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The University of Southampton
Courses

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

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • a range of e-learning theoretical approaches, materials and tools
  • approaches to e-learning design for language teaching and the ideas about language and learning they are based on
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • critically evaluate a range of e-learning theoretical approaches, materials and tools
  • identify approaches to e-learning design for language teaching and the ideas about language and learning they are based on
  • evaluate existing e-learning courses, apps/software, syllabus and materials for language teaching
  • conceptualise and recognise the practical implications of the changing roles and activities of teachers and learners.
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • examine and reflect on your own e-learning and teaching experiences and beliefs and relate these to current theory
  • demonstrate digital literacy skills in ICT literacy, information literacy and learning skills in digital environments
Subject Specific Practical Skills

Having successfully completed this module you will be able to:

  • equip you to carry out e-learning course and materials design processes for language teaching within a future institutional context

Syllabus

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, MOOCs and others).

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.

TypeHours
Lecture12
Follow-up work20
Wider reading or practice30
Seminar12
Preparation for scheduled sessions40
Completion of assessment task36
Total study time150

Resources & Reading list

Farr F. and Murray, L. (2016). The Routledge Handbook of Language Learning and Technology. 

Carrier, M. Damerow, R. and Bailey, K. (2017). Digital Language Learning and Teaching: research, theory and practice. 

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

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

Assessment

Formative

Online tasks

Summative

MethodPercentage contribution
Essay  (2500 words) 50%
Practical assessment  (2500 words) 50%

Repeat

MethodPercentage contribution
Coursework 100%

Referral

MethodPercentage contribution
Coursework 100%

Repeat Information

Repeat type: Internal & External

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