Towards ICT-integrated language learning. Developing an implementation framework in terms of pedagogy, technology and environment

PhD ceremony: S. Jager, 13.15 uur, Academiegebouw, Broerstraat 5, Groningen

Thesis: Towards ICT-integrated language learning. Developing an implementation framework in terms of pedagogy, technology and environment

Promotor(s): prof. C.L.J. de Bot

Faculty: Arts

How can we get more language students and teachers to use ICT for language learning purposes? Sake Jager’s study sets out to address this problem from the perspective of establishing task-based language learning and teaching in Higher Education institutions, where opportunities for learning in class co-exist with options for learning online.

Using a conceptual framework, in which Task-Based Language Teaching (TBLT), the Common European Framework of Reference (CEFR) and the Flexibility-Activity Framework are the main components, Jager’s thesis defines integration of ICT as the process of attuning aspects of technology, pedagogy and the institutional environment to yield favourable conditions for language learning. Implementation - the actions and strategies used to get ICT integrated into educational practice - should consistently address each of these aspects.

Jager demonstrates how factors relating to these dimensions played a role in Dutch language teaching innovation projects during the past 15 years. He also reports on a survey administered to language teachers world wide, which showed that web resources, tutorial programs and email are the most frequently used applications, while computer-mediated communication (CMC) other than email is far less commonly employed.

Using well-established pedagogical frameworks of TBLT as a point of departure, Jager’sstudy integrates these findings into an extensive discussion of how various types of ICT applications may contribute to setting up language learning tasks and the language learning curriculum. The technologies discussed include web resources, online references, tutorial programs, different types of CMC, virtual learning environments and CEFR-related tools. Jager concludes by making recommendations on how institutions may go about promoting innovative technology-enhanced teaching practices based on TBLT by establishing links with existing practice, building an institutional vision and making appropriate provisions for teacher training and support.