Transformative Trends in Language Education

Introduction

In recent years, the intersection of language and technology has significantly shaped technology-assisted language learning. This fusion draws from theories in second language acquisition and computer sciences, initially based on interactionist researchers’ emphasis on learning through social and machine interactions. The progression of communication technology, notably computers, brought about the emergence of computer-assisted language learning (CALL), followed by web-based language learning (WELL) and mobile-assisted language learning (MALL), driven by advancements in mobile technology. Research in this field has advanced from simplistic cause-and-effect studies to understanding the complex interplay among learners, educators, content, and technology across diverse social and cultural contexts (Dudeney & Hockly, 2012; Fu & Hwang, 2018).

Advanced digital platforms facilitate interactions with both native and non-native speakers, enabling personalised, self-guided learning experiences at any time and place. This technological shift signifies a dynamic revolution in language education, empowering individuals to tailor their language learning experiences based on their personal preferences (Davies et al., 2013). While some students display self-motivation and the ability to learn independently, many lack guidance in autonomous learning techniques. Appropriately designed technology can bridge this gap by providing suitable software, resources, and step-by-step instructions, enabling learners to confidently engage in independent study.

Despite extensive research on technology-assisted language learning, numerous unresolved issues persist, highlighting the necessity for further advancements in technology-based teaching methods (Heift, 2021; Brown & Mbati, 2015). Transformative Trends in Language Education: Pioneering Autonomous Learning Technologies is envisioned as a comprehensive volume that places technology’s synergy with language acquisition at its core, presenting a diverse range of innovative methods, strategies, and tools. Each chapter meticulously examines the latest advances in autonomous language learning, exploring aspects such as the potential of massive open online courses (MOOCs), the influence of digital dictionaries, and the role of Moodle lessons in specialized fields. These scholarly contributions not only mark the evolution of educational methodologies but also spotlight technology’s collaborative essence and its capacity to revolutionize language acquisition. Through multifaceted perspectives and empirical research, this volume lays the foundation for an engaging exploration of technology-driven language education.

The opening part of the volume, Reflections on Language Learning MOOCs, delves into the multifaceted realm of MOOCs within language learning and education, presenting three chapters. Each chapter offers unique perspectives and empirical studies on the effectiveness and design of MOOCs tailored to specific educational contexts.

The first chapter, authored by Silvia Sánchez Calderón and Iria da Cunha, meticulously examines the role of MOOCs in Spain’s Bachelor’s Final Projects. It illuminates inadequacies within the university framework regarding student preparation for these pivotal projects and investigates the impact of a purpose-built MOOC on aiding students in this endeavour. Through empirical analysis and student feedback, this study elucidates the tangible benefits of MOOC integration in enhancing academic performance and skill acquisition, which are crucial to a successful bachelor’s degree completion. The subsequent chapter, by Cristina Calle, Elena Domínguez Romero, and Jelena Bobkina, embarks on an innovative journey by designing an Immersive Massive Open Online Course for Introduction to English Studies in University Settings. This collaborative project aims not only to equip students, especially newcomers, with essential English studies skills but also to make this knowledge accessible to a broader audience. Grounded in the ASSURE instructional design model, this chapter details comprehensive phases and modules integrated into the envisioned MOOC, aligning with evolving educational needs and embracing a student-centred approach. Lastly, Timothy Read and Beatriz Sedano Cuevas contribute insightful work exploring content and language integrated learning (CLIL) MOOCs, particularly focusing on the variant termed target language as medium of instruction (TLMI) MOOC. This chapter unveils the synergistic fusion of TLMI MOOCs with face-to-face training, accentuating innovative pedagogic mechanisms aimed at enhancing language acquisition and civic engagement. Results indicate promising advancements in language proficiency, autonomous learning, and the acquisition of specialized vocabulary, highlighting broader implications for active citizenship in the digital era. Together, these three chapters offer a panoramic view of the evolving landscape of MOOCs in language learning. They provide invaluable insights and empirical evidence underscoring the importance of MOOCs in reshaping educational paradigms and empowering learners across diverse educational contexts.

