Computer-Assisted Language Learning Electronic Journal

The landscape of language education has been profoundly transformed by technological
advancements, fostering new opportunities for enhancing learning experiences. However, the
integration of technology also necessitates a critical examination of inclusivity within
computer-assisted language learning (CALL). This special issue, Inclusive CALL, emerges as
a pivotal contribution to the growing discourse on equity in digital language education. It
brings together diverse research perspectives that explore the multifaceted dimensions of
inclusivity, ranging from theoretical frameworks to practical applications in various
educational contexts.
The significance of this special issue lies in its commitment to addressing the
systemic barriers that marginalize certain learner groups, including those with disabilities,
from underprivileged backgrounds, and with diverse linguistic and cultural identities. By
highlighting innovative pedagogical practices, professional development strategies, and
technology-mediated interventions, this collection of articles underscores the transformativethe 
potential of CALL in fostering equitable learning environments. The research presented here
not only advances theoretical understandings of inclusive CALL but also offers practical
insights for educators, policymakers, and researchers dedicated to promoting diversity, equity,
and inclusion in language education.

Special Issue Editor:

Dara Tafazoli, PhD
The University of Newcastle, Callaghan, Australia