Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Languages & Cultures School
This course introduces the role and function of digital technologies in language learning both in-class and out-of-class. It includes such technologies and topics as technology-mediated communication, materials design, online dictionaries, mobile technologies, podcasting, games and web-based applications all used in a variety of ways for the purposes of learning a second language. Relevant theories, principles and models for design and evaluation are discussed.
SLAT7860 is an introductory survey course covering the role and function of digital technologies within the context of classroom (and e-) learning of language, including the use of technology in language teaching, classroom SLA, language pedagogy and cultures. Study of the literature on CALL is integrated with the use and critical evaluation of Information Technologies and courseware. The course focuses on the areaﾠknown asﾠCALL (Computer Assisted Language Learning). CALL is used in a broad senseﾠ - somewhat like "Applied Linguistics" - to encompass the application of new technologies to language learning in all its forms: Technology-Enhanced Language Learning (TELL), Information and Communication Technologies (ICTs) for language learning and so on.ﾠ Relevant theories, principles and models are explored through readings, group discussion, and through demonstrations of CALL activities and learning environments. ﾠAt the end of the course, students should be able to locate, evaluate and use CALL materials, and they should have developed an appreciation of the issues involved in designing and creating their own CALL activities, evaluatingﾠmaterials and effectively integrating them into language teaching and learning programs.
Course requirements
Assumed background
Basic computer and internet skills.
Incompatible
You can't enrol in this course if you've already completed the following:
SLAT6860
Course staff
Course coordinator
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Public holidays:
Alternative arrangements for affected students will be announced through the Blackboard site.
Class allocation:
In order to optimise the student experience, it may be necessary to reallocate students to a different class from their first choice. Before this happens, every effort will be made to enable students to voluntarily change into an alternative class that is suitable.
Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need help with your timetable and/or allocation of classes, please ensure you email hass.mytimetable@uq.edu.au from your UQ student email account with the following details:
· Full name,
· Student ID, and
· the Course Code
Additional information and support can be found here.
Aims and outcomes
This course aims to introduce the principles underpinning the integration of established and emerging technologies into language learning and teaching. As such, it develops students’ knowledge of the affordances of institutional and personal technologies and their application to second language acquisition theories, methodologies and professional practices.
Throughout this course, students are encouraged to develop the following key attributes of a language professional: the curiosity and intellectual independence to explore new technologies and their pedagogical relevance; the resilience to see failures in technological design and implementation as a necessary step towards successful integration; a positive technological mindset. Students will gain experience in evaluating, adapting, and designing and developing technology-mediated language learning materials and situating them within a curriculum. They will also evaluate their own capabilities, with critical reference to internationally recognised technology standards for language professionals.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Critically evaluate the literature on new technologies and language learning
LO2.
Locate and evaluate various CALL applications effectively, drawing on the principles of CALL
LO3.
Design and develop language learning materials and learning environments underpinned by the principles of CALL
LO4.
Identify and apply the pedagogical opportunities of mobile technologies and the internet, including the use of the web for language learning.
LO5.
Integrate CALL materials (including Web-based and Computer-Mediated Communication) into language learning courses and programs, according to the principles of CALL.
LO6.
Identify basic instructional design issues in the evaluation and design of CALL activities
LO7.
Identify and analyse issues relevant to your engagement in the field of CALL
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Technology use and capability questionnaires
|
0% |
26/07/2024 4:00 pm 25/10/2024 4:00 pm |
| Essay/ Critique |
Critical reflections on one (1) course reading
|
20% |
23/08/2024 4:00 pm
1000 words (excluding references) |
| Paper/ Report/ Annotation |
Evaluation
|
35% |
20/09/2024 4:00 pm
Submit as one document (i) written rationale 800 words excluding references; (ii) 3 x 4-page completed evaluation forms, as an appendix. |
| Essay/ Critique, Project, Reflection |
Podcasting Project
|
45% |
4/11/2024 4:00 pm
Submit media file (5 minutes) to link in BlackBoard; Submit essay to Turnitin (1000 words excluding references). |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Technology use and capability questionnaires
- Hurdle
- Online
- Mode
- Written
- Category
- Participation/ Student contribution
- Weight
- 0%
- Due date
26/07/2024 4:00 pm
25/10/2024 4:00 pm
- Learning outcomes
- L04, L06, L07
Task description
All students are required to complete technology use and capability questionnaires for language professionals questionnaire twice during the course, to self-assess your capabilities before and after the course.
