Studying at York
Motivation in Education - EDU00061M
Module summary
The aim of this course is to examine research, theory, and practice relating to motivation in educational settings. Please note that this module is not linked specifically to language learning although it does include two sessions focused on motivation and language learning – but within a wider view on motivation in educational contexts.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Spring Term 2022-23 |
Module aims
To develop awareness of how technological tools can support language learning and teaching. • To familiarize students with the pedagogical applications and implications of emerging technologies in the teaching of English to speakers of other languages. • To explore different stages of research and development in the area of computer-assisted language learning. • To explore the relationship between technology and current ideas about language learning and teaching. • To practise evaluating, adapting and designing technology-enhanced teaching materials for teaching L2. • To allow students to develop a critical understanding of the use of technology in language teaching.
Module learning outcomes
Students who complete the course successfully should be able to:
- Critically evaluate computer-assisted language learning and teaching programmes.
- Discern when and how to use technology in the teaching of English to speakers of other languages.
- Establish appropriate methods for teaching a specific group of language learners.
- Be aware of varying needs of different types of language learner and understand how respond to these through the use of computer assisted language learning tools/approaches.
- Engage with recent research on computer assisted language learning.
Academic and graduate skills
- Formulate arguments and contribute to discussion
- Engage critically with published research and with practical learning problems
- Take part in group work and problem-solving activities and team work
- Demonstrate effective planning and time management
- Word-process, use the VLE, and a range of other technologies
Module content
W2: Introduction and Key Issues in CALL
W3: Computer-mediated Communication (CMC) and Language Teaching and Learning
W4: Social Networking and Language Learning
W5: Evaluating and Researching CALL
W6: Computer-assisted language testing
W7: Digital Games and Language Learning
W8: Online Collaborative Learning
W9: Online Language Learning and Pedagogy
W10: Group Presentation
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Written feedback on assignment report sheet and face-to-face feedback in supervisions. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
• Bax, S. 2017. Researching language learning in a digital age: how can we achieve Normalisation? ALSIC Vol. 20, n° 3 | 2017 : Espaces d'apprentissage et de recherche en langues à l'ère du numérique : enjeux et perspectives https://journals.openedition.org/alsic/3177
• Bax, S. 2003. CALL—past, present and future. System. 31(1), pp.13-28.
• Chapelle, C. A., & Sauro, S. (2017). The Handbook of Technology and Second Language Teaching and Learning. Wiley and Sons.
• Chik, A., & Benson, P. (2021). Commentary: Digital language and learning in the time of coronavirus. Linguistics and Education, 62, 100873–. https://doi.org/10.1016/j.linged.2020.100873
• Davies, C., & Eynon, R. (2013). Teenagers and technology. Routledge.
• Harasim, L. (2012). Learning theory and online technologies. London: Routledge.
• Kalantzis, M. (2000). Multiliteracies : literacy learning and the design of social futures. London : Routledge.
• Sawyer, R. K. (Ed.). (2014). The Cambridge handbook of the learning sciences. Cambridge University Press.
• Selwyn, M. (2011). Education and technology: Key issues and debates. London: Continuum.
• Selwyn, N. (2013). Distrusting educational technology: Critical questions for changing times. Routledge.
• Selwyn, N. (2016). Is technology good for education?. John Wiley & Sons.
• Thomas, M. (ed.) (2011). Deconstructing digital natives: Young people, technology and the new literacies. London: Routledge
• Walker, A. and G. White (2013) Technology enhanced language learning: Connecting theory and practice. Oxford: Oxford University Press.