MA International Education (Curriculum and Pedagogy)

Year of entry: 2024

Course unit details:
Language Learning and Technology

Course unit fact file
Unit code EDUC70061
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Semester 1
Available as a free choice unit? Yes

Overview

This course unit comprises the exploration of a range of technologies (computer software, video material, generic tools such as the Internet, word processing) used in language teaching and learning with reference to both classroom practice and self-access application and to research into their use.

Aims

This unit aims to:

  • To foster an awareness of developments in technology assisted language learning and its relationship to language teaching and learning and broader educational research.
  • To develop advanced knowledge and understanding of the role(s) of technology in language teaching and learning in the light of relevant research, theory and issues of debate.
  • To enable students to develop the skills and understanding to use technologies in their practice.
  • To enable students to critically evaluate the potential and specific application of technology with respect to different contextual factors: learner profiles and needs, predominant methodological paradigms, technological setting, cultural setting.

Teaching and learning methods

Onsite learning

Class-contact sessions will consist of a mixture of teaching and learning modes principally hands-on workshops and seminars. The course unit VLE acts as a repository of learning materials for use both within and beyond face-to-face sessions. Other tools such as a blog, VC and social media are also used to mediate learning activities at different points. Course unit participants will also be invited to consult the tutor on a one-to-one or small group basis and to make use of an online course unit forum.

Online learning

Online input is provided via Blackboard. This provides a combination of materials designed for printing and online work. Discussions and group tasks are facilitated through the use of online communications tools. At various points other tools are used as a focus for specific activity e.g. a class blog and other social media.

Knowledge and understanding

  • understand the relationship between methodological approaches to the teaching of a second language and the use of technology;
  • understand how technology use relates to the development of second language and digital literacies;
  • understand the impact of emerging technologies on second language teaching and learning.

Intellectual skills

  • critically engage with research into technology and second language teaching and learning;
  • critically analyse factors that impact on the application of   technology in specific language learning contexts and apply these to their own practice;
  • determine effective use of technology in relation to classroom modality (single computer, computer lab, independent learning contexts e.g. home or self-access)

Practical skills

  • use a range of technologies to support language learning and teaching;
  • evaluate existing practices in using technology in particular language teaching settings;
  • create language learning tasks that appropriately exploit specific technologies in particular teaching scenarios.

Transferable skills and personal qualities

  • enhanced skills in academic literacies including academic presentation, information processing (on- and offline) and online networking.
  • enhanced skills in using information and communication technologies (ICT)
  • enhanced skills in interpersonal and intercultural communication
  • enhanced skills in teamwork and collaborative practice
  • an appreciation of the value of reflection in professional practice
  • enhanced metacognitive strategies about study skills and further professional development

Employability skills

Analytical skills
Group/team working
Innovation/creativity
Problem solving
and decision making
Other
Critical reflective skills

Assessment methods

Assessment tasks

An assignment which addresses:

(1) Description of a teaching context and technology provision. Identification of a technology focus for exploration arising out of a consideration of the teaching context described

Approx 500 words

(2) A review of research into the use of technology identified in part (1), identifying potentials and challenges from the research.

A practical demonstration of understanding of how the technology identified might be applied in the context outlined in (1), taking account of the findings outlined in (2). This might be a teaching plan and associated materials for 1-2 hours of teaching, or equivalent materials for online or self-access work, or an outline of a series of lessons/tasks that illustrate the effective integration of the chosen technology/technologies.

Lesson plan and/or teaching materials with brief commentary highlighting salient features (approx. 500 words)

 Up to 2500 

100%             

Feedback methods

Participants are provided with formative feedback via tutorials during the course unit and based on an outline of the proposed assignment. Written feedback is also provided on the submitted final assignment.

Recommended reading

This is a preliminary list of key references:

Beatty, K. (2010) Teaching and Researching Computer Assisted Language Learning (Second Edition), Longman.

Carrier, M., Damerow, R. M. & Bailey, K. M. (2017) Digital language learning and teaching: research, theory and practice. London: Routledge.

Chapelle, C. A. and Sauro, S. (2017) Handbook of Technology and Second Language Teaching and Learning. London: Wiley.

Hockly, N. (2016) Oxford key concepts for the language classroom: Focus on learning technologies. Oxford: OUP.

Li, Li (2017) New technologies and language learning. London: Palgrave Macmillan.

Motteram, G. (2013) Innovations in Learning Technologies for ELT. London: The British Council. https://www.teachingenglish.org.uk/article/innovations-learning-technologies-english-language-teaching (available as an open access pdf and useful pre-course reading).

Sherman, J. (2003) Using Authentic Video in the Language Classroom. Cambridge: CUP.

Thomas, M. Reinders, H. & Warschauer, M. (2013) Contemporary Computer-Assisted language Learning. London: Bloomsbury.

Walker, A. and White, G. (2013) Technology enhanced language learning: Connecting theory and practice. Oxford: OUP.

This online journal is referred to frequently during the course unit, and is a useful source to browse for pre-course reading as it is open access:

Language Learning and Technology, available http://llt.msu.edu/. The following journals are also regularly referred to:

Computer Assisted Language Learning, System, ReCALL, British Journal of Educational Technology, Computers and Education, the CALICO Journal is also useful, but you have to be a member of the organisation to access the latest editions.

Study hours

Scheduled activity hours
Assessment written exam 25
Lectures 24
Tutorials 10
Work based learning 34
Independent study hours
Independent study 57

Teaching staff

Staff member Role
Nahielly Beatriz Palacios Gonzalez Unit coordinator

Additional notes

NB: It is advised to contact the tutor if you wish to take this unit as an option as availability may be limited.

Pre-requisites: Use of technologies such as email, the Internet and applications such as word processing for personal use is assumed.

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