The popularization of portable media players such as the iPod, and the delivery of audio and video content through content management software such as iTunes mean that there is a wealth of language learning resources freely available to users who may download them and use them anywhere at any time. These resources vary greatly in quality and follow different approaches to learning. This paper provides a taxonomy of podcast resources, reviews materials in the light of Second Language Acquisition (SLA) theories, argues for better design, and outlines directions for future research.

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The widespread growth in availability and use of smartphones and tablets has facilitated an unprecedented avalanche of new software applications with language learning and teaching capabilities. However, little has been published in terms of effective design and evaluation of language learning apps. This paper reviews current research about the potential of apps for language learning and presents a taxonomy of available apps and their use for language learning. The paper also presents a framework consisting of four categories for evaluating language learning apps (technology, pedagogy, user experience, and language learning) and a set of criteria within the categories. Finally, the paper proposes areas for further research.

ABSTRACT:This paper presents the challenges involved in designing a full set of online tutorial materials for a beginners' Spanish course for distance language learners utilising an online audiographic conferencing VLE for synchronous oral interaction. Although much has been written about task design and taskbased learning and teaching (TBLT) in language learning (Johnson, 2003;

This article shows how a group of language teachers use Twitter as a tool for continuous professional development through the #MFLtwitterati hashtag. Based on data collected through a survey (n = 116) and interviews (n = 11), it describes how this collective of teachers use the hashtag and evaluates the impact of their Twitter network on their teaching practices. The results show that most users try the suggestions and ideas that they find on this network, which have a positive impact on their teaching. Finally, the article assesses whether the hashtag users can be described as a community of practice.