Abstract
This chapter reports on a study that examines learners' beliefs towards technology use with specific focus on the development of learner autonomy in a blended context within a post-secondary English for academic purposes (EAP) program. The growth of post-secondary EAP programs along with the researchers' awareness and interest in leveraging technological tools in support of student-centered learning motivated this research. Findings reveal students' overall positive attitude towards technology use and adoption of some 21st century skills in learning English. When innovative pedagogical methods are supported by intervention in learning, a heightened critical awareness and movement towards learner autonomy was observed among students through fostering of some 21st century competencies. The chapter concludes with recommendations for teacher education in tech-enhanced pedagogy, teacher-intervention in educating students about the rationale for technology use, leveraging students' digital resources and ongoing critical and reflective teaching practices.
TopIntroduction
Over the past fifteen years, both Canada and the U.S. have seen dramatic increases in international student enrolment in post-secondary institutions (Statistics Canada, 2016). This intense internationalization of higher education further incites the need for growth of crucial post-secondary English language programs within the North American and American context specifically. On the one hand, technology-enhanced programs are an emerging strategy to support such growth and, on the other, educational technology incorporation can benefit English language learning by enhancing learner autonomy, language output, collaboration, learning communities and the development of 21st century skills (Kessler, Bikowski & Boggs, 2012). Autonomy is defined as “a precondition for effective learning; when learners succeed in developing autonomy, they not only become better language learners, but they also develop into more responsible and critical members of the communities in which they live” (Benson, 2011, p. 1). In keeping with this statement, the study investigated whether the technological components used in learning English paved the way towards more independent and self-sufficient learning “exceed[ing] the designers’ [the EAP teacher’s] original intentions . . . [and] leading to new ways of teaching and learning” (Hanson-Smith, 2000, p. 2, as cited in Benson, 2011, p. 149). Furthermore, the study explored Benson’s (2011) autonomy framework to see whether students’ believed to have “use[d] technology to learn content and skills – so that they know how (original italicized) to learn, think critically, solve problems, use information, communicate, innovate and collaborate” (Dede, 2010, p. 56) as these activities are essential components of 21st century competencies. The development of learner autonomy is deeply connected to the growth of these 21st century competencies that help build global citizens who are equipped with “learning and thinking skills,” “information and communications technology (ICT) literacy,” and “life skills” (Dede, 2010, p. 58). That is why it is important to observe these skills being adopted towards a successful and meaningful language learning curriculum and pedagogy. The blended learning (BL) environment on the other hand, is able to accommodate various learning styles and modes that complement individual and collaborative technology-enhanced learning practices and is in sync with the development of 21st century skills and learner autonomy. Hence arises the need for research of such components and contexts.
Benson (2011) believes that autonomy related gains in learners’ ability to learn languages involve questions like, whether the learners are able to interact with authentic target language texts, whether the learners are able to create situations of learning for themselves and whether the learners are able to monitor and self-assess their own performances. Although reliable testing instruments to measure abilities of this kind have yet to be developed, “evidences of ability to learn can often rely on direct observation of learners’ at work, on analysis of records of work and learning outcomes, or on learners’ self-report” (Benson, 2011, p. 211). In an effort to explore these aspects of autonomy, this research applies a multi-phased, partly grounded-theoretical approach involving complementary data sources including two online surveys conducted at the beginning and at the end of the program, class observations, individual students’ digital diary (DD) writing, stimulated recall (SR) interviews, focus group (FG) interviews and teacher interview. Benson’s (2011) learner autonomy framework is used to investigate students’ interactions and teacher practices with the six approaches in order to categorize areas where technology appears to facilitate autonomy and also influence learner beliefs about tech-enhanced language learning.
Key Terms in this Chapter
G Suite: G Suite comprises of Gmail, Hangouts, Calendar, and Google+ for communication; Drive for storage; Docs, Sheets, Slides, Forms, and Sites for collaborative and individual work- all on the Google platform. This term is generally used to refer to the above.
ICT: Information and communication technology is a term that has been coined by Dede (2010) to refer to 21st century content knowledge and life skills that use technology to develop skills, such as critical thinking, problem solving, information use, communication, innovation and collaboration. Teachers are nowadays expected to include knowledge of ICT to make their pedagogy motivating and engaging to learners.
Learner Autonomy: Learner autonomy is a capacity for the learner to be able to critically reflect on their language learning behavior and strategies used. Based on this critical reflection, learners are able to take decisions and act independently, adapting in ways that may help them learn better and transfer what has been learned to wider contexts. This greater learner control over the learning process, resources and language is achieved through collective decision-making rather than individual choice.
BL: Blended learning is used in this study as a kind of learning and teaching environment that supplements and compliments teacher’s face-to-face instructions with technology-based materials and resources.
IELTS: The English language testing system is the world’s most popular English language proficiency test for higher education and global migration. IELTS assesses all of the four skills (reading, writing, listening and speaking), and is designed to reflect how one will use English at study, at work, at play, and in one’s new life abroad.
EAP: English for academic purposes is a specific type of English language course referred to here as specifically a course for international post-secondary students looking to enter North American, British or Australian universities. These courses are often extremely intensive and target teaching language skills necessary for university or academic setting.
CLB: The Canadian language benchmark is a descriptive scale of language ability. It is used as a national standard in Canada for describing, measuring and recognizing the English language proficiency of adult immigrants and prospective immigrants for living and working in Canada.
TELL: Technology enhanced language learning refers to lessons, teaching materials and resources that utilize technology to make learning engaging, motivating and palatable to a wide range of learners of different age groups, backgrounds, ethnicities, and cultures.