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Session: 2022/23
Last modified: 10/03/2022 12:24:41
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Title of Module: Technology-Enhanced Language Learning |
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Code: LING11010 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | tbc
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| Summary of Module |
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This module is for students who are interested in exploring the field of technology-enhanced language learning (TELL) and its relevance to different learning theories. Students will use a range of language learning software, and online resources for language learning online and in the classroom. They will be introduced to some of the advantages and limitations of using technology in language education, and will develop an understanding of how various resources can be used by language learners and teachers. Students will evaluate language learning materials, and will learn how to design and produce their own web-pages and computer- and web-based language learning materials using basic tools.
Participants will be expected to contribute to interactive sessions with questions, comments, and discussion. They will be expected to attend regularly, to read texts in advance of class as required, and to actively engage in the creation and/or evaluation of TELL resources. Participants will be expected to build upon the foundations provided through contact hours by engaging in further, independent work. Learning will also be supported by the use of Moodle and other on-line environment(s).
This module will provide opportunities for students to improve transferable skills such as problem solving ability and the confidence to tackle unfamiliar issues through engaging in seminar activities, pair/group work discussion, etc.
The student’s level of success will be evaluated by means of coursework and class tests.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Develop a critical understanding of the arguments in favour of, and against, TELL.
L2.
Be able to critically evaluate a selected range of TELL resources for language learning and teaching.
L3.
Be able to design and create a range of computer- and web-based tasks and activities using various tools such as presentation applications and transformative tools (e.g., chat, discussion lists, blogs, wikis, podcasts, virtual environments) to support second language learning.
L4.
Be able to design and create a range of computer- and web-based tasks and activities using various tools such as presentation applications and transformative tools (e.g., chat, discussion lists, blogs / wikis, virtual environments) to support second language learning. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Knowledge that covers and integrates areas of technology-enhanced language learning, the links between general language learning and teaching issues and the use of computers and the web.
A critical understanding of the principal theories, principles and concepts for evaluating and designing computer- and web-based materials.
A critical understanding of a range of specialised theories, principles and concepts that concern the planning and the integration of computer- and web-based materials into language courses.
Critical awareness of current issues associated with technology-enhanced language learning.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a range of specialised skills, techniques, practices which are informed by research in the area of technology-enhanced language learning.
Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry to the study of the use of technology in language learning settings.
Demonstrate originality or creativity in the application of knowledge, understanding and practices which relate to technology-enhanced language learning.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments in the area of technology-enhanced language learning.
Identify, conceptualise and define new and abstract concepts and issues for the support of language students and teachers in different online contexts.
Develop original and creative responses to concepts and issues which relate to technology-enhanced language learning.
Critically review, consolidate and extend knowledge, skills practices and thinking in the area of technology-enhanced language learning.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
Communicate with a range of audiences (as appropriate) and fellow professionals acting as a source of advice on particular aspects of linguistic diversity in online education.
Use a range of software to support and enhance work at this level.
Contribute to the literature on, and public discussion of technology-enhanced language learning.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities.
Demonstrate responsibility for own work and/or significant responsibility for the work of others (as appropriate).
Demonstrate leadership and initiative and contribute to change and development.
Demonstrate critical reflection on own and others’ roles and responsibilities.
Demonstrate the management of complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Before undertaking this module the student should have completed a first degree in English Language, Education or related. |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Asynchronous Class Activity | 12 |
| Independent Study | 152 |
| Tutorial/Synchronous Support Activity | 12 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Chapelle, Carol. (2001) Computer applications in second language acquisition: foundations for teaching, testing and research, Cambridge: Cambridge University Press. vol. Cambridge applied linguistics.
(2018) The Routledge handbook of sociocultural theory and second language development, New York, NY: Routledge.
(2017) The handbook of technology and second language teaching and learning, Hoboken, NJ: Wiley Blackwell.
Authentic learning materials will be provided by the lecturer.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulation 5.7. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Languages |
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| Moderator | M Mullen |
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| External Examiner | H Kuchah |
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| Accreditation Details | UWS |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Coursework (50%), essay assignment to be done at home (typically dealt with during the trimester) |
| Portfolio (50%), The portfolio comprises the following two components: a presentation of a student developed online task / activity (25%) and an evaluation of online materials for language learning (25%). |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is appropriate for all students irrespective of ethnic status, disability, age, gender, socio-economic background, religious and sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. Flexibility and anticipatory adjustments in teaching and learning strategies and assessment facilitate inclusiveness within this module.
In line with current legislation (Equality Act, 2010) and UWS Equality Scheme (2010-13) the School of Education encourages disability disclosure throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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