Rethinking Pedagogical Paradigms in Foreign Language Education: Multifaceted Approaches in a Globalized Context
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".
Deadline for manuscript submissions: 30 June 2025 | Viewed by 919
Special Issue Editors
Interests: testing and measurement for diverse and underserved learners in ESL/EFL/bilingual settings; program evaluation and quantitative/qualitative analysis in educational research; learning motivation and strategies
Special Issues, Collections and Topics in MDPI journals
Interests: principles and approaches of foreign language learning and teaching; learning motivations; quantitative and qualitative analysis
Interests: cognition, learning, and instruction in online learning and teaching; cultural responsiveness, intercultural competency, and social justice in higher education
Interests: language acquisition; sentence processing; education psychology; learning motivation; teaching methodology
Interests: bilingual/ESL/dual language education, teacher preparation, and classroom observation; professional development targeting culturally and linguistically diverse students; instructional design and technology
Interests: English for academic purposes (EAP) and English as the medium of instruction (EMI) in educational settings; teaching English/Chinese to speakers of other languages; positive psychology and individual differences, language learning motivation, beliefs, strategies, and others
Special Issue Information
Dear Colleague,
Globalization, technological advances, and teaching methods have made foreign language education more complex. The diverse backgrounds and specific needs of learners further complicate this evolving field. These complexities present challenges and unique opportunities for those involved in policy-making, teaching, and academic research to rethink and improve teaching approaches. While there was once a tendency to treat 'learner engagement' and 'assessment techniques' as separate educational components, current academic thinking challenges this view. This shift in academic dialogue has precipitated a rich corpus of research that delves into the diverse elements influencing pedagogical efficacy in foreign language classrooms, encompassing the heterogeneity of learner identities and the requisite competencies for impactful instruction. Given the changes in society made even more significant by the recent global health crisis, foreign language education has become crucial in bridging cultural and language gaps, which makes us rethink what it means to be both a student and a member of a diverse learning community. There is now a need for research approaches considering the many different aspects of foreign language education.
This Special Issue aims to cover various aspects of teaching and learning in foreign language settings. Topics for this Special Issue can cover a variety of areas. For example, they might study how students interact with a foreign language in different environments or how different testing methods affect learning outcomes. Studies could also explore how new technologies such as artificial intelligence or virtual reality can aid language learning. We are also interested in research that explores innovative teaching methods, examines psychological factors affecting learning and teaching, and investigates the cultural and policy-related aspects of foreign language education. Studies that focus on accessibility and inclusivity, employ approaches from different academic fields, or offer detailed case studies are particularly welcome.
With this call for submissions, we hope to encourage innovative research covering various topics, including teaching methods, curriculum design, and teacher skills. We look forward to receiving your contributions.
Dr. Shifang Tang
Dr. Yunmei Sun
Dr. Mei Jiang
Dr. Haiquan Huang
Dr. David D. Jimenez
Dr. Chili Li
Dr. Zhuoying Wang
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- foreign language education
- pedagogical innovations
- learner engagement
- assessment techniques
- educational technology
