Sustainability and computer-assisted language learning: factors for success in a context of change

Abstract

A team of university Italian teachers at an Australian university has been able to obtain enduring benefits from CALL, through projects that last, and indeed grow and develop over time. The projects have focused on supporting students in effective use of out-of-class time once they reach an intermediate level of proficiency. This paper analyses the team's 15 years of CALL experience by first examining the opportunities and constraints of the changing technological context-with rapid developments in both the types of tools available and the students' relationships to them-and then seeking to identify aspects of the team members' role as agents in that context that have allowed the projects to be successful despite the challenges. While we acknowledge that a certain level of skills, ability to work as a team and institutional support have been essential, we stress that the key to the success lies in three key principles that shape the team's approach, namely: tailoring, integration and an iterative development process. Recommendations follow on strategies and techniques that we believe will assist in the sustainability of CALL over the long term in a university setting.

Motivation, students’ needs and learning outcomes: a hybrid game-based app for enhanced language learning

“…This suggests that hybrid game-based apps designed with students’ interests and learning needs in mind are sustainable in the long term—in line with Nelson and Oliver ( 1999 ) and Kennedy and Levy ( 2009 ).…”

“…The literature indicates the need for target users to be integrated in the design process in order to ensure both that learners are motivated to use the tool and that learning needs are met (Nelson and Oliver 1999 ; Kennedy and Levy 2009 ). In line with this approach our TAM survey focuses exclusively on the experiences of learners and their evaluation of the app as a language learning tool.…”

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“…In this theoretical background we would also like to mention a couple of factors that we deem as essential to better understand the findings and pedagogical implications of language learning in a mobile technologies setting. Firstly, an efficient use of in-class time, especially if this is rather limited, by expanding the opportunities for language exposure outside the class to ensure language acquisition (Kennedy and Levy 2009). Mobile technologies in this respect allow frequent independent informal practice for the students, which according to Kukulska-Hulme (2012), constitutes an essential requirement for foreign language mastery.…”

The Role of Technology in Teaching Languages for Specific Purposes Courses

“…Given the rapid advances in technology and the dynamic nature of globalized academic and professional settings, one of the challenges in LSP is to develop IT‐based projects that are effective and grounded on a sound rationale. On this subject, Kennedy and Levy (2009) pointed out that approaching long‐term CALL projects may appear incompatible with the fast‐paced evolution of technology, but suggested that rather than being concerned with implementing the latest technology, it is important to devise projects that are technologically robust and have a sound pedagogic rationale. These authors discussed the question of sustainability in CALL (i.e., they evaluated the implementation of long‐term IT projects both for LSP and general language learning).…”