Emotional CALL: Reframing technology-mediated language learning

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May 29, 2026, 11:04 p.m.

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June 1, 2026, 9:51 p.m.

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June 1, 2026, 9:51 p.m.

access-status:

open.access

bitstream:

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bitstream_txt:

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collection:

Volume 30 Number 2, Special Issue: Emotional CALL

contributor.author:

Kruk, Mariusz Pawlak, Mirosław

contributor.editor:

Kruk, Mariusz Pawlak, Mirosław

date.accessioned:

2026-05-29T23:03:52Z

date.available:

2026-05-29T23:03:52Z

date.issued:

2026-06-01

description.abstract:

Research on emotions has become one of the most vibrant areas of inquiry in second language acquisition, yet its integration into computer-assisted language learning (CALL) has remained uneven. While anxiety has received sustained attention in CALL research, other emotions, both positive (such as enjoyment or hope) and negative emotions (such as boredom or shame), along with affectively relevant constructs such as flow, belongingness, and emotional engagement, have only recently begun to receive the systematic attention they deserve. Emotional CALL represents an emerging area of inquiry that places emotions at the center of how technology-mediated language learning is theorized, investigated, designed, and evaluated. Emotional CALL does not refer to a single technology, method, or chronological stage. Rather, it signals a contemporary affective turn in CALL in which emotions are understood as dynamic, socially situated, task-sensitive, technologically mediated, and pedagogically consequential processes. AI-mediated language learning gives this agenda particular urgency but does not exhaust its scope. Developments in L2 emotion research, individual differences in CALL, and recent empirical work in technology-mediated language learning provide the basis for outlining the conceptual foundations of Emotional CALL and proposing a working framework for future inquiry. The central argument is that technology-mediated language learning cannot be fully understood without attention to how learners and teachers emotionally experience digital environments. Emotional CALL therefore examines how emotions interact with appraisals, engagement, willingness to communicate, cognitive load, identity, and performance, and how pedagogical design can support emotionally responsive CALL.

endingpage:

13

format.extent:

13 pages

identifier.citation:

Kruk, M., & Pawlak, M. (2026). Emotional CALL: Reframing technology-mediated language learning. Language Learning & Technology, 30(2), 1–13. https://doi.org/10.64152/10125/73678

identifier.doi:

https://doi.org/10.64152/10125/73678

identifier.issn:

1094-3501

identifier.uri:

https://hdl.handle.net/10125/73678

number:

2

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center Center for Language & Technology

rights:

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

rights.uri:

https://creativecommons.org/licenses/by-nc-nd/4.0/

site_url:

/item/10125-73678/

startingpage:

1

subject:

Emotional CALL computer-assisted language learning emotions technology-mediated language learning engagement willingness to communicate

title:

Emotional CALL: Reframing technology-mediated language learning

type:

Preface

volume:

30