Video-conferencing Research Community of Practice Research Report.

Alberta Education. (2006). Video-conferencing Research Community of Practice Research Report.

This report looks at the potential of video-conferencing technology and other technologies to enhance and improve education practice and systems. Alberta SuperNet makes videoconferencing a feasible option for K-12 schools in areas previously limited by bandwidth restrictions. It presents a number of case studies illustrating the use of videoconferencing in schools in Alberta, Canada. This report provides an example of how videoconferencing could be used to connect adult ESL learners in remote locations to others in more richly resourced urban settings.

Retrievable from: https://education.alberta.ca/media/3115440/vccopreport.pdf

Blended learning and the language teacher: a literature review

Mendieta Aguilar, J. (2012). Blended learning and the language teacher: a literature review. Colombo Appl. Linguist. Journal, 14(2), 163–180.

The author argues that there is a lack of information about instructors’ perceptions of and roles in blended learning environments resulting in difficulties in creating effective models of blended learning. This article sets out to examine the views and perceptions of ESL instructors in relation to the integration and use of technology and blended learning and to point to the need for future research about how instructors manage the new demands presented by the online learning component in blended learning programs.

Retrievable from: http://revistas.udistrital.edu.co/ojs/index.php/calj/article/%20viewFile/3930/5641

Developing an ESL Literacy Blended online Course for LINC Learners.

Lupasco, S. (n.d.). Developing an ESL Literacy Blended Online Course for LINC Learners. Contact Magazine, November 2013, 31–35.

In this article Lupasco describes an assignment for Post TESL accreditation for which she develops e-Materials for Language Training. As she walks the reader through the different sections of the blended ESL Literacy course that she created, there are echoes of the theory and examined practice that appear in other resources included in this bibliography.

Retrievable from: http://www.teslontario.net/uploads/publications/contact/ContactFall2013.pdf

Teacher and student perspectives on a blended learning intensive English program writing course

Larsen, L. (2012). Teacher and student perspectives on a blended learning intensive English program writing course (Ph.D.). Iowa State University.

Although this dissertation investigates the use of blended learning with ESL writing students in an intensive English program, there is much that will be of interest to adult settlement language programs as well. The author notes the immaturity of blended learning within the area of language learning and also that blended learning is considered separate from CALL. One of the author’s points is that CALL research does not mention blended learning theories, but blended learning researchers often rely on CALL research when making arguments. The author provides a table (Table 2, p 38) showing blended learning studies and the variables identified or investigated in blended learning environments. These include areas of interest to adult settlement language programs such as student computer literacy skills; teacher attitude, training and support and positive effects on learner autonomy. The writer stresses “the paucity” of research in blended learning implementation in language learning environments. He also states that a review of the literature from CALL indicates that teachers are generally not sufficiently prepared to teach using technology which may also be significant in adult settlement language training.

Retrievable from: http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=3382&context=etd

Web 2.0 and Four Paths Beyond

Hubbard, P., P. (2011, March 18). Web 2.0 and Four Paths Beyond. PowerPoint Slides presented at the TESOL Conference, New Orleans.

A presentation about Web 2.0, emerging technologies and the critical importance of incorporating technology and learning with technology deeply in language teacher training in order to support teacher flexibility, to prepare teachers for long careers in language teaching during which they are likely to continually encounter new technologies, new technological modes, and in which they will need to have the confidence and skills to approach these technologies successfully. The presentation also highlights the importance of situated learning theory in ensuring that teachers learn in the same environment in which they will teach.

Retrievable from: http://web.stanford.edu/~efs/tesol-11.pdf

Innovative practices: using Cell-ED to support English language learning

Innovative Practices: Using Cell-Ed to Support English Language Learning by G. Martinez Cabrera

This newsletter article from the Texas Adult Education & Literacy Quarterly Newsletter describes an ESL curriculum that can be accessed through any basic cell phone. The program includes pre-recorded lessons and texted responses. The program emphasizes mobile-ready technology that does not require Internet access so learners do not need to have cell phone data plans.

http://www-tcall.tamu.edu/newsletr/pdf/15-TAELQSpring.pdf

Language Learning and Technology Special issue on Teacher Education and CALL

Language learning & Technology Special issue on Teacher Education and CALL

Volume 19 Number 1 February 2015

This is a special issue of the online journal that addresses the topic of teacher education and computer assisted language learning.

