Input, Process, Product) to guide assessment
design and advocates for authentic assessment tasks that reflect
real-world language use. The chapter provides practical
recommendations for conducting online exams and outlines the benefits
of written assessments and digital feedback. The detailed description
of automated e-feedback techniques and the categorization of
assessment types, test typologies, and tools tailored to online
settings are particularly valuable.
Part 3: Implementing Technology Resources
Chapter Nine, by Robert Blake, Lillian Jones, and Cory Osburn,
explores hybrid and online teaching models with a focus on the flipped
classroom approach. The authors center their discussion around six
inherent features of learners and explain how technology-assisted
instruction can enhance them. The chapter emphasizes the pedagogical
potential of tutorial CALLs, particularly for vocabulary acquisition,
grammar development, and cultural understanding. Drawing from real
course examples, the authors offer practical suggestions for designing
technology-rich learning environments that leverage learners’ natural
tendencies as storytellers and social beings.
Chapter Ten by Carlos Soler Montes and Olga Juan-Lázaro examines the
development of sociolinguistic competence in Spanish language learners
through digital language immersion (DLI). The authors argue that
sociolinguistic awareness is essential in modern language learning and
emphasize the importance of creating immersive environments that
reflect authentic language use. They propose the creation of virtual
ecosystems to support meaningful intercultural and sociolinguistic
interaction. The chapter centers on a case study from the University
of Edinburgh, which integrated digital immersion strategies into its
curriculum to enhance learners' sociolinguistic and intercultural
competence through virtual exchanges and tellecollaborative group
projects.
In Chapter Eleven, Ana Oskoz explores how podcasts and digital
storytelling can enhance language development and digital literacy.
She emphasizes that podcasts are effective not only for improving
listening comprehension and speaking fluency but also for enhancing
writing skills and pronunciation. Similarly, digital storytelling is
presented as a powerful tool that fosters creativity and improves
written expression. Oskoz also highlights how these tools provide
opportunities for meaningful feedback from both peers and instructors,
helping learners refine their language use. The chapter offers
practical strategies for integrating these tools into instruction to
support both oral and written language development.
Chapter Twelve, written by Luis Cerezo and Joan-Tomàs Pujolà, explores
four types of digital ludic activities used in language learning:
video games, mini-games, extended realities (including virtual reality
and augmented reality), and robots. Drawing on recent research, the
authors assess the educational potential of each tool and offer
recommendations for integrating digital ludic activities into language
instruction. The chapter concludes with a curated list of games and
technologies to assist educators in applying these tools effectively
in practice.
Epilogue: New Technology-Mediated Scenarios
Chapter Thirteen by Javier Muñoz-Basols and Mara Fuertes Gutiérrez
focuses on one of the most current topics in second language
acquisition—artificial intelligence (AI). The authors provide an
overview of the historical development of AI and examine the
educational opportunities it offers, particularly through tools like
ChatGPT. They introduce the IMI+ framework (Integration,
Multimodality, Interaction + Digital Literacy and Critical Thinking)
to evaluate how AI can be meaningfully integrated into language
teaching. The chapter emphasizes AI’s potential to support informal
learning, promote learner autonomy, and enhance self-assessment
practices. It concludes with reflections on the ethical use of AI and
the need for critical engagement in its application to language
education.
EVALUATION
Technology-Mediated Language Teaching: From Social Justice to
Artificial Intelligence is a well-curated volume that succeeds in
addressing its stated goal: to explore the intersection of digital
technologies and language pedagogy through the lens of planning,
personalization, and implementation (PPI). The book is easy to
navigate thanks to its well-structured chapters and interdisciplinary
reading routes.
Each chapter functions as a stand-alone contribution, making the
volume particularly useful for instructors and researchers looking for
insights into specific areas of technology-mediated language teaching.
Despite the wide range of topics covered, from social justice and
teacher beliefs to AI and robotics, the book maintains a high degree
of coherence. This clarity is partly due to the organizational
framework provided by the PPI model, as well as the editorial
introductions that contextualize each contribution.
The volume is especially beneficial for educators who are new to
digital language instruction, particularly those working with Spanish,
which is the primary focus of many chapters. However, the pedagogical
strategies and technological tools discussed, such as Universal Design
for Learning (UDL), podcasts, minigames, and feedback mechanisms, are
applicable to other languages and instructional contexts. More
experienced professionals will appreciate the detailed examples and
practical tools. Early-career researchers and graduate students in
applied linguistics or educational technology will find the literature
overviews and recommendations for future research particularly
valuable.
One of the book’s major strengths is its emphasis on inclusivity and
equity, explored in chapters on social justice (Chapter 1), Universal
Design for Learning (Chapter 4), and sociolinguistic competence
(Chapter 10). These chapters demonstrate the editors’ commitment to
accessibility and diversity in language education and serve as a
reminder that technology should be used to bridge educational gaps.
The inclusion of visual aids, such as tables, interaction maps, sample
activities, further enhances the book's practical use and clear
instructions.
However, one area that could be developed further is the ethical
considerations of artificial intelligence in language education. While
the final chapter touches on AI tools such as ChatGPT and introduces
the IMI+ framework, deeper exploration issues like algorithmic bias,
data privacy, and the ethical implications of AI-assisted teaching
would strengthen the book’s contribution to current discussions.
Overall, Technology-Mediated Language Teaching is a highly valuable
addition to the field. It offers an inclusive exploration of digital
pedagogy and will be of interest to a broad audience. Its balance of
theory, research, and classroom application ensures that it will serve
both as a reference and a source of inspiration.
ABOUT THE REVIEWER
Larisa Kondakova is a Fulbright Foreign Language Teaching Assistant at
Yale University. She holds degrees in Applied Mathematics and
Linguistics and has over eight years of experience teaching English as
a Second Language in digital environments. Her research interests
include emotions in language learning, inclusive pedagogy,
multilingual education, and the integration of AI in language
instruction.



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