Author: author

Best practices for online or blended teaching

Geurts, M., Sturm, M. and Premkumar, A. 2025. Best practices for online or blended teaching. TESL Contact, 51, (2). pp.38-46.

This article reports on a mixed-methods research project to build knowledge about effective online and blended language teaching and learning in a Portfolio-Based Language Assessment/Language Instruction for Newcomers to Canada (PBLA/LINC) context. Ultimately the project resulted in the development of a professional development course and a best practices guide to online and blended learning intended for use by LINC instructors.

The project was conducted by ISANS in partnership with NLS researchers and a number of community partner organizations across Canada. The report provides insights into the work undertaken by the researchers as well as by LINC instructors and LINC learners as a practical, holistic, and inclusive tool to support online and blended teaching and learning took shape.

The researchers conducted an literature review and an environmental scan (144 participants) to determine the current extent of online and blended teaching and learning in the LINC community and to identify gaps in support for instructors and needs of learners.  Extensive field research was conducted using surveys, semi-structured interviews and focus groups. (758 learners responded to accessible surveys; 369 learners participated in focus groups; and 61 instructors completed a survey, were interviewed, and participated in the focus groups). Researchers at the community partners provided support for instructors participating in the field research and organized Community of Practice sessions for instructors.

Throughout the field-testing phase participating LINC instructors introduced best practices recommended in the initial Best Practices Guide and provided feedback through checklists and in Community of Practice meetings. This feedback led to modifications and refinements of the Best Practices Guide.

The resulting Best Practices Guide for Synchronous/Blended Learning can be accessed at:

https://avenue.ca/static/Best-Practices-Guide-for-Synchronous-Blended-Learning-v4.pdf

The research team also developed a Professional Development Course consisting of the following topics:

  • Support from Administrators
  • Structuring Your Online Course
  • Being Present Online and Building a Classroom Community
  • Flipped and Blended Learning
  • Goal Setting, Learner Reflection and Feedback Online
  • Administering Valid Assessment Tasks Online

 The professional development course can be accessed either on Avenue or Settlement Online at these locations:

Avenue: https://avenue.ca/classroom/course/view.php?id=6088

(Send an email to [email protected] to enroll)

Settlement Online: https://settlementonline.ca/course/view.php?id=655

To self-enroll in the course, follow the instructions here: https://cdn3.me-qr.com/pdf/21592453.pdf

Retrievable from:

https://contact.teslontario.org/wp-content/uploads/2025/08/Summer-2025-Reduced.pdf

Engaging English language learners in AI literacy practices: A conceptual framework and practical strategies for educators

Tour, E., Pegrum, M., & Macdonald, S. (2025). Engaging English language learners in AI literacy practices: A conceptual framework and practical strategies for educators. ​ English Australia. 41 (1), 27-46. https://doi.org/10.61504/YBUY9086

This report addresses the specific needs of English language learners that arise as they develop AI literacy at the same time they are developing language skills. The authors present a critical overview of emerging definitions and models of AI literacy that have not been designed specifically for this audience. They then introduce a brief overview of a new sociocultural conceptual model of AI literacy that they have targeted to language learning contexts. In addition, they provide two detailed learning units that illustrate how to integrate the model into language classrooms. These units use ChatGPT in an intermediate adult class and DALL-E (an application that creates images from text) in a beginners’ school class.

The model considers four key domains that are inherent in human-AI interaction: operational, creative, critical and contextual. It then explores the teaching implications in the sample lessons.

They present the reality that basic digital skills are no longer sufficient as an end goal. The authors make the point that having a facility with generative AI will help learners remain employable, obtain services from organizations and participate in society. This facility could be restricted to just being able to develop effective prompts to obtain good outputs and then assessing the quality and accuracy of those outputs.

Retrievable from:

https://www.englishaustralia.com.au/documents/item/2748

Teachers’ use of generative AI: a ‘dirty little secret’?

Barnes, Melissa, and Ekaterina Tour. 2025. “Teachers’ Use of Generative AI: A ‘Dirty Little Secret’?” Language and Education, April, 1–16.

This article reports on a study of how a group of English as an Additional Language (EAL) teachers in Australia perceive and use generative AI in their teaching. The article draws on data from a larger study that examined Generative AI in the Australian education system.

The teachers were asked to respond to the following questions:

From your perspective, what are generative AI technologies?

Have you used generative AI in your teaching practices? If so, why and in what con- text? Provide examples.

From your perspective, what are the benefits of generative AI for adult EAL students? (p.6)

The analysis of responses to these questions demonstrated that teachers recognize the potential of generative AI (e.g., ChatGPT, Copilot) to enhance language learning and teaching. However, they also express concerns about when, where, and how it should be used, particularly regarding authenticity, integrity, and ethical implications.

