Web-based and interactive Italian blended learning course: embedded apps and tools in a structured learning process

‘Web-based and Interactive Italian’ is a detailed and progressive programme developed by the author for the Maastricht University Language Centre. The course started in 2013, with the intention of catering for the variability in the number of students following the regular courses, as well as broadening the language offer using blended learning. The eight interactive tutor-led Skype sessions are preceded by 80 hours of self-study per level. Starting from a flipped classroom approach, it is structured in three consecutive learning steps. It makes use of existing language apps and tools, like Babbel2 and Quizlet3, and of a manual book used at the intermediate levels, as well as bespoke web-based and interactive learning materials as preparation for the oral sessions. The course is still running successfully and represents an effective alternative to traditional courses, offering distance learners the possibility of completing the whole study programme from A1 to B2.

Task-based language learning through digital storytelling in a blended learning environment

This study investigated Task-Based Language Learning (TBLL) through Digital StoryTelling (DST) in a blended learning environment. Twenty-six Turkish university-level students prepared a DST individually and shared it with their peers in an online discussion platform. Each evaluated and graded others’ DST performance based on an assessment scale. After this, they performed their stories in the classroom and similarly assessed their peer’s performances. Ultimately, they were asked to give their self-reflection on the pros and cons of performing tasks online and in the classroom. Findings showed that TBLL through DST was more favoured than storytelling in the classroom and helped them to improve their speaking skills. The study suggested DST could be a positive approach in language learning and should be explored further in other language skills and multiple contexts.

Transforming learning spaces for multilingual interaction: the outcomes of a workshop delivered at the 2020 eLearning Symposium

The design of innovative learning spaces currently affects different educational sectors, including university teaching and learning. A parallel can be identified between the weakening of the specialisation of spaces for formal, informal, life-long learning, social interaction, and leisure and the blurring of the boundaries between work/learning and social engagement. Furthermore, a user-centred approach to space design mirrors the ongoing development towards student-centred education and the emphasis on making these spaces digitally competitive equally reflects the increasing integration of technologies in teaching and learning. This contribution is the report of a workshop delivered at the eLearning Symposium, 24th January 2020, Southampton, which explored possible designs for a learning space conducive of multilingual communication, collaboration, and creativity.

Introduction

Welcome to this collection of short papers from the eLearning Symposium 2020! The 13th eLearning Symposium was held at the University of Southampton, on the 24th of January 2020. Our theme was ‘Education 4.0 revolution: transformative approaches to language teaching and learning, assessment, and campus design’. At the time, the ideas and topics we discussed were future-gazing, but within months, they have become a reality for many of us.

Introducing corpus linguistic tools to EFL undergraduates and trainee teachers

Many language teachers use Information and Communications Technology (ICT) in their classrooms to create tasks, quizzes, or polls with general online learning platforms. Few teachers have experience, however, of incorporating online corpus tools in their teaching or assessment practices. This paper will explore how autonomous learning can be fostered by gradually introducing freely available lexical databases, online collocation dictionaries, pronunciation guides, concordancers, N-gram extractors, and other text analysis tools for vocabulary building, skills practice, or self-checking. Tasks used with English as a Foreign Language (EFL) undergraduates and teacher trainees on a Master’s Teaching English as a Foreign Language (MA TEFL) course will be presented. I will also explain why having some familiarity with linguistics research can enable teachers to use these applications more meaningfully.

Chinese parents’ perceptions and practices of EFL technology usage with young children

Despite a large body of literature on the Technology Acceptance Model (TAM), studies on young children’s usage of media technology in China are still scant. This paper characterises the variations in Chinese parental acceptance and intent to continue related to their children’s use of web-based English as a Foreign Language (EFL) technologies. A sample of 20 parents from an inland city in China participated in individual interviews and reported factors affecting their acceptance and preferences. Thematic analysis reveals that parents’ beliefs about EFL affect the perceived ease of use and perceived usefulness of EFL technologies. The study has also found that Chinese parents are now attaching more importance to children’s emotional and social skills development.

Do blogs as a virtual space foster students’ learner autonomy? A case study

UK higher education institutions strive to foster learner autonomy in their students to create more successful learners, yet due to its complex nature, educators and academics continue to search for effective ways to achieve this. This case study investigates how one virtual blogging space on the Independent Learning (IL) pre-sessional module at the University of Southampton seeks to cultivate learner autonomy. This qualitative study was driven by a lack of empirical research exploring both perceptions and practices in social learning spaces. Investigations into both of these elements help to gain a deeper understanding of how learning spaces function, which is essential to recognising how they can meet their pedagogical goals. Whilst the blogging space was effective in fostering learner autonomy to some extent, there was evidence of conflicts in how the students, IL Facilitators (ILFs), and curriculum designers perceived the blogging space. This suggests the need for more time spent conveying the rationale of the blogging space to ILFs and subsequently students, and it also highlights the wider importance of understanding individual context.

Integrating MOOCs into traditional UK higher education: lessons learnt from MOOC-blend practitioners

Tertiary teaching is going through transformations as a result of web affordances, open access, and online learning platforms, such as Massive Open Online Courses (MOOCs). Some academics are taking advantage of MOOCs by integrating them into their teaching practice. This study investigates why some UK lecturers are blending MOOCs into their Face-to-Face (F2F) lecture-based teaching, how they are using them, and what they have learnt from the experience. Semi-structured interviews were conducted with six lecturers who had the experience of integrating MOOCs into their teaching. Data analysis shows that academics have a wide range of reasons for adopting this practice, with the most common reason being giving students a platform to engage in global communities and international conversations. Results generated both an understanding of why some academics are using MOOCs in their teaching practice, and a list of practical advice for MOOC-based blending novices.

EAP 4.0: Transforming the English for Academic Purposes Toolkit to meet the evolving needs and expectations of digital students

The English for Academic Purposes (EAP) Toolkit provides a wide range of online learning resources which are used in a mixture of self-study, blended, and classroom settings, primarily by students whose first language is not English. The Toolkit was developed by the eLanguages team at the University of Southampton and first licensed in 2004. This paper describes the most recent major refreshment project to improve both the functionality and appearance of the Toolkit. With the latest updates, we have aimed to increase the appeal of the resources to encourage greater autonomous usage by students, and to improve the ease with which staff can recommend and use Toolkit resources with their students. In this paper we introduce the key updates to the resources, including new functionalities and features, expanding the Toolkit with additional learning resources, a new visual approach, responsive feedback, accessibility upgrades, and strategies for increasing student usage.