Arvanitis Panagiotis & Krystalli Pinelopi (2021). Digital Storytelling and Augmented Reality-Based Scenarios for Foreign Language Teaching. Editor: Matthew Montebello, [IGI-Global], DOI: 10.4018/978-1-7998-6745-6, ISBN13: 9781799867456

The main goal of this chapter is to discuss some of the most useful language teaching digital tools, then to analyze their features as well as their potential uses from the perspective of a language teacher. It attempts to outline a practical framework for implementing digital storytelling (DST) and augmented reality (AR) concepts in the field of language teaching and to provide handy guide training scenarios for use in the foreign language classroom. In addition, it focuses on the reinforcement of motivation and engagement that DST and AR can cause in foreign language teaching process due to their playful character. The chapter consists of two main sections: In the first section, the authors briefly discuss the new era of mobile-assisted language learning (MALL) and the significant changes it brings to the field of language teaching and learning in relation to DST and AR. In the second section, they discuss some of the current language teaching digital tools and environments, examine their most important features and suggest DST and AR-based scenarios for language teaching.

Arvanitis, P. (2019). Self-paced language learning using online language learning platforms. In  Mark Dressman  & Randall William Sadler (Eds.), Handbook of Informal Language Learning. pp. 171-138, Oxford, UK: John Wiley & Sons Ltd. Online ISBN:9781119472384 |DOI:10.1002/9781119472384.

Nowadays, in a digitally globalized world, an increasing number of learners are learning foreign languages outside a formal and structural classroom-based education. The early familiarization, especially of young learners with Information and Communication Technologies (ICT) has formed a new way they perceive and process information as well as the way they learn. Online, self-paced, language-learning web environments and mobile apps offer various possibilities for foreign language learners to explore different types of texts and materials and use the authentic target language.

Krystalli Pinelopi, Panagiotidis Panagiotis, Arvanitis Panagiotis (2020). Criteria for Motivational and Engaging eLearning Activities. Technology and the Psychology of Second Language Learners and Users (New Language Learning and Teaching Environments). Επιμέλεια:Mark R. Freiermuth & N. Zarrinabadi, [Palgrave McMillan], ISBN:3-030-34211-5, ISBN-13:978-3-030-34211-1, vol.1.

Inspiring students to have a favorable predilection for knowledge, as well as encouraging and motivating them to learn are important yet difficult responsibilities for language instructors. This is explained by the fact that learning requires the mobilization of personal, cognitive, emotional and behavioral resources. The challenge for the educators is to find the most appropriate way to use and to exploit Web 2.0 tools and services in order to enhance learner motivation and to help learners to engage in the learning process and to overcome problems of self-esteem.