Studying at York
Computer-assisted Language Learning (CALL) - EDU00062M
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
This module aims to familiarize students with a variety of technological tools and applications used in the area of English language teaching and learning. To do so, the module helps students to understand the pedagogical approaches and practical aspects of technology in language teaching and learning, become aware of the technological, social and linguistic implications of the use of technology in language education and explore emerging issues in language teaching and learning with technology.
Module learning outcomes
Students who complete the course successfully should be able to:
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Identify and evaluate the possibilities and challenges of using various technological resources, materials and activities
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Discuss the use of technology in English language education from both pedagogical and socio-cultural perspectives
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Evaluate technology-enhanced learning and teaching programmes
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Engage with recent research on educational technology
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Formulate arguments and contribute to discussion
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Establish appropriate methods for teaching a specific group of learners
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Be aware of varying needs of different types of learner and understand how respond to these through the use of technology
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Engage critically with published research and with practical learning problems
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Analyze a language teaching context and plan for implementation of technology to enhance teaching and learning
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Take part in group work and problem-solving activities and team work
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Demonstrate effective planning and time management
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Word-process, use the VLE, and a range of other emerging technologies
Module content
More and more governments around the World are investing in technology for schools. This module is designed to give students an introduction to the issues associated with the use of technology in educational contexts and the knowledge and skills to allow them to decide which technologies and software they should adopt in their classes and for what purposes.
The module will consist of nine tutor-facilitated sessions, involving discussions, demonstrations of technologies, group work and practical tasks. Every session will have a strong pedagogical component, emphasising the practical applicability of the content discussed. Students will be expected to participate actively, sharing their everyday experience of using technology. Students will also be encouraged to contribute to a class blog throughout the term, on topics related to the module.
Course outline
Introduction, Key Issues and Debates
- Computer-Mediated Communication (CMC) and Language Learning
- Online Collaborative learning
- Generative AI and Language Teaching.
- Teaching Language with Technology
- Social Networking and Language Learning
- Digital Game-Based Learning
- Technology and Language Assessment
- Evaluating and researching technology-enhanced Learning and Teaching
- Student Presentations
- Assignment drop ins
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Additional assessment information
Assessment is by 3,500 word assignment. This can be an essay on a given topic, a critical review or an annotated lesson plan incorporating and justifying the use of technology in educational contexts. You will be given more information about assessment at the beginning of the module.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work. You will have the chance to obtain feedback on your writing during the module, and you will have a short one-to-one meeting with a module tutor to discuss assessments.
You will be provided physical written feedback on assignment report sheets as well as them being readily available on the VLE. 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
In addition to the bibliographies recommended for each session, you may find the following titles useful:
Akgun, S. and Greenhow, C. (2021) Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2 (2021), pp. 431-440, 10.1007/s43681-021-00096-7
Bozkurt, A., Karadeniz, A, Baneres,D, Guerrero-Roldan, A.E. , and Rodriguez, M.E. (2021) Artificial intelligence and reflections from educational landscape: A review of AI studies in half a century. Sustainability, 13 (2), p. 16, 10.3390/su13020800
Chen et al. (2020) Artificial intelligence in education: A review. IEEE Access, 8 (2020), pp. 75264-75278, 10.1109/ACCESS.2020.2988510
Crystal, D. (2001/6). Language and the internet. Cambridge: Cambridge University Press.
Crystal, D. (2008). Txtng: the gr8 db8. Oxford: Oxford University Press.
Dudeney, G., & Hockly, N. (2012). ICT in ELT: How did we get here and where are we going? ELT Journal, 66(4), Special issue, 533-542.
Guth, S. and Helm, F. (2010) Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. Peter Lang AG, Internationaler Verlag der Wissenschaften
Habgood, J., and Overmars, M. (2006). The game maker’s apprentice: Game development for beginners. Apress.
Harasim, L. (2012). Learning theory and online technologies. London: Routledge.
Herring, S. (1996). Computer-mediated communication: Linguistic, social, and cross-cultural perspectives. Amsterdam: John Benjamins.
Kalantzis, M. (2000). Multiliteracies : literacy learning and the design of social futures. London : Routledge.
Kohnke, L. et al. (2023) Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, Vol 5, 100156
Kukulska-Hulme, A. & Traxler, J. (2005). Mobile learning : a handbook for educators and trainers. London : Routledge.
Laurillard, D. (1993). Rethinking university teaching : a framework for the effective use of educational technology. London: Routledge.
Levy, M. & Stockwell, G. (2008). CALL dimensions: Options and issues in computer-assisted language learning. London: Routledge.
Levy, M. (1997). Computer-assisted language learning: Context and conceptualisation. Oxford: Oxford University Press.
Macaro, E., Handley, Z. L., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(01), 1-43. 10.1017/S0261444811000395
Paulus, T. and Wise, A (2018) Researching Learning, Insight, and Transformation in Online Talk. Routledge
Prensky, M. (2007). Digital game-based learning. St Paul, Minn: Paragon House.
Selwyn, M. (2011). Education and technology: Key issues and debates. London: Continuum.
Thomas, M. & Cutrim Schmid, E. (2010). Interactive whiteboards for education: theory, research and practice. Hershey, PA: Information Science Reference.
Thomas, M. (ed.) (2011). Deconstructing digital natives: Young people, technology and the new literacies. London: Routledge.
Walker, A. and White, G. (2013) Technology enhanced language learning : connecting theory and practice Oxford: Oxford University Press