Learning technologies and EFL teamwork

Abstract

In this article, we discuss how technology-based learning methodologies developed in primary and secondary education can offer useful approaches to higher education instruction. For example, young and adult Spanish speakers are often used to participating in discussions and debates in their English as a Foreign Language (EFL) courses. This paper highlights how this model can help support a wider collaborative, ubiquitous learning environment that supports in-class and out-of-class interactions that allow 21 st century second-language learners to work with other peers in building (digital) knowledge and forming stronger arguments in English. This article emphasizes that mastering communication skills, cooperation, and collaboration through a combination of learning technologies are themselves necessary 21 st century skills in today's citizens. These capabilities can help to establish a continuous lifelong learning orientation when dealing with education at different stages of life. We will conclude that higher education assessment strategies need to be transformed in order to appreciate these collaborative, digital and EFL students' outcomes.

Ubiquitous interaction for ESP distance and blended learners

“…The positive effects of information and communication technologies (ICT) in foreign language learning have also been a common interest for some scholars (Abu Seileek, 2007; Davidson, 2011; Halbach et al , 2013). Nowadays, ICT tools are expected to be included in the learning processes of foreign languages so that (e-) participants can improve their digital communicative skills (García-Sánchez and Burbules, 2016; García-Sánchez et al , 2012; Pérez Cañado, 2013). Society is immersed in accessing not only immediate information offered by the internet but also in building knowledge, and in combining human divisions that used to be separated such as learning and teaching or work and game, as Burbules and Rice (1991) have reported.…”

A Review of Research on Technology-Supported Language Learning and 21st Century Skills

“…In reviewed studies, in addition to finding that technology-supported learning activities promoted learners' language skills and 21st century skills, researchers also found that these technologies led to positive learning experiences, which resulted in better learning outcomes. For example, learning through multimedia textbooks, collaborative blog-based writing activities, smartphone-based video filming activities and language learning projects based on intercultural exchange all increased students' motivation (Amir et al, 2011 ; García-Sánchez and Burbules, 2016 ; Sevy-Biloon and Chroman, 2019 ; Aristizábal-Jiménez, 2020 ; Huang, 2021 ). For example, Hosseinpour et al ( 2019 ) noted that through collaborative writing activities, learners' motivation and self-confidence levels were increased.…”

“…to support communication between students from different cultural backgrounds and their results showed that students' speaking skills, social and cross-cultural interaction, and communication skills were promoted. Moodle is popular among researchers because this learning management system not only supports learners' adaptive and inquiry-based learning, but also helps teachers share learning resources with learners, design learning activities, and manage learners' learning progress (García-Sánchez and Burbules, 2016 ). For example, Yang et al ( 2014 ) designed a language learning activity based on the Moodle platform that asked students to complete reading and writing tasks in the system to promote the development of reading, writing skills and critical thinking.…”

“…The process of students voicing digital content promoted the development of speaking skills (Huh and Lee, 2020 ). In the process of creating digital works, digital literacy was developed (García-Sánchez and Burbules, 2016 ; Valdebenito and Chen, 2019 ). Chen et al ( 2021 ) pointed out that learners learn contextually in an immersive learning environment, and solving real problems through virtual reality technology improved learners' vocabulary as well as promoted their problem-solving skills.…”

“…For example, Suzanne ( 2014 ) pointed out that when developing learners' reading skills, they deepened the learners' understanding of reading content, and also developed critical thinking skills. García-Sánchez and Burbules ( 2016 ) have found that students' skills such as problem solving, collaboration, listening and speaking improved after they completed online collaborative tasks. Srebnaja and Stavicka ( 2018 ) also pointed out that, in language learning projects supported by WebQuest, students' creativity, collaboration, and speaking skills have been developed.…”