In recent years, there has been a great deal of research and pedagogical experimentation relating to the uses of technology in second (L2) and foreign language education. The majority of this research has usefully described and examined the efficacy of in-class and directly classroomrelated uses of technology. This article broadens the scope of inquiry to include L2 and foreign language-related uses of technology that extend into the interstitial spaces between instructed L2 contexts and entirely out-of-school noninstitutional realms of freely chosen digital engagement. Two demographically and sociologically significant phenomena are examined in detail; the first focuses on participation in Internet interest communities such as fan fiction and virtual diaspora community spaces and the second describes a continuum of three-dimensional graphically rendered virtual environments and online games. A review of research in each of these areas reveals extended periods of language socialization into sophisticated communicative practices and demonstrates the salience of creative expression and language use as tools for identity development and management. In the final section of the article, we suggest a number of possibilities for synergistically uniting the analytic rigor of instructed L2 education with the immediacy and vibrancy of language use in digital vernacular contexts.IN THE FOREWORD TO A RECENT BOOK EXamining knowledge and learning processes using technology, the acclaimed information technologist John Seely Brown (2008) described a number of differences between predictable and relatively static traditional literacies and emergent literacies that accompany new media, Web 2.0 tools, 1 and other digitally mediated practices, stating that:

In light of the increasingly blurred line between mediated and nonmediated contexts for social, professional, and educational purposes, attention to the presence and use of innovative digital media is critical to the consideration of the future of computer-assisted language learning (CALL). This article reviews current trends in the use of mediated communication and offers a vision for near-future second and foreign language (L2) learning that utilizes emerging media as (a) meaningful contexts for L2 language development and (b) a means for adding real world relevance to in-class uses of internet-mediated communication tools. In this article, we first explore a sampling of Web 2.0 technologies (e.g., blogs, wikis, and social bookmarking) related to collaborative content building and dissemination of information. We then consider three types of 3-dimensional virtual environments, including open social virtualities (such as Second Life and There), massively multiplayer online games (MMOGs) (e.g., World of Warcraft, Everquest, and Eve Online), and synthetic immersive environments (SIEs, i.e., visually rendered spaces which combine aspects of open social virtualities with goal-directed gaming models to address specific learning objectives). In particular, we report on SIEs as they might be used to foster interlanguage pragmatic development and briefly report on an existing project in this area. The ultimate goal is to spark future research and pedagogical innovation in these areas of emerging digital media in order to arrive at a greater understanding of the complexities involved in their integration with language learning in ways that will be most relevant to the communicative contexts of the 21st century.

This study systematically examines the strength of the connection between synchronous CMC and pragmatic instruction by measuring the effects of three types of synchronous group discussion (written chat [WC], oral chat [OC], and traditional face-to-face [FF] discussion) on the acquisition of the speech act (refusals of an invitation) in the target language. Zhao (2003) notes that CMC research is limited in terms of investigating the effects these types of discussions have on other features of language development. Even so, the existing research indicates a positive connection between the use of written chat and oral production (e.g., Healy-Beauvois, 1997; Payne & Whitney, 2002). However, no other investigations specifically address the effects of CMC (written or oral) on pragmatic acquisition. In this study, two classes of third-semester Spanish students (N = 27) participated in small group discussions as well as pre and post role-play tasks that elicited the invitation refusal. Qualitative and quantitative analyses of these role plays illustrate that synchronous discussion type does have an effect on pragmatic development. The WC groups outperformed the others in terms of both complexity and variety of strategies used. A discussion of the results and implications for future research and pedagogy is included.

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.

The digital gaming industry has captured the public's attention worldwide and in the United States alone, the video game industry is predicted to increase by 30% from 2010 to 2019, reaching $19.6 billion in revenue (Takahashi, 2015, n.p.). Not surprisingly, digital gameplay is also rapidly expanding in educational domains. Although researchers have often cautioned that digital games are not a panacea or magic bullet, for the past decade educators have been exploring the inherent complexities and benefits of digital gaming and the significant opportunities they provide for effective, meaningful learning across disciplines (Caillois, 1961; Gee, 2007; McGonigal, 2013; Squire, 2009). World language learning and teaching have followed suit. This piece provides a brief exploration of the use of digital games in the language learning context and offers three ideas for future work in this area: (1) increased access to community‐based games, (2) meaningful incorporation of virtual reality, and (3) increased access to commercial games.