Innovation in Language Learning

Academic language courses are encountering a growing dilemma between the potential offered by remote learning technologies [e.g. 1,2,3] and the increasing demand for collaborative learning experiences within the traditional classroom setting [e.g. 4,5]. While advancements in artificial intelligence (AI) have facilitated personalized and flexible remote learning opportunities [6], the focus on developing soft skills, fostering collaboration, and encouraging peer learning necessitates a shared learning environment where students actively engage in collaborative tasks to produce meaningful communicative outputs [7]. This study aims to propose a viable resolution to this predicament. By examining the significance of both personalized and social elements, we present a comprehensive unit plan that amalgamates the strengths of both instructional approaches. Through an analysis of this sample unit, we elucidate the fundamental conditions and factors that must be part of the considerations when harnessing the potential of educational technologies for fostering social interaction and facilitating communicative competence. These encompass recommendations pertaining to the scope and pace of remotely acquired knowledge, the desirable attributes of the employed technology, as well as essential inquiries to guide educators in delineating the specific skills requisite for successful completion of the communicative task.