DMLL

Introduction

As technology continues to rapidly evolve and become more interwoven with our everyday lives, language teachers and learners must adapt to its inclusion in the language learning process. Technology has the potential to drastically change the ways in which we learn languages; therefore, language teachers must become competent in utilizing the technology available to them and integrating it in ways that make language learning more dynamic, efficient, and engaging for learners in their contexts. As part of the LTS program, I completed 25 different modules on a variety of topics within the field of digitally-mediated language learning. Through these modules, I learned about the versatility of technology, and in turn utilized this knowledge in lesson plans, course designs, and material collection. The 25 certificates of completion of DMLL modules, along with the sample activity creation from LT 407 showcase my understanding of DMLL and its application in the language classroom.

Digitally-Mediated Language Learning Modules

The DMLL modules themselves are an example of digitally-mediated learning through asynchronous lessons. Each module had a variety of task types and was research-backed, providing us with resources to further enhance our understanding of how technology can interact with language learning. For example, within the first set of modules, I explored course management systems such as the one used at the University of Oregon (Canvas), organizing online and hybrid courses, place-based learning, utilizing digital games and mobile apps, telecollaboration, and digital discourse. There were specific modules on how to use technology to teach interactive listening, reading, and pronunciation; we were introduced to apps such as EdApp and LingroToGo as supplemental options for learning in the classroom. The second set included modules on assessment and providing feedback using technology. Every module was building upon the theories, practices, and skills we had learned in previous classes during the program; DMLL is founded on the interactive, socially constructive, and communicative theories of second language acquisition and language teaching.

Although technology has many benefits to offer, it is still essential to conduct needs analysis to determine whether learners have experience, access, and interest in utilizing technology in your context; not all learning contexts have equal access to technology, and not all learners have the same skills with technology—this can lead to frustration amongst learners (Golonka et al., 2014, as cited by Lomicka & Lord, 2019). However, Gen Z learners are now often considered digital natives (Lomicka & Lord, 2019), meaning that the implementation of technology might be easier on learners in newer generations, but remain a challenge for teachers to keep up with. Even digital platforms such as social media, fanfiction websites, and video games can be used to assist language learning (Sykes et al., 2019) and help learners find communities of use. With the ever-changing landscape of technology, DMLL continues to widen its potential implementation in the language classroom. These modules provide a foundational understanding of these possibilities and help to demonstrate my competence in DMLL.

LT 407 - Teaching and Learning Pragmatics

Activity Creation: Internet Interest Groups, Virtual Reality, & Requests

Understanding the variability and unlimited possibilities of DMLL is only the first step. Next is the implementation and application. In my activity creation from LT 407, I applied multiple areas of DMLL to a single lesson; these included game-enhanced learning using virtual reality technology, digital discourse practice, telecollaboration, and the use of online resources such as YouTube videos, online corpora, and a popular video game. In this activity, intermediate EFL learners practice making requests through the use of a virtual reality game called VR Chat, tackling a difficult speech act as the levels of politeness and directness required for requests differ quite heavily cross-culturally; for example, transfer from an L1 to an L2 can lead to overuse of politeness markers (Iragui, 1996). Learners start by watching a short YouTube video on requests in English and discussing patterns they notice. Afterwards, learners utilize an online corpus to investigate and observe a specific request phrase (e.g. “Could you please…?’) and then analyze the severity level of examples they find in the corpus. For homework, they use the digital game VR Chat or find another digital space (e.g. Reddit) and make three requests to expert speakers of English, allowing for an engaging opportunity to use a digital game to extend their learning of requests (Sykes, 2018). Especially pertinent to the foreign language learning context, learners gain an invaluable opportunity to communicate and collaborate with speakers of the target language through telecollaboration outside of the classroom (Dooly, 2017) using a digital game or other digital space; learners will have access to communities of practice and spaces to observe expert speakers making requests, analyze the effectiveness of those requests, and then extend that knowledge through making their own requests (Reinhardt & Sykes, 2012; Sykes et al., 2019). This game in particular provides different servers with different contexts, such as bars, parks, hair salons, restaurants, grocery stores, and many others that provide learners with contextualized situational factors to consider when making their requests, which can lead to heightened awareness towards pragmatic elements such as politeness (Taguchi, 2022). The final piece of this lesson requires learners to analyze the effectiveness of the requests they made, affording learners an opportunity to reflect on their language use in a digitally-mediated space.

English Requests DMLL Activity Creation

VRCHAT Worksheet

Conclusion

As seen through the 25 completed modules and this sample lesson, the application of DMLL can take many forms and be the jumping off point for a creative and engaging language lesson that learners may never have thought possible in the language classroom. As a future language teacher, I plan to employ elements of DMLL whenever it makes sense to match the needs of learners and objectives of a course or lesson. If learners want to utilize technology more throughout their language learning, then it is my job to assist them through my knowledge of and competence in DMLL.

References

Dooly, M. (2017). Telecollaboration. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 169–183). John Wiley & Sons, Inc.

Iragui, J. (1996). Requests and apologies: A comparison between native and non-native speakers of English. Atlantis, 18(1), 53–61. https://www.jstor.org/stable/pdf/41054813.pdf?casa_token=dC0pBAWdy08AAAAA:0_wKfIoWHXA3V-rXjd0rEnXyKBTnYj-_X4AuN-e9dno10-7KwDhWTbU3m_-Vhx2tfGQb6ZDwHixvoOvuSayyIGhcUERd-PCz7pyMu1MdXvo2qc3g

Lomicka, L., & Lord, G. (2019). Reframing technology’s role in language teaching: A retrospective report. Annual Review of Applied Linguistics, 43(39), 8–23. https://doi.org/10.1017/ S0267190519000011

Reinhardt, J., & Sykes, J. M. (2012). Conceptualizing digital game-mediated L2 learning and pedagogy: Game-enhanced and game-based research and practice. In H. Reinders (Ed.), Digital games in language learning and teaching (pp. 32–49). Palgrave Macmillan UK.

Sykes, J. M. (2018). Digital games and language teaching and learning. Foreign Language Annals, 51(1), 219–224.

Sykes, J. M., Holden, C. L., & Knight, S. W. P. (2019). Communities: Exploring digital games and social networking. In N. Arnold & L. Ducate (Eds.), Engaging language learners through CALL - from theory and research to informed practice (pp. 353–389). Equinox eBooks Publishing.

Taguchi, N. (2022). Immersive virtual reality for pragmatics task development. TESOL Quarterly, 56(1), 308–335.

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