Innovation in Language Learning

This article explores the application of Emergency Remote Learning in Foreign Language Education, specifically the implementation of innovative methodological approaches, pedagogical strategies and practices adopted in the undergraduate Spanish Programme at The University of the West Indies during Covid-19. Among these practices, the article examines the structured strategies incorporated into the design of the language courses as well as the inclusion of student’s self-reflection activities and collaboration as empowering tools to develop learners’ motivation and metacognitive awareness. This research also surveys other selected approaches adopted such as the Flipped Classroom (Bergman & Sams 2012), Collaborative writing (Elola & Oskoz 2010; Bikowski & Vithanage 2016), Online Reflection (Cavilla 2017), Gamification (Kapp 2012) and Virtual Intercultural Exchange (O’Dowd 2017) with the aim to assess whether these innovations adequately facilitate the learning outcomes of each courses’ learning goals. The study exposes the challenges encountered in the Jamaican context and highlights the new skills needed by educators to overcome them (Hampel & Stickler 2005; Compton 2009). The results of this analysis outline the possible advantages and disadvantages of said teaching approaches and provide us with the necessary tools to improve future practices.

Keywords: ERT, Online Teaching and Learning, Covid-19, Collaboration, Reflection, Virtual Intercultural Exchange.

References: 

• Bergman, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Washington, DC: International Society for Technology in Education.
• Bikowski, D., & Vithanage, R. (2016). “Effects of web-based collaborative writing on individual L2 writing development.” Language Learning & Technology, 20(1), 79-99.
• Cavilla, D. (2017). “The effects of students’ reflection on academic performance and motivation. Innovative teaching and differential instruction to cater for student diversity.” 7(3). Sage Open.
• Compton, L. (2009). “Preparing language teachers to teach language online: A look at skills, roles, and  Responsibilities.” Computer Assisted Language Learning, 22, p.p.73-99
• Elola, I. & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51-71.
• Hampel, R., & Stickler, U. (2005). “New skills for new classrooms: Training tutors to teach languages online.” Computer Assisted Language Learning, 18(4), 311–326.O’ Kapp, K. (2012). The Gamification of Learning and Instruction. San Francisco, CA: Pfeiffer.
• Dowd, R. (2017). “Virtual Exchange and internationalizing the classroom.” Training Language and Culture 1(4):8-24.