Many research studies show that the use of technology inside and outside classrooms makes teaching and learning more engaging and motivating. Technology can provide learners with endless opportunities, for instance, it can (a) improve the learners' learning experience; (b) simplify access to educational resources; (c) enhance the learners' autonomous learning; meet the learners' individual learning needs, and (d) prepare the learners for future career success when using it to foster the 21st-century skills. However, the range and number of technologies currently available can yield challenges for educators if they do not know how to effectively integrate them into their teaching pedagogy. Therefore, this book, Computer Assisted Language Learning (CALL) explores language with technology focusing on English as a Foreign Language (EFL) context and sharing with educators everywhere how the effective use of technology can bring a positive transformation to the class dynamics and the students' learning process. With that being said, to professionally assist learners master all of the four language skills; learners need to be able to communicate in the target language fluently. This, of course, involves developing the learners' language proficiency through interactions and providing them with authentic opportunities for learning that go beyond repetition and memorization of grammatical patterns in isolation. To assist language learners in mastering these sets of competencies, they need to be given the opportunities to understand and use the language appropriately and to communicate in authentic social environments using a variety of well-planned activities. The effective integration of technology in language teaching and learning could support achieving the above-mentioned competencies and more. Luckily, there are many useful and easy to use educational technology tools that are available for all language teachers, educators, and learners to use during class time and/or independently. These tools are increasing rabidly that teachers might feel intimated and choose to avoid learning about them and integrating them in their teaching pedagogy and instead they would feel comfortable keeping with the traditional methods of teaching. Therefore, in this book, CALL experts will provide language teachers with some useful and easy to use technology tools for teaching and learning; support the recommendation with practical ideas such as mini-lesson plans to leverage the use of that specific technology; and promote all or any of the learners' 21st-century skills, e.g., building strong interpersonal communication skills, working as effective team players, thinking and creating in an innovative way, thinking critically about what they are doing and learning and more. The book is intended for all language teachers and educators, language program directors and administrators, Computer Assisted Language (CALL) coaches, university professors, instructional technology coaches, language instructional technology specialists, and all graduate and undergraduate students who are interested in teaching language through technology. Each chapter should include practical tips and ideas to support best practices for each soft skill and language strand with the use of technology.

Conducting social science and education research studies that require involvement in fieldwork is not an easy task. Many graduate students and novice researchers face difficulties efficiently and effectively conducting the practical aspects of their research in fieldwork. One reason for this difficulty may be due to the lack of finding and/or accessing authentic and realistic descriptions of previously conducted fieldwork experiences and processes in a variety of fields. This could be the case whether the research is going to be on a virtual platform or in a real and actual context. Thus, it is critical to shed light on the successes and pitfalls of the personal experiences of fieldwork. Overcoming Fieldwork Challenges in Social Science and Higher Education Research is an essential reference book that draws on the experience of conducting fieldwork in different contexts and world regions that are relevant to social science and education studies. The diverse experiences in research processes and contexts that this book offers provide readers with an authentic and realistic description of how research data is collected, the tools needed to envision some of the challenges that they might face, and how to effectively solve them. Highlighting topics such as methodology, data collection, and fieldwork partnerships in fields that include counseling, psychology, language studies, and teacher education, this book is ideal for social science and education studies professors who have research as a mandatory part of their curriculum, administrators and policymakers, independent and novice researchers, and graduate students planning to conduct their research studies with humans in different contexts.

Many research studies show that the use of technology inside and outside classrooms makes teaching and learning more engaging and motivating. Technology can provide learners with endless opportunities and can improve the learning experience, simplify access to educational resources, enhance autonomous learning, meet individual learning needs, and prepare the learners for future career success when using it to foster 21st-century skills. However, the range and number of technologies currently available can yield challenges for educators if they do not know how to effectively integrate them into their teaching pedagogy. Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning discusses the skills necessary for successful technology use in education and examines technology tools that assist in teaching different languages with a focus on English as a Foreign Language (EFL). Covering a range of topics such as reading, writing, and integrated language skills, this book is ideal for instructors, policymakers, administrators, researchers, practitioners, academicians, and students.

Conducting social science and education research studies that require involvement in fieldwork is not an easy task. Many graduate students and novice researchers face difficulties efficiently and effectively conducting the practical aspects of their research in fieldwork. One reason for this difficulty may be due to the lack of finding and/or accessing authentic and realistic descriptions of previously conducted fieldwork experiences and processes in a variety of fields. This could be the case whether the research is going to be on a virtual platform or in a real and actual context. Thus, it is critical to shed light on the successes and pitfalls of the personal experiences of fieldwork. Overcoming Fieldwork Challenges in Social Science and Higher Education Research is an essential reference book that draws on the experience of conducting fieldwork in different contexts and world regions that are relevant to social science and education studies. The diverse experiences in research processes and contexts that this book offers provide readers with an authentic and realistic description of how research data is collected, the tools needed to envision some of the challenges that they might face, and how to effectively solve them. Highlighting topics such as methodology, data collection, and fieldwork partnerships in fields that include counseling, psychology, language studies, and teacher education, this book is ideal for social science and education studies professors who have research as a mandatory part of their curriculum, administrators and policymakers, independent and novice researchers, and graduate students planning to conduct their research studies with humans in different contexts.