The article discusses these findings through the lens of a framework of entangled pedagogy and teacher agency, Fawns (2022) in which technology, pedagogy, teacher agency and context mutually shape one another and that the relationship of pedagogy and technology is better understood by recognising the complexities of relational and contextual factors.

The authors argue that teacher agency is a “key concept in understanding how teachers and students interact with generative AI within learning and teaching contexts, particularly in how their individual capacities or capabilities (e.g. knowledge of generative AI), and relational and contextual factors (e.g. relationships teachers and students and/or access to generative AI) might influence their engagement with generative AI.” (p.5)

Although teachers acknowledged their agency to use AI responsibly, and their intentionality in using generative AI to create resources and to support learning, many chose to conceal their use of it due to relational and contextual pressures. The findings highlight the tension between AI’s promise to empower teachers and the challenges it poses to professional identity, pedagogical integrity, and trust in language education.

Retrievable from: https://www.tandfonline.com/doi/full/10.1080/09500782.2025.2485935#abstract

Environmental Scan: Application of AI in Settlement Services

Toronto East Quadrant Local Immigration Partnership (2024). Environmental Scan: Application of AI in Settlement Services. (Carolina Berinstein and John Saunders, CB Consulting).

This article reports the findings of an environmental scan on the application of AI (Artificial Intelligence) within the Toronto East Quadrant Local Immigration Partnership. Although the findings are not representative of the whole sector, this report offers a timely snapshot of current use of AI in this particular region as well as a discussion of the opportunities and challenges of AI, and a preliminary discussion of the development of guidelines and policies (with some examples) for the use of AI in settlement organizations.

Based on a literature review, a survey of members of the Toronto East Quadrant Local Immigration Partnership, and key informant interviews the report shows a growing interest in exploring and implementing AI in all aspects of settlement services (including language teaching and learning).

AI tools are being developed for services in the settlement sector including integration support, employment-related skill training and overcoming language barriers.  Respondents whose organization are using AI reported using generative AI tools such as ChatGPT, Gemini (from Google), Copilot (from Microsoft) and Google Translate, among others. One respondent reported the use of AI for class activities and lesson plans.

While interest in and use of AI is growing organizations in the settlement sector, as it is generally in Canada (According to the report of a survey of 2000 Canadians released in July 2025 by CIRA (Canadian Internet Registration Authority), AI use by Canadians has increased from 16%  in 2024 to 33% in 2025),  to date there are few examples of fully developed guidelines and policies for the use of AI in settlement organizations. 

This report includes a comprehensive discussion of the need for such guidelines and polices in the sector to support the ethical use of AI, and provides links to guidelines and policies developed by organization in the Canadian non-profit sector.

Retrievable from: https://accesemployment.ca/wp-content/uploads/2025/02/Environmental-Scan_-Application-of-AI-in-Settlement-Services.pdf

Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners

Abdelhalim, S. (2025). Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners. Language Learning & Technology, 29(1), 1-24.

This article provides the findings from a research project examining the use of generative AI (Chat GPT) to support vocabulary development in an EFL program in Saudi Arabia.  The research is grounded in sociocultural theory in which learning is seen as a socially mediated process through interaction with peers or tools within meaningful social contexts and in carrying out purposeful tasks. A key concept in sociocultural theory is the Zone of Proximal Development which proposes a range between what learners can do independently and what they can achieve with guidance. As the authors describe it,  

Effective scaffolding—structured, responsive support that gradually fades—helps learners move from assisted to autonomous performance (Schumm, 2006) p.12.

 They contend that AI tools including ChatGPT can be seen to function as dynamic mediators to support vocabulary development through real-time interaction, feedback and engagement with generative language tasks.

Although this classroom-based research study was conducted in an institutional setting and with a particular group of EFL students the quantitative and qualitative data indicate the potential of thoughtfully and carefully integrated generative AI to support vocabulary development across a range of language learning settings. In particular the qualitative data show that students found that ChatGPT was engaging, and reported that its use enhanced motivation, learner interaction and autonomous learning.

