Conclusion: The next generation of studies in multimodal, multilingual and multi-agent vocabulary learning

Kukulska-Hulme, Agnes (2024). Conclusion: The next generation of studies in multimodal, multilingual and multi-agent vocabulary learning. In: Teng, Mark Feng; Kukulska-Hulme, Agnes and Wu, Junjie Gavin eds. Theory and Practice in Vocabulary Research in Digital Environments. Routledge Studies in Applied Linguistics. New York, NY, USA: Routledge.

URL: https://www.routledge.com/Theory-and-Practice-in-V...

Abstract

This concluding chapter identifies major themes that are prominent in the book ‘Theory and Practice in Vocabulary Research in Digital Environments’: multimodal, multilingual learning, and the multi-agent nature of teaching, learning and assessing with the aid of artificial intelligence. The author comments on the continuously expanding possibilities afforded by technology-enhanced methods and tools, online communities, and openly available resources that are supporting learners in the processes of encountering, noticing and paying attention to vocabulary; memorising, internalising and remembering the vocabulary; comprehending its nuances and contexts; and incorporating all that knowledge and experience into productive use. Technologies have improved access and support and have extended digital learning opportunities beyond geographical and school boundaries. At the same time, their use has created new expectations and practices, particularly in respect of how self-directed technology-assisted learning outside of class can relate to classroom learning and which language learners are most likely to benefit from such activity. Deftly combining classroom-based activity with learning beyond the classroom is one of the foremost contemporary challenges in language education, hence it is of key importance in vocabulary learning and in research studies that increasingly need to straddle these two domains.

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