The second part of the volume, Technology-Based Innovative Teaching Practices, Methods, and Tools to Transform Autonomous Language Learning, comprises two sections: Approaches and Methods to Information and Communication Technologies for Autonomous Learning, encompassing three chapters, and Tools for Autonomous Learning, with two chapters. The first section is comprised of three chapters, each offering unique insights into the integration of technology within language education contexts. In their chapter titled ‘I often use Google Translate to correct spelling mistakes’: EMI Students’ Use of Technology to Learn English Pascal Zong, Elisabet Arnó-Macià, and Guzman Mancho-Barés conduct a qualitative study exploring the challenges faced by students in English-medium instruction (EMI) settings where English is a foreign language. Focused on engineering classes at a Spanish university, this research investigates how technology is used as a scaffolding tool by lecturers to aid students’ comprehension in English-taught classes. Findings reveal students’ innovative and proactive use of technology for language learning within the EMI practice, offering valuable insights for educators aiming to tailor language support for EMI and English for specific purposes (ESP) contexts. In the following chapter, Blanca García Riaza and Cristina Calle delve into The Use of the Flipped Classroom Approach as a Didactic Resource in Hybrid Learning Contexts of English as a Foreign Language in Higher Education. Their study, conducted at the University Complutense of Madrid and the University of Salamanca, explores the consequences of using a flipped classroom approach in an English for tourism course. This research aims to enhance professional skill development through case study practice, introducing an innovative teaching approach in ESP at the university level. Empirical data gathered from experimental groups highlight the positive impact of the flipped classroom methodology on student perceptions and learning outcomes in hybrid learning settings. Nicolás Montalbán Martínez and Salvador Montaner-Villalba contribute insights on “Improving Written Competence of Vocational Training Students through E-mailing and Blogging in Flipped and Project-Based Learning”. Their ongoing research investigates whether blogging can enhance written competence in English for vocational training students. Conducted at a state-run vocational school in Spain, their empirical experiment involving students in the Graphic Arts programme explores the efficacy of using flipped learning and project-based learning to develop writing skills in English for work contexts. Employing an action-research model, their study aims to highlight the benefits of blogging for enhancing writing competence in English among vocational students. Collectively, these three chapters illuminate diverse technological approaches, shedding light on innovative methods to transform language learning practices and emphasizing the crucial role of technology integration in autonomous language learning contexts.

The Tools for Autonomous Learning second section comprises three chapters showcasing innovative methods fostering independent learning. In Beatriz Chaves-Yuste and Manuel Márquez-Cruz’s article, Cooperative Digital Dictionary for EGP Reading Comprehension, ISCED level 2 students (classified according to this international educational standard) engage in creating a digital open-access dictionary for The Curious Incident of the Dog in the Night-Time. Using lexonomy, students enhance lexical acquisition and reading comprehension, with results showing significant improvements in intentional and incidental language learning. Estefanía Avilés, Sara Ignacio Cerrato, David Palacios, and José Luis Vázquez-Poletti propose an interdisciplinary course, “English for Optics and Coding”, aiming to merge optics and coding expertise using quick response (QR) codes and parallel corpora. This innovative course amalgamates terminology from students’ final projects, utilizing QR codes to simplify access to subject-specific resources. Envisioned for the academic year 2024–2025, the course fosters collaboration between optics and coding students, focusing on discipline-specific terminologies and serverless coding for information accuracy. The initiative emphasizes English as a universal language and aims to optimize cloud space, showcasing QR codes’ potential in academic and research settings. Finally, Sorina Boghiu-Balaur and Carolina Girón-García’s research, “Moodle Lessons for Criminology ESP Teaching,” involves 16 university students of English Applied to Crime and Police Investigation. Their study adapts the cybertask model into a Moodle’s lesson module, revealing high student satisfaction and positive perceptions towards the online tool’s efficacy in learning criminology-specific content and vocabulary. These findings underscore the importance of using such online resources to enhance student satisfaction and improve English learning in ESP classrooms through information and communication technologies (ICT) integration.This volume presents a comprehensive examination of the intersection between technology and language education, offering cutting-edge insights and practical applications. Through detailed empirical studies and diverse methodologies, the contributors illuminate the transformative potential of technology in facilitating autonomous learning. As educational paradigms continue to evolve, the insights gathered here aim to inspire educators, researchers, and policymakers to embrace and expand upon these innovations, ultimately enhancing the effectiveness and accessibility of language learning in the digital age.

The Editors