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Call for Papers – C6: TELL

ICCE 2026 Subconference on

Technology Enhanced Language Learning (TELL)

This sub-conference focuses on advances and emerging trends in Technology Enhanced Language Learning (TELL). Alongside established strands of TELL research and practice, recent developments in generative AI and large language models (LLMs), multimodal AI, and voice-first and real-time conversational systems are reshaping language learning and teaching—affecting how learners engage in interaction, how feedback is produced and interpreted, how tasks are designed, and how assessment and academic integrity are managed. Recent reviews (Lee et al., 2025; Li et al., 2025) and state-of-the-field compilations (Chapelle et al., 2024) show rapid growth in empirical research on generative AI in language education, with a shift from early exploratory work to more methodologically diverse and classroom-relevant investigations, while also highlighting persistent gaps (e.g., longitudinal evidence, K-12, languages beyond English, and under-studied skills such as speaking or listening). In parallel, policy and governance are becoming central to the educational deployment of TELL practices.

Scope of the Conference

  • Engage scholars, researchers, and practitioners in sharing and discussing their latest TELL research and practice.
  • Share insights into the design, development, evaluation, and enhancement of technology-enhanced language learning environments.
  • Provide directions for future research collaborations and sustained improvement of TELL practices across contexts.

We welcome strong conceptual or theoretical, empirical, design-based, and work-in-progress contributions. The scope of the TELL sub-conference includes (but is not limited to) the following topics:

Foundations, perspectives, and research approaches

  • Theoretical foundations and perspectives of TELL (SLA/ISLA, sociocultural, ecological, postdigital, critical)
  • Historical investigations of TELL and lessons for contemporary GenAI integration
  • Research methodologies in TELL (qualitative, quantitative, mixed methods; design-based research; learning analytics; corpus/NLP; discourse/interaction analysis; naturalistic and ethnographic research)
  • Validity, reproducibility, and open science in TELL research (data practices, transparency of tool use, replication)

Generative AI, LLMs, multimodal systems, and agentic support

  • LLM-supported interaction, tutoring, and feedback (writing, speaking, pragmatics, vocabulary, grammar)
  • Multimodal LLMs for language learning (text–image–audio/video tasks; multimodal composing and comprehension)
  • Voice-first and real-time conversational agents and spoken interaction (speech-to-speech; turn-taking; repair; fluency; affect)
  • Agentic workflows in language learning and teaching (planning, reflection, goal setting; “AI as coach or partner”)
  • Prompting and interaction design as pedagogy (scaffolding, metacognition, feedback literacy)
  • Evaluation of GenAI in TELL: learning gains, interaction quality, calibration, hallucination/error management

Pedagogy, design, tools, and learning environments

  • Digital pedagogy and instructional design principles in TELL (including AI-mediated task design)
  • Established and emerging tools, apps, and platforms for TELL and their applications
  • Language learning in immersive and interactive environments supported by AR/VR/MR
  • Game-based language learning and gamification
  • Natural Language Processing and corpora in language learning (including hybrid corpus and LLM designs)
  • Computer-Supported Collaborative Learning (CSCL) for language instruction (including human-AI collaboration)
  • Learning design for technology-mediated language learning (tasks, materials, interaction, feedback)

Learner psychology, autonomy, and affect in TELL

  • Cognitive and learning sciences perspectives
  • Self-efficacy and motivation
  • Learner autonomy and self-regulated learning; feedback literacy and learner AI literacy
  • Emotional and affective factors (engagement, anxiety, enjoyment, wellbeing)
  • Language learner identity and TELL (communities of practice, fandom and online engagement)

Teacher education and professional development

  • Teachers’ technological, pedagogical and content knowledge (TPACK) for TELL
  • Approaches to teacher development and training in TELL (initial teacher education and in-service PD)
  • Teacher agency, identity, and classroom orchestration with emerging technologies (including AI)

Assessment, evaluation, integrity, and governance

  • Assessment and evaluation of TELL interventions and environments
  • Assessing multiliteracies and multimodal competence in TELL
  • Technology-enhanced assessment: merits, limitations, and validity evidence
  • Assessment integrity in AI contexts: task redesign, process evidence, transparency and disclosure practices
  • Ethical, legal, policy, gender, and diversity dimensions of digital technologies and AI in language education

Contexts, inclusion, less widely taught languages, and sustainability

  • Flipped classroom, blended and hybrid language learning
  • TELL in open, distance, and flexible learning contexts
  • TELL in informal learning environments (outside formal classrooms)
  • TELL in workplace and adult learning settings
  • Supporting less widely taught languages; inclusive education and accessibility
  • Sustainability of TELL practices

PC Executive Chair

  • Boris VAZQUEZ-CALVO, University of Seville, Spain

PC Co-chairs

  • Barry Lee REYNOLDS, University of Macao, Macau SAR, China
  • Ethel ONG, De La Salle University, The Philippines
  • Jing LEI, Syracuse University, USA
  • Yin YANG, The Education University of Hong Kong, Hong Kong SAR, China

PC Members

  • Esther AGUILERA-PÉREZ, Universidad de Málaga, Spain
  • María de la Luz BORT, Universidad de Málaga, Spain
  • Jules BÜNDGENS-KOSTEN, Bergische Universität Wuppertal, Germany
  • María Carolina BUSTAMANTE, State University of New York at Old Westbury, USA
  • Laia CANALS, Universitat Oberta de Catalunya, Spain
  • Letizia CINGANOTTO, Università per Stranieri di Perugia, Italy
  • Nina DASKALOVSKA, Goce Delcev University, Republic of North Macedonia
  • Ron DARVIN, British Columbia University, Canada
  • Gilbert DIZON, Kansai University, Japan
  • Yan GAO, Xi’an Jiaotong University, China
  • Mary GRIFFITH, Universidad de Málaga, Spain
  • Fernando GUZMÁN-SIMÓN, Universidad de Sevilla, Spain
  • Fan HUANG, Shanghai International Studies University, China
  • Chian-Wen KAO, Yuan-Ze University, Taiwan
  • Andrew LAO, University of Macao, Macau SAR, China
  • Yuan-Cloris LI, Universitat Pompeu Fabra, Spain
  • Luyao (Louie) LIANG, Western Sydney University, Australia
  • Inés LUCAS OLIVA, Universidad de Sevilla, Spain
  • Jonathan MALONE, University of Maryland, USA
  • Elena MARTÍN MONJE,     Universidad Nacional a Distancia, Spain
  • Javier MUÑOZ-BASOLS, Instituto Cervantes de Los Ángeles, University of Oxford & Universidad de Sevilla, USA, UK & Spain
  • Kae NAKAYA, The University of Osaka, Japan
  • Alba PAZ-LÓPEZ, Trilateral Research Ltd. & Universidad of Málaga, Ireland & Spain
  • María RAZCÓN ECHEAGARAY, University of Maryland Baltimore County, USA
  • Shannon SAURO, University of Maryland Baltimore County, USA
  • Liudmila SHAFIROVA, Universidade de Aveiro, Portugal
  • Osman SOLMAZ, Dilce University, Turkey
  • Csaba SZABO, University of Edinburgh, UK
  • Polina VINOGRADOVA, American University, USA
  • Salomé YÉLAMOS, Universidad de Málaga, Spain
  • Leticia-Tian ZHANG, Beijing Foreign Studies University, China