Technology has become an integral part of our everyday lives. As today's teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but "how?" "The Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching" is a critical scholarly publication that examines the relationship between language education and technology and the ability to improve language education through technological advances. Featuring coverage on a wide range of topics, such as computer-assisted language learning, flipped instruction, and teacher education, this publication is geared toward researchers, practitioners, and education professionals seeking relevant research on the improvement of language education through the use of technology. Chapters include: (1) Flipped Instruction in CALL: Exploring Principles of Effective Pedagogy (Joy Egbert, David Herman, and AiChia Chang); (2) Teachers Learning to Teach English Learners in an Online Community of Practice in an Urban District (Karla del Rosal, Paige Ware, and Nancy Montgomery); (3) A Microanalysis of Text's Interactional Functions in Text-and-Voice SCMC Chat for Language Learning (Hanh thi Nguyen, Cristiane Vicentini, and André Langevin); (4) Assessing Willingness to Communicate for Academically, Culturally, and Linguistically Different Language Learners: Can English Become a Virtual Lingua Franca via Electronic Text-Based Chat?(Mark R. Freiermuth and Hsin-chou Huang); (5) Understanding the Value of Website Design and Analysis in a Comprehensive CALL Environment: Website Analysis in a Wider CALL Environment (Debopriyo Roy); (6) Focus-on-Form and L2 learning in Synchronous Computer-Mediated Communication: Language Proficiency and Dyadic Types (Wan-Tsai Kung and Zohreh R. Eslami); (7) The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World (Geoff Lawrence); (8) Faculty Adoption, Application, and Perceptions of a CMS in a University English Language Program (Brett Milliner and Travis J. Cote); (9) Chinese Foreign Language Online Course Design to Improve English Monolingual Teachers' Awareness of ELLs: A Linguistic, Cultural, and Technological Awareness Development and Transfer Model (Congcong Wang); (10) L2 Strategy Instruction: Enhancing Research and Practice Through the Mediation of Technology (Jim Ranalli); (11) Analyzing the Engagement of CAPT Program Users With Data Mining Methods: High Scorers Are Not Always the Best Learners (John-Michael L. Nix); (12) Enhancing Students' Intercultural Competence and Learner Autonomy via Facebook Telecollaboration (Ruby Vurdien and Pasi Puranen); (13) Designing Interactive Cross-Cultural Mobile-Assisted Language Learning (Pin-Hsiang Natalie Wu and Michael W. Marek); (14) iPad and iPod in the Language Classrooms: New Learning Environments and Learning Experiences (Martine Pellerin); (15) Smartphone-Assisted Language Learning and Autonomy (Adrian Leis, Akihiko Andrew Tohei, and Simon Cooke); (16) Students' Perspectives on Using Online Sources and Apps for EFL Learning in the Mobile-Assisted Language Learning Context (Bin Zou, Xinxin Yan, and Hui Li); (17) MALL and CALL Audiotaped Oral Dialogue Journal From Iranian EFL Learners' and Teachers' Perspectives (Elahe Moladoust); (18) A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language: Play, Interact, and Learn (Nuttakritta Chotipaktanasook and Hayo Reinders); (19) Moving Towards an Ecological View of Second Language Learning in Multiplayer Online Games (Jinjing Zhao); (20) A Methodological Approach to Analyzing Digital Game-Based FL Use and Learning: The Diamond Reconstruction Model (Karim Hesham Shaker Ibrahim); (21) Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention (Emad A. Alghamdi); (22) Game Design Interaction in Digital Gameplay and Language Teaching and Learning (Kayo Shintaku); (23) Teaching Grammar in Virtual Worlds: The Case of the English Present Simple Tense (Mariusz Kruk); (24) Querying a Static and Dynamic Learner Corpus (Trude Heift and Catherine Caws); and (25) Automatically Augmenting Academic Text for Language Learning: PhD Abstract Corpora With the British Library (Shaoqun Wu, Alannah Fitzgerald, Ian H. Witten, and Alex Yu).