The University of Southampton

LING6040 E-learning and English Language Teaching

Module Overview

The module is intended to provide: a) a theory-based account of changes and innovations in technology which impact generally on the digital literacy skills and practices that students bring to class and, more specifically, on their potential implications for foreign language teaching and learning; b) an overview of e-learning environments and tools and the affordances they provide; c) perspectives on pedagogy and material and course design involving e-learning.

Aims and Objectives

Module Aims

• enable you to critically evaluate a range of e-learning theoretical approaches, materials and tools; • help you to identify approaches to e-learning design for language teaching and the ideas about language and learning they are based on; • enable you to evaluate existing e-learning courses, syllabus and materials for language teaching; • equip you to carry out e-learning course and materials design processes for language teaching within a future institutional context; • enable you to examine and reflect on your own e-learning and teaching experiences and beliefs and relate these to current theory; • enable you to conceptualise and recognise the practical implications of the changing roles and activities of teachers and learners.


We first examine the broader context of technological (computer and information based) change and its impact upon education before we engage in academic discussions about characteristics and principles of e- learning (including online distance and blended learning modes), characteristics of computer mediated communication, student motivation and the roles online tutors need to take on (in relation to individuals but also to online communities), e-material and course design and evaluation, assessment and others. Throughout the course, you will be encouraged to link the respective theoretical frameworks with your own previous experiences and beliefs; explore the relationship between theory and pedagogic practice and experience; and reflect upon the pedagogic potential of different e-learning tools and resources (including VLEs, iPads and mobile technology, social networking tools and others).

Special Features

In a traditional module, contact time would typically be spent with materials, the tutor, and fellow participants, all in a classroom setting. Since this module aims to introduce e-learning environments, resources and pedagogic principles, we will combine the face to face work with additional, individual or collaborative, tasks and projects, some of which will be online.

Learning and Teaching

Teaching and learning methods

Teaching methods include: • tutor-led discussion in seminars; • individual and collaborative study and research tasks; and reports/presentations about these in seminars; • group reflection on invited speaker presentations and lectures face-to-face and online via Panopto recordings/video files; • small group discussions and tasks. Learning activities include: • reading key texts; • accessing e-learning resources and online environments; • participating in seminars; • private study, research and reflection; • individual and collaborative reports/presentations in seminars.

Preparation for scheduled sessions40
Completion of assessment task36
Wider reading or practice30
Follow-up work20
Total study time150

Resources & Reading list

Chapelle, C. (2010). The spread of computer-assisted language learning. Language Teaching. ,43 , pp. 66-74.

Meskill, C., & Anthony, N. (2010). Teaching Languages Online. 

Salmon, G. (2011). E-moderating: the key to teaching and learning online. 

Crystal, D. (2006). Language and the internet. 

Laurillard, D. (2012). Teaching as a design science: building pedagogical patterns for learning and technology. 

Blake, R. (2011). Current Trends in Online Language Learning. Annual Review of Applied Linguistics. ,31 , pp. 19- 35.

Dudeney, G., & Hockly, N. (2012). ICT in ELT: how did we get here and where are we going?. ELT Journal. ,66 , pp. 533-542.


Assessment Strategy

(Assessments1. and 2. are summative and both elements must be passed for successful completion of the module) 1. An essay on a current issue in e-learning (2000 words) 2. Practical task: Justified design of a set of e-learning material (or a course) for a particular teaching context (2,500 words) or Evaluation of the pedagogical affordances of a web 2.0 application. (2,500 words) 3. Formative assessments designed to provide informal, on-module feedback: •Online forum peer discussion and reflective tasks


Online tasks


MethodPercentage contribution
Essay  ( words) 50%
Practical assignment  ( words) 50%


MethodPercentage contribution
Coursework 100%

Repeat Information

Repeat type: Internal & External

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