Call for Papers

Special Issue on

Technology enhanced contextual game-based language



Journal of Educational Technology & Society

(5-Year impact factor 1.376 according to Thomson Scientific 2014 Journal Citations Report)

Special issue publication date: July 2018


Game play plays an important role in human beings’ language development; regardless the age of

learners. It allows learning to be effective and it is widely used in language classes in which

students can explore alternative decisions and actions without the risk of failure they might

encounter in the real world (Martinson & Chu, 2008). However, not all the plays contribute to

language learning; only those plays which involve language input and output at the three levels of

linguistic form, semantic meaning, and pragmatic use are approved (Cook, 2000). In order to satisfy

the abovementioned requirement to be a game for language learning, it is widely believed that

contextual learning provides second language (L2) learners with a direct link between L2 forms and

the underlying concept, thus facilitating L2 learning (Lan, Fang, Legault, & Li, 2015).

Although the concept of contextual learning is not a new one since John Dewey proposed the

concept of project-based learning and experiential education (Dewey, 1938), it has always remained

an important issue in second language (L2) learning (Ellis, 2008). A meaningfully

context-dependent social interaction in an authentic environment is one of the most important

elements of second language acquisition because it provides L2 learners with essential scaffolding

for acquiring an L2 (Lantolf & Thorne, 2006; Eun & Lim, 2009). Contexts can be viewed as all the

perceived phenomena including the physical surroundings in which language happens (Prince,

1996). Language input from the environment, including contextual and non-linguistic cues, is easy

to be comprehended by an L2 learner because it occurs in a low stress situation (Ray, 2012).

Under the belief in the benefits of contextual learning in L2, creating authentic contexts for L2

learning is strongly suggested by several commonly referred foreign language teaching/learning

guidelines, such as The Common European Framework of Reference for Languages (Council of

Europe, 2001) and the proficiency guidelines developed by the American Council on the Teaching

of Foreign Languages (American Council on the Teaching of Foreign Languages, 2012). Nowadays,

through the support of advanced technology, the learning context is no longer restricted to the

conventional L2 classrooms. In fact, omni-environments (either real or virtual) that a learner can

reach can be authentic learning contexts. For example, (1) with computer mediated communication

(CMC), learners can join virtual communities to explore foreign culture and learning an L2 (e.g.,

Pasfield-Neofitou, 2011; Stickler & Emke, 2011); (2) with a mobile seamless device, the real world

becomes the learning context for a target language (e.g., Lan & Lin, 2015); (3) with augmented

reality devices, there would be no barrier between the real and virtual world (Miyosawa, Akahane,

Hara, & Shinohara, 2012; Ozcelik & Acarturk, 2011; Yuen, Yaoyuneyong, & Johnson, 2013); and

(4) with a 3D environment, an L2 learner can immerse himself or herself in a brand new world (e.g.

Lan, 2014; 2015; Lan, Kan, Sung, & Chang, 2016).

To this end, this special issue aims at providing a platform for researchers to present their research

efforts that may offer insights into (1) the approaches to applying technology to enhance L2

game-based learning in context; (2) the evaluation of game-based language learning among

different contexts with technology supports, such as in real world, in a conventional classroom, and

in virtual worlds; (3) the comparison of game-based learning effects of using different technologies

on conventional L2 classroom contexts; and (4) the effects of technology enhanced contextual

game-based language learning on the transferring between the formal L2 learning and real life

application. It remains open to question and is worth further explorations. The submitted papers will

go through a double-blind review. We invite studies that provide research results and contributions

that may help develop further understanding of how technology enhances game-based language

learning in a context and may help inspire future research directions.

Topics of interests include, but are not limited to:

 Technology enhanced contextual game-based language learning (in general)

 Technology enhanced multimodal communication in L2 game-based learning contexts

 Mobile seamless technology enhanced L2 contextual game-based learning

 Augmented reality in contextual game-based language learning

 L2 game-based learning in virtual contexts

 L2 learners’ learning styles and learning behaviors in technology enhanced contextual

game-based language learning

 Learners’ learning process in a technology enhanced L2 game-based learning context

 Technology enhanced contextual game-based learning and language skills

Submission Guidelines and Other considerations

This special issue will only publish original research papers (up to 7000 words). Papers submitted

must not have been published previously or under consideration for publication, though they may

represent significant extensions of prior work. All submitted papers will go through a rigorous

double-blind peer-review process (with at least three reviewers).

Before submission, authors should carefully read over the journal’s Author Guidelines, which are

located at Prospective authors should submit an electronic copy of

their complete manuscript using EasyChair system at:

Publication timeline

 October 31, 2017: Submission deadline for the initial papers

 December 31, 2017: Decisions and reflection on the initial papers selected

 February 20, 2018: Submission deadline for revised manuscripts

 April 10, 2018: Decisions and reflection on the revised manuscripts

 May 5, 2018: Submission deadline for the final manuscripts

 May 25, 2018: Final manuscripts sent to the publishers

 July 1, 2018: Special issue publication

Special Issue Editors

Dr. Adele Botha

Principal Researcher, Next Generation Mobile and ICT Systems

Professor Extaordinaire, UNISA School of Computing

CSIR Meraka Institute



Dr. Morris Siu-yung Jong

Associate Professor, Department of Curriculum and Instruction

Director, Centre for Learning Sciences and Technologies

The Chinese University of Hong Kong



Dr. Yu-Ju Lan

Distinguished Professor, Department of Applied Chinese Language and Culture

National Taiwan Normal University, Taiwan



Dr. Junjie Shang

Professor, Graduate School of Education

Peking University, China

Email: ;



American Council on the Teaching of Foreign Languages (2012). ACTFL proficiency guidelines

2012. USA: ACTFL, INC. September 24, 2013, retrieved from


Cook, G. (2000). Language play, language learning. Hong Kong: Oxford University Press.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning,

teaching, assessment. Cambridge. Cambridge University Press. October 16, 2012, Retrieved
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