The researchers considered the following research questions:

  1. How does integrating ChatGPT into classroom instruction influence both receptive and productive vocabulary acquisition among EFL students compared to conventional teaching methods?
  2.  How sustainable are the vocabulary gains from ChatGPT-enhanced instruction compared to conventional teaching over time, as evidenced by delayed post-test results?
  3. What are students’ perceptions and evaluations of ChatGPT as a vocabulary learning tool in comparison to traditional classroom instruction? p.5

The researchers worked with two groups of students enrolled in one course with a single instructor. The first group used ChatGPT as an interactive tool for vocabulary practice and completed AI-generated exercises which were tailored to their progress. The second group engaged in traditional teacher-led learning. Quantitative results showed that the group using ChatGPT outperformed the students in the traditional classroom in productive vocabulary knowledge and in overall test scores. Researchers conducted pretests, and immediate and delayed post-tests as well as semi-structured interviews with students. Qualitative findings indicate that the use of generative AI promoted increased learning motivation and learner interaction. Students emphasized the ongoing need for instructor support and guidance, provision of structured prompt training and for feedback regarding AI outputs.

Overall, the findings indicate the potential of generative AI in supporting vocabulary development and point to the critical role of the language instructor in scaffolding learning, modelling how to create and use prompts, facilitating discussion around AI outputs and the critical interpretation of feedback. The authors stress the need for ongoing AI literacy, including digital and ethical training to enable students to critically assess resources, verify information, and to critically evaluate AI.

Over-reliance on AI, uncritical acceptance of generated content, and exposure to potentially inaccurate or culturally inappropriate examples underscores the need for AI literacy. p.13

Teachers also play a key role in validating AI-generated content and encouraging learners to question and refine it rather than accept it passively. p.13.

Retrievable from:

https://www.lltjournal.org/item/10125-73635/

Digital Learning Preferences of Arabic-Speaking Older Immigrants in Canada: A Qualitative Case Study

Au A. , Siddiqi H., Sayadi G., Zhao T., Kleib M., Tong H. & Salma J. (2024). Digital learning preferences of Arabic-speaking older immigrants in Canada: A qualitative case study. Educational Gerontology, 50 (11), 1006-1028.

Although the focus of this Alberta-based report is not settlement language learning, the information it provides about the digital literacy needs of older Arabic-speaking immigrants can assist in understanding the learning needs and the challenges this community faces if they do use digital technology to learn language. The study was informed by Adult Learning Theory and the Digital Competence Framework for Citizens (DigComp 2.2). It explores the digital divide for this community in light of its impact on accessing public services, social inclusion and adaptation to new environments. The report identifies “poor mainstream language proficiency” for some members of this group. Using digital tech may help older adults with language acquisition and cultural differences, so it is important to be aware of some approaches that will create an environment that is inclusive and that considers the needs of older adults. The study reports on how older learners navigated their devices, how the groups interacted during activities and any socio-emotional responses during learning sessions. A number of tables display participants’ quotes on the topics of lessons, e.g., interacting through digital technologies, engaging citizenship through digital technologies, managing digital identity.

The researchers identify three key themes: the interplay of participants’ interests and attitudes, the role of peer support in and out of the classroom and sensory, language and digital barriers to learning. The report then provides details about each of these themes.

Retrievable from:

https://www.tandfonline.com/doi/epub/10.1080/03601277.2024.2370114?needAccess=true

Language Learning for Refugees and Immigrants: Innovative Approaches

Perez Peguero, L. (2024). Language Learning for Refugees and Immigrants: Innovative Approaches. International Journal of Enhanced Research in Educational Development (IJERED). 12 (2) 135-144.

This research report presents a succinct description of the potential shortcomings of traditional classroom-based language learning. Alongside this the author describes potential innovative responses to the challenges faced by refugees and immigrants as they work towards developing language proficiency.

Since immigrants and refugees need language skills not only to communicate, but also for social inclusion, the author gives examples of how innovative programming can motivate learners, encourage cross-cultural exchanges and respond to learners’ specific needs. She provides brief descriptions of case studies, success stories and challenges. The case studies range from community building through a new neighbour initiative, to experiential learning through a refugee cooking class language exchange program, to a mobile language learning app for refugee youth. In each case, she addresses the importance of accessibility, cultural sensitivity and empowering learners through valuing what they bring to the program.

The report concludes with recommendations for building on lessons learned throughout the initiatives and continuing to address challenges and needs.

Retrievable from:

https://www.erpublications.com/uploaded_files/download/lisset-perez-peguero_NZcZt.pdf

Bridging Language Gaps: Empowering Newcomers to Canada through Mobile Microlearning

Jodrey, H. (2024). Bridging Language Gaps: Empowering Newcomers to Canada through Mobile Microlearning. ETAD (Educational Technology & Design) Summer Institute Proceedings 2024, Saskatoon, Canada.

This article examines and proposes the development of a mobile microlearning platform for LINC clients to support the development of language skills and integration into the community.

