Innovation in Language Learning

The paper explores digital literacy practices in a tertiary English for Specific Purposes context where digital technologies are employed to promote collaborative learning.  Drawing on Vygotsky’s Zones of Proximal Development (ZPD), the study provides a novel theoretical perspective within a social constructivist framework.  In-depth empirical data on learner and teacher perceptions are presented of the use of digital technologies.  The case study took place in the 2012-2013 academic year at the University of Cyprus and employed a qualitative research design, using group and individual interviews, questionnaires and a reflective journal with ESP learners (n=16) and university teachers (n=8).  Inductive thematic analysis was used.  Perceived benefits and challenges that digital technologies bring to the L2 classroom are visited, relating to the development of digital literacies, collaborative learning and curriculum development.  Specific themes include catering for specific ESP needs through ZPD and scaffolding, group dynamics, and assessment.  The research contributes to the field as it explores the affordances of digital technologies for collaborative learning and digital literacies; it compares learner and teacher perceptions of the collaborative use of such technologies in the ESP classroom; and it relates these to a social constructivist framework. Implications for policymakers, curriculum developers and teachers are drawn, and suggestions are provided for further research.