Language learning & technology · 2012 · 114 citations · 83 references
E-learningMultiliteracy Skills DevelopmentEducationCommunication SupportOnline LearningUnited KingdomLearning-by-doingTechnology-based Language TeachingAutonomyLearning OrganizationInteractive LearningAdult LearningLearning StrategiesLanguage StudiesDigital EducationLearning SciencesMultiliteracyInformal LearningLanguage LearnersEmpirical Case StudiesOnline TeachingDigital Language TeachingLifelong LearningOnline EducationMultimodal CommunicationComputer-assisted Language LearningCooperative Learning
Multimodality and multiliteracy are increasingly important for learner autonomy, as they enable students to self‑direct their online learning. The projects sought to promote learner autonomy by raising awareness of online modes and meaning‑making and developing multiliteracy skills through hands‑on analysis of web resources and social networking tools. Participants were student‑teacher trainees, tutors, and language learners from universities in Germany, Poland, the United Kingdom, and the United States who engaged in a task‑based telecollaborative learning format. The case studies showed that task‑based telecollaboration enhanced multimodal communicative competence and multiliteracy, enabling teachers and learners to exploit blended and online settings for language acquisition.
This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., “the ability to understand the combined potential of various modes for making meaning” (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy.
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