The article addresses the following questions (pp.3-4):

How can a mobile microlearning platform effectively address the needs and challenges  faced by LINC clients on waitlists, particularly in terms of accessibility, flexibility, and engagement? 

What design principles are essential for creating a user-centered, accessible online  microlearning platform informed by relevant learning theories? 

In what ways can AI-enhanced technologies, such as multimodal chatbots capable of  processing both speech and text input, be integrated into the platform to enhance  personalized and meaningful language learning and provide real-time feedback? 

How can the integration of digital literacy training within the platform ensure that LINC  learners are equipped with the necessary skills to fully engage with online learning and  succeed in a digital society? 

The author outlines the barriers that newcomers may face in accessing LINC programming, including significant waiting lists, delays in assessment, and difficulties in attending scheduled LINC classes due to work and family commitments.

 In response to these challenges the author describes how a mobile microlearning platform has the potential to support learners as they begin their language learning journey. Such a platform could be particularly helpful to learners in that it allows for microlearning, focussing on one concept at a time and therefore reducing cognitive load.  Accessing the platform on a smartphone could enable learners to engage in learning wherever and whenever they can. The integration of AI enhanced technologies such as multimodal chatbots in the platform could support learners in providing personalized learning and allowing learners to develop conversational skills. The use of multimodal chatbots could also help to reduce the anxiety which many language learners experience when practicing their language skills in front of others.

Although the development of such a mobile microlearning platform holds much promise the author emphasizes that such a platform should be seen as a complement and not as a replacement for formal language education. The author argues that further research is needed, focussing on the effectiveness and appropriateness of microlearning and AI chatbots in language education, the ethical considerations relating to the use of AI, and the scalability and adaptability of such a platform.

Retrievable from: https://harvest.usask.ca/items/2b3af241-6485-4884-824e-019be0f02397/full

Developing digital proficiencies of English learners in adult education

Hauge L, Durgunoğlu AY and Stewart J (2024). Developing digital proficiencies of English learners in adult education. Frontiers in Education 9-2024.

This short article reports the findings of a digital pilot study  evaluating the effectiveness of  a specific digital literacy component, “Finding information online”  in the CILIA-T (Content-Integrated Language Instruction for Adults with Technology Support) curriculum  which is designed for adult English language learners in the United States.  The digital literacy component of CILIA-T focuses on six digital competencies: 1) Functional Skills/Navigation Skills ((2) Finding and Evaluating Digital Information (3) Responsible Digital Citizenship (4) Technology Troubleshooting (5) Comprehension and Integration (6) Communication, Collaboration, and Creation.

The study addresses the following research questions:

1. How effective was the lesson (content and the activities) on building foundational digital skills and adult learners’ understanding of the concepts?

2. How did adult learners and the teachers view the instructional content?

3. How were the participants’ background characteristics related to the development of their digital proficiencies?

There were 29 participants in the study based in three high-intermediate/low advanced ESL classes in three locations in a large U.S. city. The students had access to tablet and laptop computers and had some experience in logging on to their school accounts and had learned how to access English language programs in their classes.

Researchers partnered with instructors to introduce part of the digital literacy content of the CILIA-T curriculum. Pre- and post tests assessing fourteen specific digital literacy skills such as using a browser, navigating websites, finding information, evaluating the quality of online information (complete list is on p.3) were conducted and analyzed, and instructors and students were surveyed to evaluate the usability and usefulness of the curriculum.

The findings of the study indicate that explicit instruction in digital literacy skills led to meaningful improvement for all participants.  Participants with higher levels of education and those with greater experience in using digital technology had higher post-test scores.

The researchers note the increasing importance of digital literacy in daily life, for effective communication and in the world of work. In that context teaching specific digital literacy skills, increasing class time for differentiation of instruction and providing students with more opportunities to practice their digital skills could benefit all students and particularly lower-level language learners.

Retrievable from:

https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1386738/full

Reviewing research on adult migrants’ digital literacy: what insights for additional language teaching?

Guichon, Nicolas. (2024). Reviewing research methods on adult migrants’ digital literacy: What insights for additional language teaching?. Apples – Journal of Applied Language Studies, 18 (1), 67-89.

This article reports on a selected literature review focusing on migrants’and refugees’ digital literacy.  In the article, digital literacy is defined as,  “the practices of communicating, relating, thinking and ‘being’ associated with digital media” (Jones & Hafner, 2012, p. 13)  in the context of language learning. 

The article includes a full list of the articles reviewed including authors, journals, country where the research was conducted, and research questions explored. Based on the literature review, the article  provides a taxonomy of adult migrants’ digital literacy, the “outside the classroom” digital literacy practices of migrants, including, communication with family members, accessing crucial information online, and developing familiarity with the host culture through online media ( p.81). 

