• 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 UOC learning resources used in the subject

• Additional information on 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

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

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

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model