Philip Hubbard. (2013). Making a Case for Learner Training in Technology Enhanced Language Learning Environments. CALICO Journal, 30(2), 163–178.
The author focuses on the importance of learner training in technology-mediated language training. He presents four positions, (properly designed technology and tasks are transparent, learners have the ability to use technology optimally, digital natives don’t need training, specialized training for either teachers or learners is unnecessary), that would lead to avoiding learner training and then provides corresponding evidence that each of these positions is problematic and that learner training is essential. He presents a set of five learner training principles for teachers and developers that have had an impact on teachers as well as learners. The first principle is that as a teacher or developer, you should experience a computer-mediated course yourself. This is followed by a description of the result of teachers putting themselves in the role of language learner and the experience’s impact on them. He concludes that what really matters in technology-enhanced language learning is how learners use the technology and that teachers, researchers and developers should provide the guidance needed to use it well.