Editorial Note: Inclusive Computer-Assisted Language Learning

The landscape of language education has been profoundly transformed by technologicaladvancements, fostering new opportunities for enhancing learning experiences. However, the integration of technology also necessitates a critical examination of inclusivity within computer-assisted language learning (CALL). This special issue, Inclusive CALL, emerges as a pivotal contribution to the growing discourse on equity in digital language education. It brings together diverse research perspectives that explore the multifaceted dimensions of inclusivity, ranging from theoretical frameworks to practical applications in various educational contexts

The significance of this special issue lies in its commitment to addressing the systemic barriers that marginalize certain learner groups, including those with disabilities, from underprivileged backgrounds, and with diverse linguistic and cultural identities. By highlighting innovative pedagogical practices, professional development strategies, and technology-mediated interventions, this collection of articles underscores the transformative potential of CALL in fostering equitable learning environments. The research presented here not only advances theoretical understandings of inclusive CALL but also offers practical insights for educators, policymakers, and researchers dedicated to promoting diversity, equity, and inclusion in language education.