In addition,the article includes an illustration and discussion of the migrant digital landscape (p.82), that is, the digital resources commonly used by migrants, including social media, official web sites, and mobile assisted language learning tools. 

The author notes that while language skills  have long been recognized as crucial to successful integration for newcomers, in the current digital age, digital literacy skills are also essential. In that context the author contends that language learning and literacy, and digital literacy should not be considered as separate entities but should be seen as interrelated, the one reinforcing the other. The article includes a short discussion of the implications for language teaching and teacher education and suggests strategies that language educators could employ to support and enhance the digital literacy skills of learners.

Having noted the relative scarcity of research focused on the digital literacy of migrants and refugees the article concludes with a discussion of possible future research directions  to better understand the digital needs of this population, and to inform curricula and  language teacher education and training to support the development of digital literacy skills.

Retrievable from:

https://www.researchgate.net/publication/379961943_Reviewing_research_methods_on_adult_migrants’_digital_literacy_What_insights_for_additional_language_teaching

Technostress and English language teaching in the age of generative AI

Kohnke, L., Zou, D., & Moorhouse, B. L. (2024). Technostress and English language teaching in the age of generative AI.
Educational Technology & Society, 27(2), 306-320.

This article offers a description, examination and discussion of “technostress” in the field of language instruction.  The authors describe technostress as “…a current-day affliction among  teachers that impacts their ability to adjust and respond healthily to the increased use of innovative technologies” (p.307).

The context of the study is EFL instruction in Hong Kong, in relation to the integration of Artificial Intelligence (AI) in the language learning field. However, the interview responses of the participant instructors, and the discussion of the factors that influence technostress and strategies to alleviate its impact have significant relevance for the ESL community, including instructors, programs and curriculum designers, who are all likely to encounter similar challenges in relation to the integration of a range of digital technologies, including AI tools such as ChatGPT in language instruction.

The authors outline five factors that influence technostress as described by Tarafdar (2019). Briefly, these are: Techno-complexity (the need to constantly learn how to use new technologies), Techno-overload (the proliferation of technology causes us to modify our work habits etc.), Techno-invasion (the need to use personal time to learn about new technologies etc.), Techno-insecurity (anxiety that new technologies will lead to job loss), Techno-uncertainty (uneasiness due to the frequent changes and updates to technology tools, etc.).

Based on the analysis of the qualitative date in this study and a review of the literature, the authors discuss strategies to alleviate technostress. These include the following:

Enabling instructors to develop or enhance Technological Pedagogical Content Knowledge (TPACK) to support effective integration of technology. 

Online Engagement, whereby instructors have opportunities to share knowledge about the integration and use of technology with their peers and colleagues in collaborative communities of practice.

Gradual and realistic expectations, whereby the integration of new technologies is incremental.  

Institutional support and clear policies and incentives so that instructors have a clearer understanding of expectations and access to professional learning opportunities.

Retrievable from:

https://www.researchgate.net/publication/378774496_Technostress_and_English_language_teaching_in_the_age_of_generative_AI

The future of language education: Teachers’ perceptions about the surge of AI writing tools

Zimotti, G., Frances, C., & Whitaker, L. (2024). The future of language education: Teachers’ perceptions about the surge of AI writing tools. Technology in Language Teaching & Learning, 6(2), 1–24.

This article reports on the results of a survey of language educators to explore their perceptions of the use and the potential effect of large language models such as ChatGPT in language teaching and learning. The researchers set out to address two questions:

RQ1: What current attitudes and perceptions do L2 instructors have regarding ChatGPT?

RQ2: What are innovative approaches for employing ChatGPT within language classrooms, their perceived ability to notice students’ use, and their current policies regarding this technology (p.3)?

In general, the survey revealed that language educators are open to the use of ChatGPT, recognise that their students will use it and that 36% of respondents have already used ChatGPT in their classrooms. Potential uses identified by respondents include creating lesson content, providing feedback, generating ideas and explaining complex grammar topics. Respondents also expressed concerns about the potential misuse of ChatGPT by students and how educators can identify and respond to misuse.

The findings align with the theory of normalization as described by Bax, in that educators who have used ChatGPT are enthusiastic about its potential, while those who have had less experience remain somewhat skeptical and apprehensive about its uses.

The authors argue that the inevitability of  the use of tools such as ChatGPT by language learners means that language educators need to critically examine such tools, focusing on the potential to enhance learning rather than on the technology itself, consider how these tools can be used for effective  student assessment and support students to think critically about these tools while enabling their responsible use to support the development of digital literacy skills. The article concludes with a quotation from a survey respondent, “We can’t change the fact that ChatGPT is going to change language teaching… all we can do is adjust our sails.” (p.20).

