Foundations of technology-mediated second language acquisition Code:  M4.985    :  6
View general information   Description   The subject within the syllabus as a whole   Professional fields to which it applies   Prior knowledge   Information prior to enrolment   Learning objectives and results   Content   View the UOC learning resources used in the subject   Additional information on support tools and learning resources   Guidelines on assessment at the UOC   View the assessment model  
This is the course plan for the second semester of the academic year 2023/2024. To check whether the course is being run this semester, go to the Virtual Campus section More UOC / The University / Programmes of study section on Campus. Once teaching starts, you'll be able to find it in the classroom. The course plan may be subject to change.

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.

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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."

Foundations of technology-mediated language teaching and learning

Study Area I

Compulsory credits

30 ECTS

Pedagogical Approaches    

Study Area IIa

Tools and Resources

Study Area IIb

Research in E-learning

Study Area IIc

Optional credits

18 ECTS

Practicum

Study Area III

6 ECTS

Final Master's Thesis

Study Area IV

6 ECTS

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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. 

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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. 

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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.

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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.

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  • 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.

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Fundamentos de la adquisición de segundas lenguas mediante la tecnología Web

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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.

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The assessment process is based on students' own work and the assumption that this work is original and has been carried out by them.

In assessment activities, the following irregular behaviours, among others, may have serious academic and disciplinary consequences: someone else being involved in carrying out the student's assessment test or activity, or the work being not entirely original; copying another's work or committing plagiarism; attempting to cheat to obtain better academic results; collaborating in, covering up or encouraging copying; or using unauthorized material, software or devices during assessment.

If students are caught engaging in any of these irregular behaviours, they may receive a fail mark (D/0) for the assessable activities set out in the course plan (including the final tests) or in the final mark for the course. This could be because they have used unauthorized materials, software or devices (e.g. social networking sites or internet search engines) during the tests, because they have copied text fragments from an external source (internet, notes, books, articles, other student's projects or activities, etc.) without correctly citing the source, or because they have engaged in any other irregular conduct.

In accordance with the UOC's academic regulations , irregular conduct during assessment, besides leading to a failing mark for the course, may be grounds for disciplinary proceedings and, where appropriate, the corresponding punishment, as established in the UOC's coexistence regulations.

In its assessment process, the UOC reserves the right to:

  • Ask the student to provide proof of their identity, as established in the university's academic regulations.
  • Request that students provide evidence of the authorship of their work, throughout the assessment process, both in continuous and final assessment, by means of an oral test or by whatever other synchronous or asynchronous means the UOC specifies. These means will check students' knowledge and competencies to verify authorship of their work, and under no circumstances will they constitute a second assessment. If it is not possible to guarantee the student's authorship, they will receive a D grade in the case of continuous assessment or a Fail in the case of final assessment.

    For this purpose, the UOC may require that students use a microphone, webcam or other devices during the assessment process, in which case it will be the student's responsibility to check that such devices are working correctly.

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You can only pass the course if you participate in and pass the continuous assessment. Your final mark for the course will be the mark you received in the continuous assessment.

 

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