Abstract
The field of Computer-Assisted Language Learning (CALL) has undergone a profound transformation over the past three decades, shaped by rapid technological advances, evolving pedagogical paradigms, and shifting socio-cultural realities. Within this dynamic landscape, regional associations have played a crucial role in fostering dialogue, collaboration, and innovation. The creation of LatinCALL, the Latin American Computer-Assisted Language Learning association, at the 2018 WorldCALL Conference in Concepción, Chile, represents a milestone in the global CALL community, not only in terms of regional representation but also in the breadth of scholarly contributions emerging from contexts often underrepresented in the literature. In addition to providing greater visibility, CALL also helped strengthen research networks throughout Latin America and collaboration between institutions that had previously worked in silos. Such an approach not only increased the scope of the investigation produced within the region but also highlighted the CALL research conducted in Latin America and the region’s ability to impact international teaching, technology, language policy, and research through pragmatic scholarly work.
The present special issue of CALL-EJ brings together eight peer-reviewed papers originally presented at the first LatinCALL online conference. Collectively, these contributions illustrate the richness and diversity of contemporary CALL research, spanning contexts from Latin America to Europe, the Middle East, and Asia, while maintaining a strong connection to the LatinCALL initiative. They address topics of pressing importance for CALL research and practice, including the integration of generative artificial intelligence (GenAI) into language education, the affordances of digital platforms for interaction and learning, the theoretical frameworks guiding technology use in teacher education, and the role of CALL in fostering intercultural dialogue and democratic competences.
This editorial situates the eight contributions within the broader field of CALL and synthesises their insights into three interrelated thematic clusters: (1) AI and generative AI in language learning and assessment, (2) digital platforms and tools for interaction and skill development, and (3) intercultural competence and global citizenship through CALL. The discussion highlights how the papers collectively advance our understanding of CALL at a historical juncture characterised by the emergence of generative AI, the consolidation of online and blended learning environments, and renewed attention to intercultural dialogue.
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