Retrievable from: https://www.castledown.com/journals/tltl/article/view/1136

AI and English language teaching: Affordances and challenges

Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology, 00, 1–27. https://doi.org/10.1111/bjet.13460

This article provides a systematic literature review focused on how Artificial Intelligence (AI) is currently being used in English Language teaching and learning. Based on this review the article also provides an analysis and discussion of affordances of AI, and identifies potential  limitations and challenges presented by AI in English language teaching and learning. The authors outline themes and issues requiring future research to support  the effective use of AI for English language teaching and learning at all learning levels.

The literature review demonstrated that AI is currently more likely to be used to support the learning in relation to speaking (primarily pronunciation) and writing  (primarily vocabulary and grammar) skills. The literature review indicated that AI is used less  in relation to reading,  and the authors posit that this may be due to the considerable  affordances of natural language processing which are  more pertinent in the areas of speaking and writing. The review also uncovered the potential of AI- powered tools including chatbots, on platforms such as Duolingo, Memrise and Mondly, to support learners in self-regulation, to become more autonomous learners, and to reduce anxiety, and increase confidence  in speaking English.

Based on their analysis of the literature the authors conclude that although there is solid evidence of promising affordances of AI, further research is required to better understand the implications of the use of AI in English language instruction. They contend that there is a  clear gap in the research in relation to challenges and limitations of AI, and identified the following areas for future research: technology breakdowns, concerns relating to personal cyber security, variable quality of AI-powered tools, and a potential over-standardisation of language.

Finally ,the authors point to the critical importance of enabling and supporting English language instructors to understand AI, how to evaluate AI-powered tools, and how to make effective use of these tools for language teaching and learning.

Retrievable from: https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13460

Developing Targeted Technology Standards for Avenue language instructors, programs, and learners: an initiative of New Language Solutions

Allan, J., Healey, D., Hubbard, P., Kessler, G., McBride, R., Rajabi, S., and Sturm, M. (2024) Developing Targeted Technology Standards for Avenue language instructors, programs, and learners: an initiative of New Language Solutions. TESL Ontario Contact Magazine, 50 (1) 16-30.

Authors of this report in TESL Ontario’s Spring 2024 Contact magazine provide insight to New Language Solutions’ (NLS) approach to developing technology standards specifically targeted to instructors in Canada’s settlement language sector and that will be integrated into NLS’s online teacher training and leadership training. It describes the ongoing activities related to the standards that are intended to create a culture of continuous improvement around technology in learning environments. This includes regular reviews and updates of the standards as needed.

The report gives examples of the collaborative, online process the team used to trim the language in the standards and the performance indicators so they are as direct and clear as possible. The report links to a request form for the full set of standards but it also gives a brief overview of the seven standards along with a fuller example of “Standard 4, about digital literacy and digital citizenship for yourself and your learners.”.

The report outlines the evaluation process the standards followed, lays out the plan that will integrate the standards in instructor training and microcredentials, with the aim of sector-wide, consistent, deep understanding of the standards; and emphasizes ongoing initiatives that will generate data about the impact of the standards on programs.

A list of references is followed by a sample vignette that describes an instructor’s thoughts and experiences as she incorporates the standards into her instruction.

Hey Siri: Should #language, �, and follow me be taught?: A historical review of evolving communication conventions across digital media environments and uncomfortable questions for language teachers

Lotherington, H.& Bradley, N. (2024). Hey Siri: Should #language, �, and follow me be taught?:A historical review of evolving communication conventions across digital media environments and
uncomfortable questions for language teachers. Language Learning and Technology, 28 (1) 1-19

This article describes a research project prompted by

” … the perceived deepening gap between the content of and approaches to language instruction evident in popular MALL apps and the sophisticated evolutions in language in form and use during the past three decades.” p. 2.

The authors conducted a wide-ranging environmental scan of academic journals that publish articles on digitally mediated language and language teaching and learning applications. They followed this scan with an in-depth focused literature review documenting advances in technology and changes in social communication since the inception of the world wide web.

Following on this research and review of the literature the researchers contend that, the… “how, when, where, why, with whom, and how often people communicate has transformed and been transformed across historical waves of sociotechnical advancement.” p.1.

They add a fourth historical phase of linguistic theorizing to the three phases  as described by Xia :  Traditional prescriptivist grammar;  Structuralism; Functionalism. This fourth historical phase they describe as Digital convergence and posthumanism.

