Module LANG40030: Computer Assisted Language Learning

Department: Modern Languages and Cultures

LANG40030: Computer Assisted Language Learning

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• Introduce students to key scholars and developments in the field of computer assisted language learning and teaching.
• Introduce students to key terminology, theories and concepts in the field of computer assisted language learning.
• Help students understand the opportunities and challenges brought by computer assisted language learning.
• Help students understand how to plan and deliver online language curricula and lessons.
• Help students understand how to plan, create and evaluate open-access language materials, activities, and tools.
• Help students understand the changing student and teacher roles and required skills for technology-enhanced education.
• Help students understand how to use technology in language assessment.
• Introduce students to a variety of digital tools, materials, and platforms as well as how to use social media, gaming, artificial intelligence, and virtual learning environments in computer assisted language learning education.

Content

• We examine the development of computer assisted language learning (CALL) and its application to contemporary language education across classroom, blended, and online contexts. The module focuses research-informed CALL design, evaluation, and iterative development, with particular attention to accessibility, ethics, and inclusive digital pedagogy. Using established CALL frameworks and design-based approaches, students critically analyse digital tools and learning environments and apply them to the creation of technology-enhanced language tasks. Throughout the module, students design, test, and refine their own materials, integrating theory with practice through structured peer review and iterative e-portfolio development.

Learning Outcomes

• Knowledge of key scholars and developments in the field of technology-enhanced language education.
• Knowledge of key theories underpinning research and application in the field of computer assisted language learning.
• Knowledge of key terminology from the field of computer assisted language learning.
• Understanding of the opportunities and challenges brought by computer assisted language learning environments.
• Understanding of planning and delivery of technology-enhanced language tasks and curricula.
• Understanding of the design, evaluation, and iterative refinement of open-access language materials and activities.
• Understanding of changing student and teacher roles in digitally mediated learning.
• Knowledge of how social media, gaming and virtual environments can be used in the language classroom.
• Knowledge of digital tools, materials, and platforms used in computer assisted language learning.

• Ability to apply computer assisted language learning theories to the design and evaluation of learning tasks.
• Ability to employ key terminology and concepts in discussions, presentations and texts about matters related to computer assisted language learning.
• Ability to critically respond to the opportunities and challenges constraints of computer assisted language learning.
• Ability to design and adapt technology-enhanced tasks for different contexts.
• Ability to evaluate and apply open access language materials using established computer assisted language learning frameworks.
• Ability to integrate technology into language assessment practices.
• Ability to reflect on and evaluate the pedagogical use of social media, gaming, artificial intelligence, and virtual environments in the language classroom.
• Ability to conduct iterative design and revision through peer feedback.

• Ability to engage critically with computer assisted language learning literature and research.
• Ability to apply theoretical knowledge to practical teaching contexts.
• Ability to work both independently and collaboratively in design-based projects.
• Ability to learn through instructional design processes.
• Ability to use digital tools for pedagogical creation.
• Ability to evaluate, reflect and provide structured peer feedback.
• Ability to document learning through reflective e-portfolio development.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• This module is delivered in a blended format combining asynchronous preparation with active in-class teaching, with all learning activities housed within the Blackboard course environment. A semi-flipped structure is used in which guided readings, interactive activities, and short theoretical inputs are completed before class to prepare students for lectures and workshops during contact time. In-class lectures incorporate interactive polling and discussion to reinforce theoretical concepts, followed by workshop-based CALL design activities where students analyse tools, prototype technology-enhanced language tasks, and receive structured peer and tutor feedback. Students then refine and extend their designs after class as part of an ongoing TELE e-portfolio. This cyclical structure of preparation, in-class collaboration, and post-class iteration supports sustained engagement with theory, practical CALL design, and reflective development. Online learning activities include structured interactive reading tasks and peer evaluation activities delivered through FeedbackFruits, which contribute to assessed digital output and review components.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Weekly preparation and reading tasks, online learning activities, design drafts, and structured peer-review cycles with tutor and peer feedback support iterative development of the TELE portfolio.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.