Recent advances in Artificial Intelligence (AI) and machine learning have paved the way for the increasing adoption of chatbots in language learning. Research published to date has mostly focused on chatbot accuracy and chatbot–human communication from students’ or in-service teachers’ perspectives. This study aims to examine the knowledge, level of satisfaction and perceptions concerning the integration of conversational AI in language learning among future educators. In this mixed method research based on convenience sampling, 176 undergraduates from two educational settings, Spain (n = 115) and Poland (n = 61), interacted autonomously with three conversational agents (Replika, Kuki, Wysa) over a four-week period. A learning module about Artificial Intelligence and language learning was specifically designed for this research, including an ad hoc model named the Chatbot–Human Interaction Satisfaction Model (CHISM), which was used by teacher candidates to evaluate different linguistic and technological features of the three conversational agents. Quantitative and qualitative data were gathered through a pre-post-survey based on the CHISM and the TAM2 (technology acceptance) models and a template analysis (TA), and analyzed through IBM SPSS 22 and QDA Miner software. The analysis yielded positive results regarding perceptions concerning the integration of conversational agents in language learning, particularly in relation to perceived ease of use (PeU) and attitudes (AT), but the scores for behavioral intention (BI) were more moderate. The findings also unveiled some gender-related differences regarding participants’ satisfaction with chatbot design and topics of interaction.

Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Reality Applications Attitudes Scale (ARAAS). The statistical data and qualitative findings revealed that the participants lacked practical knowledge on AR content creation and implementation in Education. The major problems were related to the TPK (Technological Pedagogical Knowledge) intersection since participants had been previously trained in AR technology just as recipients and not as content creators and educators.

He has taught several courses on Educational technology at different universities in Spain, UK, USA, Germany and the Czech Republic. His research interests include ICTs, education, critical thinking, inclusiveness and creativity. Promoting inclusiveness, creativity and critical thinking through digital storytelling among EFL teacher candidates.Storytelling is an essential component in language learning and acquisition but it has changed over time from early oral tradition to modern digital literacy.Although digital storytelling (DST) has become an important tool in language development inclusive and diverse stories are still underrepresented. The novelty of this article is that it reports the findings of a two-year research about the design and use of DST by 244 teacher candidates and their attitudes toward inclusiveness and diversity in Education. Quantitative and qualitative data was gathered through a pretest/post-test, class presentations and semi-structured debates. The results revealed statistically significant differences after the treatment as regards inclusiveness and diversity among participants, who demonstrated their creativity and openness to transformative technology pedagogy, and unveiled the early presence of stereotypes among children. The teacher candidates widely supported the integration of inclusive DSTs in the English as a Foreign Language (EFL) classroom but advocated for a better pedagogical and technological preparation in their transition from digital native students to digital native teachers.

Although there is a rich body of literature about the implementation of ICTs in foreign language learning, none has investigated the technological attitudes and digital skills of pre-service teachers thanks to the adoption of a Project-Based Learning (PBL) methodology. This study analyses the attitudes and digital skills of pre-service teachers through the implementation of ICT-based projects in the EFL classroom. For this purpose, 120 teacher candidates at the University of Alicante (Spain) participated in this experiment. First, all students were administered a pretest to measure the degree of technological affinity and digital skills. Then, they were divided into smaller groups (cooperative learning) in order to design and create several ICT-based projects aimed at teaching English as a foreign language to children and young learners. All the participants later presented their projects and evaluated the results (peer-evaluation) from a technical and pedagogical perspective. Finally, they completed a post-test based on their self-perceived learning outcomes in relation to ICT integration. The results revealed significant learning gains in digital and higher-order thinking skills (create, analyse, evaluate). Teaching candidates show a positive attitude towards the integration of ICTs in the EFL classroom but demand better training as regards the adoption of new technologies, particularly given the current situation and the need for increased on-line teaching.

There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.