- 1st questionnaire: Due Friday week 1
- 2nd questionnaire: Due Friday week 13
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
Failure to complete both questionnaires will result in a maximum grade of 3 for the course.Submission guidelines
Complete each task via the link in the assessment folder in Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Critical reflections on one (1) course reading
- Hurdle
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20%
- Due date
23/08/2024 4:00 pm
1000 words (excluding references)
- Learning outcomes
- L01, L04, L07
Task description
This assignment requires you to write a critical reflection on one of two journal articles provided by your lecturer, by rewriting an AI-generated critical reflection.
Your lecturer will provide:
- A copy of the journal article to be reviewed;
- A critical reflection generated by an AI chatbot (e.g., ChatGPT).
Your role
Based on your in-depth reading and critical understanding of the research presented in the journal article, and your critical reading of the AI-generated text:
- improve upon and rewrite the AI-generated critical reflection to satisfy the attached assessment criteria, including references formatted according to APA7; (800 words, not including references)
- write a personal reflection on the potential and limitations of the AI-generated critical review in helping you complete this assignment (200 words).
Submission requirements:
Submit one document (MS Word) to Turnitin, structured as follows:
- Critical Review (800 words). Please use blue text for AI-generated text and black text for everything else.
- Reference List
- Personal Reflection (200 words)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Hurdle requirements
You must attempt all assessments in order to pass the course, even if you have more than 50% overall with less than four complete assessment items.Submission guidelines
Submission via Turnitin only.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Evaluation
- Hurdle
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35%
- Due date
20/09/2024 4:00 pm
Submit as one document (i) written rationale 800 words excluding references; (ii) 3 x 4-page completed evaluation forms, as an appendix.
- Learning outcomes
- L01, L02, L04, L06, L07
Task description
This evaluation assessment comprises three stages. Stage 1 requires you to select a technology/language learning focus and to write a rationale for your evaluation in essay style. Stage 2 requires you to prepare specific evaluation criteria, logically following on from what you have said in your essay in stage 1; this part is presented as an evaluation form or checklist. Stage 3 requires you to complete (i.e. actually fill in) your form or checklist for three apps, websites, software packages, or language learning environments.
Stage 1: A coherent rationale
Describe the topic of your evaluation study by outlining your language learning focus, your technology focus, your intended audience (school/university; adult/child etc.), and the reasons for your choice. For example, you might select YouTube videos with a culture learning focus, websites for vocabulary learning, social networking with a communication/fluency-building focus, wikis with a writing focus etc. etc. Then describe in broad terms the criteria for your evaluation with reference to the literature. Your criteria should identify particular features, qualities or characteristics that are important when judging value and effectiveness for language learning. Your criteria should be designed specifically according to your technology/language learning focus; for example, evaluation criteria that are especially constructed for use with vocabulary programs for learners of Japanese. Present your rationale in an 800 word essay.
Stage 2: A systematic approach
Based upon the general principles laid out in your essay, now produce an evaluation form with specific sections and criteria. This evaluation form should be presented in a format whereby a user can "fill-it-in", as described in Step 3 below. The form should be no longer than 4 A4 sides.
Stage 3: A practical use
This form should then be used to evaluate three items. For example, if your focus has been CALL websites and vocabulary learning, you have to find three suitable websites and then evaluate each one, filling in your form three times, with one form completed for each site. The three completed forms and the essay are all required to successfully complete this assignment.
What you hand in:
- Rationale essay on evaluation criteria, 800 words
- Three completed evaluation forms
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Hurdle requirements
You must attempt all assessments in order to pass the course, even if you have more than 50% overall with less than four complete assessment items.Submission guidelines
Submission by Turnitin only.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Podcasting Project
- Hurdle
- Online
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Project, Reflection
- Weight
- 45%
- Due date
4/11/2024 4:00 pm
Submit media file (5 minutes) to link in BlackBoard; Submit essay to Turnitin (1000 words excluding references).
- Learning outcomes
- L02, L03, L04, L05, L06, L07
Task description
OPTION A: A podcast designed for language teachers
Scenario: A local radio station has asked you to develop a short podcast for a regular show based around the theme 'Teachers, learners and technology'. They want something that is informative and engaging that showcases the potential of a particular technology (or technologies) of your choice that is also practical for listeners who may be thinking of doing something similar. It is also important that you highlight the affordances of the technologies for different language skill and knowledge areas as well as holistically. They will be advertising the show to various language teacher networks nationally.