Digital convergence is the idea that all analogue media types have coalesced in a single digital medium and posthumanism is a theory which posits a world in which we are, often unknowingly, interacting with voice activated software. For example, many of us use devices such as Alexa and Google Nest in our homes and sport networked wearable devices such as fitness trackers and smartwatches.

Note:  (For an accessible outline of posthumanism see: What is Posthumanism?.

In this context the authors contend that language theories and practices need to be updated to address the needs of language learners in an era of digital communication. They argue that a traditional focus on language teaching methods intended for print resources and linear communicative practices are not sufficient to support language learners to participate fully and to live and work in societies where many forms of digital communication are essential. Finally, they pose the question, ” How will language teaching thread digital communication norms into English language learning so learners can survive the real tests of digital integration?” (p.12.)

Retrievable: https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/2426d4f6-edd4-4f86-bbd5-b20c03e8384e/content

Agora World: A Glimpse into the Future of Technology in Language Teaching and Learning

Cowin, J. (2023) Agora World: A Glimpse into the Future of Technology in Language Teaching and Learning. NYS TESOL Journal 10 (1), 51-58.

This article provides an intriguing “glimpse” into the future of language learning and the potential of virtual reality (VR) and multimedia technologies to transform language education. Through a materials review of Agora World  a code-free, drag and drop platform which allows users to fairly easily build immersive experiences, the author explores its potential to enable language instructors to create virtual worlds and immersive experiences in which learners can engage in meaningful tasks and activities to support and enhance their language learning. “Agora World holds the promise of content-based, project-based, or task-based language learning, making it possible for language teachers to construct original virtual worlds, gallery walks, and learning pathways for L2 learners to master language production.”.

These tasks and activities could include gallery walks in which learners can practice conversations, quests in which learners can carry out assigned tasks , including solving a problem together, and experiment with new vocabulary.  In each case instructors can  review and monitor progress and participation. Learners can also create stories and media boards to show language concepts learned, and these can be included in portfolios for assessment.

The author notes that while VR and immersive technologies hold much promise for language learning, the role of the instructor will be crucial in  designing and creating and curating appropriate and meaningful immersive content to support language learners.

Agora World provides a free version with most of the functionality of a subscription version which enables users to explore and evaluate the potential for teaching and learning.

Retrievable from: https://journal.nystesol.org/Vol10no1/Cowin_V10_1.pdf

Conversational agents in language learning

Xiao, F.,, Zhao, P., Sha, H., Yang, D. and Warschauer, M. (2023) Conversational agents in language learning Journal of China Computer-Assisted Language Learning, 2023. 1-26.

This article provides a description and the findings of a scoping review of the use of conversational agents. The review includes some familiar commercial ones such as  Siri, Alexa and Google Assistant and others which are programmable such as Google’s Dialogflow and Amazon Lex. The authors define a scoping review as “a method of systematically identifying, mapping and summarising the available literature on a specific research topic” (p.3 ). It focuses on their use and potential use in language teaching and  learning, along with suggestions for future research to examine their potential to support language teaching and learning.

The scoping review indicated that such conversational agents are currently being used in language learning in three broad areas. The first is for general communication practice in which language learners interact directly with the conversational agent. The second is task-based language learning in which learners are required to interact with the conversational agent in the context of specific tasks. The third is structured pre-programmed dialogue whereby  conversational agents are designed and programmed by researchers and instructors to conduct dialogues with learners on specific topics.

Findings  from the literature identified in the scoping review show that conversational agents provide opportunities for learners to engage in conversation in the target language, thus providing useful learning opportunities both in and outside the traditional language learning classroom . The literature also indicates that generally language learners find this engagement useful in supporting and improving their language learning.  Some of the studies reviewed suggest that conversational agents can be useful as  diagnostic tools.  The review identified a significant gap in the research literature in relation to the educator perspective on the use of conversational agents and the authors suggest that  a focus on the educator perspective will be crucial in ongoing development and implementation of such agents.

Retrievable from: https://www.degruyter.com/document/doi/10.1515/jccall-2022-0032/html

Learning processes in interactive CALL systems: Linking automatic feedback, system logs, and learning outcomes

Hui, B., Rudzewitz, B., & Meurers, D. (2023). Learning processes in interactive CALL systems: Linking automatic feedback, system logs, and learning outcomes. Language Learning &Technology, 27(1), 1–23.

The overall purpose of this research project was to demonstrate how the system logs that are available through online learning platforms can be used to better understand language learning processes and the association of those processes with learning conditions and outcomes. While instructors in settlement language classes in Ontario may not have access to a tutoring system like the one described in this research report, system logs are widely available to users with admin access and can provide information about users’ learning processes.

