Language teaching-learning

Digital tools

Didactic applications/uses

1. To know the theoretical framework and concepts related to digital tools in language teaching

2. To develop skills in using digital tools for language teaching

3. To reflect critically on the use of digital technology in language teaching

4. To develop research skills both in analyzing data on the use of technological tools in teaching and in the development of new tools

1. Introduction to digital technologies in language teaching: history, concepts and advantages/affordances

2. Useful digital tools in language teaching: presentation and categorization

3. Use and analysis of technological tools for language teaching

4. Research in technology-enhanced language teaching-learning

5. Discussion of themes and methods of the final research work

Bax, S. (2003). CALL – past, present and future. System, 31(1), 13-28. https://doi.org/10.1016/S0346-251X(02)00071-4

Beatty, K. (2010). Teaching and Researching Computer-Assisted Language Learning (2nd ed.). Routledge.

Beetham, H., & Rhona S. (Eds.) (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed.). Routledge.

Blake, R. J. (2020). Brave New Digital Classroom: Technology and Foreign Language Learning (3rd ed.). Georgetown University Press. https://doi.org/10.2307/j.ctv1nc6rkf

Carrier, M., Damerow, R. M., & Bailey, K. M. (2017). Digital Language Learning and Teaching: Research, Theory, and Practice. Routledge.

Chang, M.-M., & Hung, H.-T. (2019). Effects of Technology-Enhanced Language Learning on Second Language Acquisition: A Meta-Analysis. Educational Technology & Society, 22(4), 1–17. https://www.jstor.org/stable/26910181

Chun, D. M. (2019). Current and Future Directions in TELL. Educational Technology & Society, 22(2), 14-25. https://www.jstor.org/stable/26819614

Ji, H., Han, I., & Ko, Y. (2022). A systematic review of conversational AI in language education: focusing on the collaboration with human teachers. Journal of Research on Technology in Education, 55, 48 - 63. https://doi.org/10.1080/15391523.2022.2142873

Karataş, F., Abedi, F. Y., Gunye, F. O., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12574-6 

Miller, L., & Wu, J. G. (Eds.) (2021). Language Learning with Technology: Perspectives from Asia. Springer. https://doi.org/10.1007/978-981-16-2697-5Pareja-Lora, A., Calle-Martínez, C., & Rodríguez-Arancón, P. (Eds.) (2016). New perspectives on teaching and working with languages in the digital era. Research-publishing.net. https://eric.ed.gov/?id=ED565799

The work in this Curricular Unit is based on the e-learning methodology described in the Open University Virtual Pedagogical Model, which presupposes two types of learning:

 (A) individual - associated with critical and reflected reading of relevant bibliography, research and exploration of new materials and digital tools and carrying out learning activities proposed by teachers.

 (B) collaborative - achieved through active participation in discussions in the forums of each topic, thus contributing to the collective construction of knowledge.

The formative assessment will be carried out through feedback provided by the teacher (and also by colleagues) in the various forums.

The summative assessment will include a continuous assessment component (regular and relevant participation in the forums, with a weight of 30% in the final grade) and a final written work (preparation of a scientific article that analyzes an aspect of the use of digital tools in teaching or, alternatively, that proposes an innovative tool or an innovative use of a digital tool applied to language teaching, with a weighting of 70%).

The language of the seminar and teaching materials will be English.