OPTION B: A podcast designed for language students
Scenario: You are teaching an intermediate/advanced language class and you have been requested by the Head of School to develop a series of weekly podcasts for this class to help them develop one of the main language skills (e.g. Listening, writing, speaking, grammar, etc). You are required to produce one podcast only as a sample. This podcast may be one from the beginning, middle or end of semester. You may specify more precisely the needs of your students and their goals and objectives.
OPTION A AND B: Further advice & guidelines
Select a particular language teaching/learning focus and the needs and goals of the teachers/students you have in mind. Think about the structure of the overall podcast. I recommend you break down the 5-minute period into sections; decide on the amount of time for each section. Then think about exactly what you are going to present in each section. You will need to experiment. Also consider the following:
• Making it clear in the introduction which podcast it is in the series (e.g., Podcast 3)
• Keeping a good pace from section to section (not too boring)
• Making your instructions to the students very clear so they know exactly what to do.
Write a short individual reflective essay discussing the process and production of the podcast. Your reflection should:
• Describe the teachers/students you had in mind and what you believed their learning goals/needs would be with regard to your podcast.
• Describe your most influential experiences and references/readings that informed the design & development of your podcast?
• Describe what you have learnt as a result of the process (from evaluating the technology in relation to the language skill/area(s) to producing the podcast)?
Further guidelines
1. Creating and submitting your podcast. I don't really mind where or how you develop your podcast from a technical point of view but I do need to be able to access it easily. That means using common programs that are freely available and well known. KEEP A BACKUP COPY.
2. Creating and submitting your critical reflection. Don't forget to check the assessment criteria details. Remember to keep a copy of every assessment task.
3. Podcast can be audio only, PPT with audio, or video lecture.
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Hurdle requirements
You must attempt all assessments in order to pass the course, even if you have more than 50% overall with less than four complete assessment items.Submission guidelines
Submit (1) media file to link in Blackboard.
Submit (2) essay to Turnitin link.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fail. The student shows little or no understanding of CALL. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fail. The student has not completed the assignments satisfactorily. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fail. Falls short of satisfying all basic requirements for a Pass. The student has a partial understanding of CALL evaluation and development, but has difficulty in generating a useful product. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Pass. The student has fulfilled all the requirements in the assignments. The student has difficulty in grasping the pedagogical aspects of CALL and the use of the Internet in language teaching/learning. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Credit. The student has fulfilled all the requirements in the assignments, with an adequate development of both the evaluation project and the CALL program.Has an understanding of the basics in both evaluation and CALL development. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Distinction. The student has fulfilled all the requirements in the assignments. The student has developed useful products in both assignments, which are linked to CALL theories and practices.The student has an awareness of the pedagogical aspects of the Internet and stand-alone CALL. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: High Distinction. The student has fulfilled all the requirements in the assignments. The student has shown flair and creativity in the development of the evaluation form and the CALL program, and has linked these to CALL theories and practices. The student has a sound understanding of the pedagogical aspects of the Internet and stand-alone CALL. |
Additional course grading information
It is the student's responsibility to upload their own assignment to Turnitin and to ensure that this assignment is their final draft.
UQ is working to achieve greater equity in grading practices across the whole university. Please note that only outstanding achievement is rewarded by high grades of 6 or 7.
COMPLETION OF ALL ASSESSMENT ITEMS IS A REQUIREMENT FOR PASSING THE COURSE. You must attempt all assessments in order to pass the course, even if you have more than 50% overall with less than four complete assessment items.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
STYLE GUIDES
Students are required to use the APA format (American Psychological Association) in their written material.ﾠThe APA basic guidelines may be found on the UQ Library website.ﾠ
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
ﾠ
ﾠ
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From O-week To Week 13 |
Problem-based learning |
Pre-class LearnX Activities Each week before class, students are required to complete the following activities in the LearnX platform (accessible via Learning Resources link in BlackBoard):
Tutorials are based on these activities Learning outcomes: L01, L03, L04, L06 |
Multiple weeks From Week 1 To Week 13 |
Tutorial |
Tutorials Two hours of seminar/tutorial week. Students are expected to take an interactive and proactive role in discussion of course themes and materials. Students will also take part in round table discussions on the following topics: Week 1. Overview of CALL Environments and Capabilities Week 2. History of CALL Week 3. From theory to practice Week 4. Evaluation Week 5. Technology-mediated communication Week 6. The language skills Week 7. Reading, writing and "wreading" Week 8. Corpora and dictionaries Week 9. Culture and technology Week 10. MALL Week 11. Focus on the learner Week 12. CALL Integration Week 13. Towards the future Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.