The authors contend that system logs are currently underused in Second Language Acquisition (SLA) research and that such research should include both learning products and learning processes to better understand what they describe as “… the complex relationship between learning conditions, processes, and outcomes.”

The authors make a distinction between learning products which focus on the results of a task, and the learning process which focuses on what happens during learning and teaching and how the learner achieves their goals over time.

The research project examined and analysed the detailed system logs of student interaction, including number of attempts by a student for each activity, the answers submitted and the systems feedback and other responses based on the following research questions:

  RQ1: To what extent can learning process variables, as extracted from system logs, directly account for learning outcomes?

  RQ2: Can we meaningfully distinguish clusters of learners based on the learning process variables?

  RQ3: To what extent does specific feedback relate to the learning process clusters?

The authors recommend further that SLA research focused on the analysis of system logs be used to identify and understand what happens in the learning process to support more productive interventions and improved system design.

Retrievable from: https://www.lltjournal.org/item/10125-73527/

Potential Affordances of Generative AI in Language Education: Demonstrations and an Evaluative Framework

Pack, A. & Maloney, J. (2023). Potential Affordance of Generative AI in Language Education: Demonstrations and an Evaluative Framework. Teaching English with Technology 23(2),4-24.

This timely article provides a comprehensive overview of the potential affordances of Artificial Intelligence (AI) in language teaching, particularly the AI chatbot ChatGPT. As the authors note, much of the current discourse on AI in the education sector is concerned with how AI can or could be misused by students. Although serious issues such as plagiarism need attention, the article focuses on the potential of tools such as ChatGPT to support teaching and learning and to save valuable time in developing learning materials, assessment tasks and rubrics for evaluating student writing.

AI chatbots such as ChatGPT work through prompts provided by the users, and the authors offer examples of prompts designed to elicit quality, appropriate responses which can aid instructors in developing materials for instruction and learning and for assessment purposes. The examples provided are based on the Common European Framework of Reference for Languages (CEFR) but could be drawn from other frameworks such as the CLB framework and/ or the LINC curriculum guidelines. The article also includes a discussion of how two existing frameworks, Hubbard‘s (1988, 2021) framework for evaluation and Bronfenbrenner‘s(1979), can be used in combination to assist language instructors in making informed decisions about when, how and why to use generative AI to support materials development and the creation of assessment tasks to be used in their own context.

The authors suggest that by combining elements of each framework, instructors can evaluate the use of AI tools for themselves and their students and consider how their use will align with the values and policies of the institutions and programs in which they work.

Retrievable from: https://files.eric.ed.gov/fulltext/EJ1397173.pdf

Digital poetry for adult English learners with limited education: Possibilities in language learning, literacy development and interculturality

Kempster, J.R. Digital poetry for adult English learners with limited education: Possibilities in language learning, literacy development and interculturality. TESOL in Context, 31(2),5-22.

This article describes a digital literacy project involving poetry writing, using an online book creator app for English language learners with emergent print literacy skills. The project was conducted in a beginners class in the Adult Migrant English Program (AMEP) in Australia.

The author provides a comprehensive outline of the background to the project and its theoretical underpinnings including a sociocultural perspective and a strengths-based approach to language and literacy teaching and learning. The project incorporated the Mutually Adaptive Learning Paradigm (MALP) checklist  which include accepting the conditions for learning, combining processes for learning and focusing on new activities for learning to guide the planning and delivery of the program.

The project was initiated when students in the class indicated that due to their sense of unpreparedness for online learning as the program moved to emergency remote learning at the beginning of the COVID-19 pandemic they wanted to have an opportunity to enhance and extend their digital skills, including using a keyboard, emailing and learning about smartphone applications and functions.

The project enabled personal exploration and agency as students chose content from their memories and life experience to create their poems. The text, the story of a refugee resetting in Australia, helped students elicit their own memories and content for their poems.

In the classroom students worked in small groups to share memories, co-drafted their poems with the instructor and then typed the texts into the book creator, independently or with the direct support of the instructor. The students had opportunities to become familiar with a range of digital tools for various purposes including online typing practice logging in to sites, navigating online maps and using the basic tools in the online book publishing program.

The book created in this project can be accessed here: Remember Me

Based on the what was learned in this project the author suggests that future research  or digital literacy work in the language classroom could productively focus on the potential of strengths-based approaches. This would draw on students’ languages, their life experiences and their accumulated knowledge. It could also focus on how poetry writing, as a digital literacy project, can motivate and support language and literacy learning and has the potential to  build and foster community and intercultural understanding

Retrievable from:

https://ojs.deakin.edu.au/index.php/tesol/article/view/1727