• Description

This course provides a theoretical background to understand how second language acquisition theory has influenced language teaching methodology and the use of technology to teach and learn languages. Students will apply the theoretical background provided to analyze the use of technology in language teaching critically and to establish criteria for the selection of tools based on methodological principles that optimize second language learning.

• The subject within the syllabus as a whole

This is a compulsory course in the MA in Technology-mediated language teaching and learning. Specifically, this is a course in the compulsory study area:  "Foundations of technology-mediated language teaching and learning."

• Professional fields to which it applies

This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This includes materials writers for online language learning, editors, and consultants for online language learning platforms. 

• Prior knowledge

In order to register for this course, no previous courses from the MA in Technology-mediated language teaching and learning are required. 

Information and communication technology (ICT) skills at user level are recommended. 

• Information prior to enrolment

Students need to have a level of English (language of instruction) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

• Learning objectives and results

By the end of the course, students will be able to:

• Understand how second language acquisition theory has an impact on language teaching methodology.
• Apply methodological language teaching principles to the use of technology.
• Analyze the use of technology critically on the basis of theoretical and empirical criteria.
• Motivate selections among technological options.

The main competencies this course will contribute to develop are the following:

Basic competencies

• Being able to study in a self-directed and autonomous way.

General competencies

• Identifying, comparing and contrasting the main different models and theoretical principles in the second language acquisition field.

Transversal competencies

• Being able to express ideas properly in writing and communicate them in complex texts, rigorously and fluently.

Specific competencies

• Identifying learning needs taking into account the diversity of technological profiles and educational contexts, and tailoring the use of technology accordingly.
• Identifying the functions and roles of the language teacher that uses technology and evaluating and reflecting on one's own language teaching and learning process.
• Designing digital educational materials in multiple media and formats.

These competencies are linked to learning outcomes that students will achieve through a series of assessed tasks.

• Content

• Bridging the gap between theory in second language acquisition and practice in language teaching and learning.
• Using technology in language teaching: Effects on teachers and learners.
• Selecting technological tools for language teaching and learning: Understanding strengths and weaknesses.
• Designing technological tools consistent with theoretical principles of second language acquisition.

• View the learning resources used in the subject

• Support tools and learning resources

The basic materials for this course are self-learning materials in web format and they are available in the virtual classroom. They are structured around a series of key questions to help students gradually understand and apply the main concepts of the course, with charts, summaries, and examples. In addition, they include activities and quizzes so that students can check their level of understanding and mastery of the main concepts. In addition to the supporting self-learning materials, students will be provided with a bibliography in order to examine the topics of the course more in depth.

• Guidelines on assessment at the UOC

The assessment process is based on the student's personal work and presupposes authenticity of authorship and originality of the exercises completed.

Lack of authenticity of authorship or originality of assessment tests, copying or plagiarism, the fraudulent attempt to obtain a better academic result, collusion to copy or concealing or abetting copying, use of unauthorized material or devices during assessment, inter alia, are offences that may lead to serious academic or other sanctions.

Firstly, you will fail the course (D/0) if you commit any of these offences when completing activities defined as assessable in the course plan, including the final tests. Offences considered to be misconduct include, among others, the use of unauthorized material or devices during the tests, such as social media or internet search engines, or the copying of text from external sources (internet, class notes, books, articles, other students' essays or tests, etc.) without including the corresponding reference.

And secondly, the UOC's academic regulations state that any misconduct during assessment, in addition to leading to the student failing the course, may also lead to disciplinary procedures and sanctions.

• View the assessment model