Retrievable from:

http://llt.msu.edu/issues/february2015/index.html

 

The Routledge Handbook of Language Learning and Technology

The Routledge Handbook of Language Learning and Technology, Edited by Fiona Farr, Liam Murray 2016.

This handbook contains recent work by authors read in the development of this bibliography. As an example, there is a chapter by Glenn Stockwell on Mobile Language Learning. See also this 20-minute video of Stockwell from a conference about mobile learning. In it, he describes three important aspects of MALL that are important for learners.

Mobile technology for language learning: Trends, issues and ways forward

https://www.youtube.com/watch?v=f_0rRXHWsb0

https://www.routledge.com/The-Routledge-Handbook-of-Language-Learning-and-Technology/Farr-Murray/p/book/9780415837873

Language Learning & Technology: 20th Anniversary Special Issue

Volume 20 Number 2 (June 2016)

This special anniversary issue of the Journal used a crowdsourcing and survey approach to determine the content of this special issue. there are four review articles, including one that provides examples of how Second language acquisition and CALL have been explored during the last 20 years. Seven commentaries appear from scholars whose articles received the most citations over the life of the journal.

http://llt.msu.edu/issues/june2016/

Sociocultural Theory, the L2 Writing Process, and Google Drive: Strange Bedfellows?

Sociocultural Theory, the L2 Writing Process,
and Google Drive: Strange Bedfellows?
Nikolay Slavkov
TESL Canada Journal Vol 32, No 2 (2015)
This article provides an overview of sociocultural theory, relates it to the process approach to writing and suggests that Google Drive can be an effective tool to enhance simultaneous engagement of learners and promote learning.   The author notes that word processing software has long been used in the process approach to writing, but that the affordances of Google Drive go beyond what is possible using word processing software alone. He describes Google Drive’s main features and outlines its  affordances for writing instruction. He provides sample course organization templates along with examples of tasks that take advantage of these affordances. These include the ability to create a document, store it, share it dynamically and collaborate in real time with other readers and instructors who can edit and comment on it either synchronously or asynchronously.

The Bewildering Language of Online Learning

The Bewildering Language of Online Learning? (2016, March 10).

This short article provides a timely and clear attempt at an explanation and definition of a range of terms and concepts in common use in the area of online and flexible teaching and learning. It offers a very handy and accessible guide to the key terms or jargon in this field and also offers links to real-world examples of terms such as “flipped classroom” and “gamification”.

Retrievable from:  http://teachonline.ca/tools-trends/how-use-technology-effectively/bewildering-language-online-learning

Teaching Critical, Ethical, and Safe Use of ICT to Teachers.

Shin, S.-K. (2015). Teaching Critical, Ethical, and Safe Use of ICT to Teachers. Language Learning & Technology, 19(1), 181–197.

This article reports on a research project conducted with pre-service ESOL teachers in Korea which focused on the often neglected issues of digital literacy, ethical and fair use and e-safety when selecting and using online materials and learning activities in language teaching and learning. Although the authors caution that the relatively small-scale of this research which was limited to a small group of pre-service teachers, does not support broad generalization, it nevertheless raises important questions and awareness for second-language instructors who are using online materials and activities and points to the necessity to consider their own attitudes and practices in relation to digital literacy, fair use, and e-safety in order to model responsible behaviours for students, and also to consider how to include these important issues in instruction.
Retrievable from: http://llt.msu.edu/issues/february2015/shin.pdf

Designing evaluation into change management processes. In Managing Change in English Language Teaching: Lessons from Experience.

Kiely, R. (2012). Designing evaluation into change management processes. In Managing Change in English Language Teaching: Lessons from Experience. Edited by Christopher Tribble. London: British Council.

