Technology and digital tools are the pen and pencil of present time and the use of language apps, digital tools, computers, AI, and online third space are all the examples of digital-mediated language learning (DMLL)

Digitally mediated language learning stands out as a distinct learning approach of the 21st century that integrates technology into traditional instructional and learning models. The main literacy skills of the 21st century are not limited to book, pen, pencil, and calculator but the three must-have literacy skills of this age are information, media, and technology. Technology and digital tools are the pen and pencil of present time and the use of language apps, digital tools, computers, AI, and online third space are all the examples of digital-mediated language learning (DMLL). As an essential part of the LTS curriculum, I completed several online DMLL modules to explore how gital media can be integrated in language teaching.

DMLL Modules

The DMLL modules include a wide range of topics such as project and place-based learning, digital games, and telecollaboration. Modules six and seven encompass topics of digital games and creating mixed-reality games and elaborate myriad ways of creating and enhancing the inclusive learning experience. Through games like Byru’Moxia, I learned that learners learn to use language in a meaningful way when they are challenged by puzzle-like patterns and motivated by the tasks accomplished. More than that in language teaching, “Games are understood as socio‐cultural texts, or artifacts, at the same time they are as socio‐cultural practices” (Reinhart & Sykes, 2011, p. 1).

Module 10 further introduced some mobile apps which can be used to address challenges and concerns of learners. Though the use of language apps is criticized by some scholars for their over-simplification and assessment without prior instruction, most scholars agree that the use of apps is a valuable experience for learners to engage with language (Rosell-Aguilar, 2017). Further, DMLL modules are packed with helpful resources for language learners. I bookmarked one of them right after I discovered it, i.e., The Humanizing Tool Buffet which provides a human touch to online tools ultimately increasing the relevance and accessibility of online content.

9. Material and Plan(s) for Sample Unit.docx

LT 548 - Curriculum and Material Development

Lesson Plan: The Use of Digital Tools

While working on a course for LT 548, Curriculum and Material Development, I designed a lesson using several digital tools including ANVILL, Kahoot, and digital calendar. One of the tasks in this lesson require learners record their calls/conversation with each other, using Face Time or Voice Thread. Incorporating digital media and advanced technology in the lesson helped me to think of possibilities for creating environment that enhances learners' engagement with the content and learning experience. Commenting on these possibilities, Kern (2006) views technology as a medium that creates, “sites for interpersonal communication, multimedia publication, distance learning, community participation, and identity formation” (p. 192).

Activity Creation 1 - Bibi Halima.docx

LT 538 - Design for Language Learning Pragmatics

Activity Creation: The Use of Social Media

The use of social media in the L2 classroom is another important topic covered in several modules from DMLL. Modules 25 and 28 provide an insight into the impact of digital networking on real-world communication. Therefore, educational venues such as classrooms also need to create space that constructive use of social media in classroom as well by not only giving them opportunities to network but also by opening discussions on “digital citizenship” (Applied Educational System, 2014). For example, I learned to integrate lessons on digital citizenship into by discussing topics such as online etiquette, privacy, and the ethical use of information for navigating digital world responsibly and ethically.

For both activities in LT 538, Pragmatics Course, I incorporated the materials from different social media sites such as Quora and LinkedIn. The use of these sites shows students diverse perspectives of common people who share their views on different topic, for example, the cultural meanings of silence in this activity. For long time, I had been reluctant to use social media networking sites in my L2 classroom earlier but this course and designing activities gave me confidence. I strongly concur that the use of social networking sites and credible sources in L2 instructions are the “most closely assimilated into daily practices of everyday population for both social and commercial purposes” (Sykes, et al. 2019, p. 358).

LT 538 - Design for Language Learning Pragmatics

Activity Creation: The Use of AI - ChatGPT

Besides these technologies and social networking sites, AI has added another layer to our learning experience. The use of extensive AI has given rise to debate among scholars but it has also opened up new possibilities for personalized learning. Activities in LT 538 course incorporate the use of AI technology such as ChatGPT. One activity for Urdu language course draws learners' attention to the use of silence as a paralinguistic feature in conversations. Teacher displays several examples from media that shows the use of silence in negotiation to convey several meanings. ChatGPT is also used one of the sources of information in this activity. Learners create a prompt to know how silence is used in Urdu language culture to convey multiple meanings in negotiation. The purpose of using ChatGPT is to make learners more aware of their personalized use of AI in language learning. Also, it enables them to compare the authenticity of AI-generated information compared to other sources used in this activity. The activity makes a limited use of AI but exemplifies how AI-technology can be utilized and managed to create more dynamic, responsive, and individualized educational environment. As Dakakni and Safa (2023) posit that in educational sector, “AI tools can be used to provide a platform for a personalized language learning environment” (p. 2).

Activity Creation 2 .docx

The completion of more than 20 DMLL modules were a constructive introduction to the role of digital technology in language learning and teaching. This experience offered a wide range of options which can provide unique opportunities for both teachers and learners to excel in language education. In short in this age, technology is the key “player” in L2 classroom (Brown & Lee, 2015). While exploring multiple sides of digitally mediated learning, I am also convinced that technology and digital tools have given voice to even quietest students in the class and accessibility to most deprived and underprivileged community. Students are no longer passive listeners and consumers of the information given but now they can be involved in the process of creation continuously through the use of digital tools such as interactive blogs, collaborative wikis, multimedia presentations, Team, Share Google Docs, and social media sites.

References

Brown, H.D. & Lee, H. (2015). Teaching by principles: An integrative approach to language pedagogy (4th ed.). Pearson Education, Inc.

Dakakni, D., & Safa, N. (2023). Artificial intelligence in the L2 classroom: Implications and challenges on ethics and equity in higher education: A 21st century Pandora's box. Computers and Education: Artificial Intelligence, 5, 100179.

Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40, 183–210.

Reinhardt, J. & Sykes, J. (2011). Framework for game‐enhanced materials development. Tucson, AZ: Center for educational resources in culture. Language and Literacy.

Rosell-Aguilar, F. (2017). State of the app: A taxonomy and framework for evaluating language learning mobile applications. CALICO Journal, 34(2), 243-258.

Sykes, et al. (2019). Communities: Exploring digital games and social networking. In Engaging Learners Through CAL: from theory and research to informed practice. (pp. 353-389). Equinox Publishing Ltd.

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