Innovation in Language Learning

This paper reports on evaluation of an online summer programme in English for academic study delivered at a university in south-east England. The presented research is funded by BALEAP (https://www.baleap.org/) and explores programme’s online instructional design in relation to inclusivity [1], interactivity [2] and disciplinary communities of practice [3]. The programme, developed at the start of pandemic, is hosted on university’s Mahoodle platform. The research draws on the social view of language/literacy and the Academic Literacies approach [4], which underlines students’ cultures and their active participation in the learning of disciplinary discourses. The study comprises the following data: a) a cross-sectional collection of online materials analysed using Chapelle’s [5] check-list approach, b) a survey sent out to 200+ students analysed using descriptive statistics and thematic coding, c) semi-structured interviews with up to 12 teachers and 12 students also analysed through thematic coding. The significance of this project is in offering insights into online programme design that 1) is inclusive of students’ complex needs and realities of their socio-academic lives, 2) employs multi-layered interactive tools, and 3) creates a stimulating discipline-specific learning community. Key findings indicate that the main feature of such programme design is creating opportunities for ‘learning with technology’ in contrast to ‘learning via digital media’ [6]. This distinction marks a shift in how technology is utilised for education. ‘Learning with technology’ underscores the integration of technology into innovative approaches to learning and seeks to support students in establishing a sociotechnical infrastructure to their study, which acknowledges the expanding significance of digital media in the world today. Last but not least, this project also offers insights into the usability of Mahoodle platforms for English language teaching and learning in post-pandemic times.