This chapter is part of a British Council book about the changing role of English in the world. It provides details from 21 international English Language Training projects. The book addresses issues surrounding the internationalization of English. Although it does not address settlement issues, its inclusion of a blended learning project does make it meaningful for the bibliography. In many language programs innovative projects today do involve the integration of technology. The introductory notes to the book state the importance of a number of elements that should be addressed “in parallel” when making changes in education in order that the changes make a lasting impact. The examples given include initial as well as in-service training of teachers and testing and assessment systems, curriculum and course materials. These needs are also present in adult settlement language training programs that are intending to integrate technology and adopt a blended approach. Kiely’s chapter ends with a description of three types of evaluation that he hopes will engage the different agendas of program stakeholders in improving the likelihood of success in all areas of a program.

Retrievable from: https://www.teachingenglish.org.uk/sites/teacheng/files/B330%20MC%20in%20ELT%20book_v7.pdf

 

Evaluating the Impact of Blended Learning on Performance and Engagement of Second Language Learners.

Rebecca Y Jee, Gabriele O’Connor. (2014). Evaluating the Impact of Blended Learning on Performance and Engagement of Second Language Learners. International Journal of Advanced Corporate Learning (iJAC), 7(3), 12–16.

This article is based on a small-scale research study using Voxy a commercial Web and mobile platform within a Task-Based Language Teaching framework. The Voxy platform, designed for the self-study learner, provides authentic, personalized content and includes one-one-one video tutoring sessions online group classes
The study is focused on the following research questions
To what extent does blended learning impact the performance of language learners?
To what extent does blended learning impact the engagement of language learners?
The study, albeit limited in scope, indicates that language learners who access synchronous language instruction along with self-study demonstrate greater increases in proficiency than those who engage only in self-study.

Retrievable from: http://online-journals.org/index.php/i-jac/article/view/3986

(Articles in the International Journal of Advanced Corporate Learning (iJAC) are available at no cost , users need to register for a free account)

Making a Case for Learner Training in Technology Enhanced Language Learning Environments.

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.
Retrievable from:https://journals.equinoxpub.com/index.php/CALICO/article/viewFile/22953/18959

 

A Blended learning framework.

Negin Mirriahi, Dennis Alonzo, & Bob Fox. (2015). A Blended learning framework. Research in Learning Technology, 23.

The context of this report is higher education, but the issues described and the framework proposed are relevant for adult settlement language training programs. The authors claim that students’ demand for flexibility in learning and the affordances of technology have led to the rise of blended learning in the higher education sector. They cite three key challenges to its popularity. The first challenge is that academics often do not have the confidence or skill in using online technology. This low digital fluency limits integration of technology and impedes more effective learning. The second challenge is the notion that blended learning has not been well-defined and often isn’t used in a consistent way across an institution. They cite inconsistencies such as course design, teaching approaches, percent of face-to-face versus online time, the purpose of blending, and the role of technology. The third issue they address is the lack of standards-based tools available to both guide and evaluate blended learning course design. The authors present a standards-based framework to address these issues.

Retrievable from: http://www.researchinlearningtechnology.net/index.php/rlt/article/view/28451

A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis.

Moonyoung Park, & Tammy Slater. (2014). A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis. TESL Canada Journal, 31(Special Issue 8).

This study explored how college-level ESL students are currently using their mobile devices for language learning and the attitudes and opinions of their instructors in relation to Mobile-Assisted Language Learning (MALL). The study included semi-structured interviews with students and instructors, an online survey and a task-based needs analysis focused on what learners and instructors want and need in relation to mobile-assisted language learning. Based on this research a set of language tasks in the areas of listening, speaking, reading and writing were identified. The researchers created a MALL-based task typology to support the future development of pedagogic tasks for academic ESL courses and to support the development of MALL-based curricula and lesson plans. The study found that while ESL learners are using mobile devices for a variety of learning and personal purposes, including communications and as reference tools, instructors need ongoing professional development to support them in realizing the potential of mobile devices in language teaching and to effectively incorporate mobile device use in task development for academic ESL courses.

Retrieved from:

http://teslcanadajournal.ca/index.php/tesl/article/view/1188/1008