10th LAb session. Friday, 14th July 2023.
Technology In and For Learner Autonomy
Our featured speakers for the 10th LAb session were:
- Napat Jitpaisarnwattana, Silpakorn University, Thailand
- Yukie Saito, Chuo University, Japan
- Olga Viberg, KTH Royal Institute of Technology, Sweden and Ward Peeters, Monash University, Australia
[Link to all abstracts and recordings]
Technology has become an indispensable part of our modern lives. In language learning, as in the education field, the integration of learning technologies has boosted the call-to-action when it comes to supporting the development of learner autonomy (Reinders & White, 2016). The rise of the internet and advances in online communication in the mid-1990s, allowed collaboration between learners and presented opportunities to form spaces to interact, share, raise questions and negotiate their own learning (Reinders & White, 2016). Emerging extended reality (XR), which accounts for developments in virtual reality (VR), augmented reality (AR) and mixed reality (MR) technologies, is now being integrated with AI to facilitate learner engagement, provide enriched learning environments and improve learning outcomes (Ijaz et al., 2017; Zhang & Aslan, 2021). At present, the emergence of generative AI platforms and the unprecedented speed at which they are advancing offer the potential to transform the practices of both learners and educators. Sharing and learning about possible ways to positively utilise such resources will not only alleviate some of the apprehension towards them, but also reveal new avenues for research and good practice. In this LAb session, we acknowledge that technology is continuing to evolve at exponential rates, and with this evolution, the use of digital technology-based approaches needs to be reviewed, discussed and critically evaluated in order to understand its role in and for learner autonomy.
In our 10th LAb session, we featured colleagues from contexts around the world who could help us add to our understanding of this transformative area of research and, in particular, answer these questions:
- What are the barriers to implementing Information and Communication Technology (ICT) in your local context?
- What are the effects of ICT on learner autonomy at different institutional levels?
- How do we raise student awareness and develop their abilities to use and critically assess their use of digital resources?
- How can generative AI be employed for autonomous language learning in and beyond the classroom?
- How can technology and digital resources be used to bridge learning in the classroom and beyond?
- How can technology be used to support learners with different learning styles and preferences in language learning?
- Are there any ethical considerations related to the use of technology in supporting learner autonomy for language learning?
References
Ijaz, K., Bogdanovych, A., & Trescak, T. (2017). Virtual worlds vs books and videos in history education. Interactive Learning Environments, 25(7), 904–929. https://doi.org/10.1080/10494820.2016.1225099
Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143–154. https://doi.org/10125/44466
Zhang, K., & Begüm Aslan, A. (2021). AI technologies for education: Recent research and future directions. Computers and Education: Artificial Intelligence, 100025. https://doi.org/10.1016/j.caeai.2021.100025