The present research project aims at evaluating the possible
beneficial effects of several digital tools in the teaching of
English at university level, considering such individual variables
as self-efficacy and self-guides. The aim is to develop a
creative-narrative framework of language teaching where both
students and teachers may exploit positive emotional mutual
feedback in the language learning experience/environment. This new
approach is referred to as CNLT (Creative Narrative Language
Teaching).
Moodle (Modular Object-Oriented Dynamic Learning Environment,
http://moodle.org/course/view.php?id=17223) is a free LMS based on
a social-constructivist and cooperative approach, offering several
tools for packaging, sharing and managing subject-independent
content; it aims to “enhance communication within a class, between
students and teacher, and among students themselves” (
Hannon 2010, p.2;
Brandl 2005). One of its purposes is to establish a group as a
learning community (
Pedrosa & Sousa 2007), promoting collaborative learning
classes in which students can develop their autonomy also through
self-directed home learning; it can mirror all class activity and
add to it (
Tymczyńska 2009;
Sanprasert 2010).
Constructivism posits that effective learning entails the
learner's active participation, and “knowledge is constructed
uniquely within each individual through the process of social
interaction” (
Benson 2001, p. 36). Moodle has been implemented with these
goals in mind. It is meant both for top-down teaching practices and
for bottom-up knowledge construction. It is also ideal for
developing blended courses (
Neumeier 2005;
Young 2008;
Degache & Nissen 2008), and it now integrates with MS
Office and GoogleApps in a satisfactory way (
Dawson 2002).
One of the key issues of the research is to test how Moodle can
be used in developing specific technical vocabulary, reading and
writing skills, co-authoring, listening, describing, summarising
texts, listening, understanding and producing oral materials,
developing speaking skills and group interaction, and also in
evaluation. This is also tied with the possibility of developing
voice recognition programs which would improve students' oral
production.
The aim is to develop a creative-narrative framework of language
teaching where both students and teachers may exploit positive
emotional mutual feedback in the language learning
experience/environment, within a new approach referred to
as CNLT (Creative Narrative Language Teaching).
Benson P. (2001) Teaching and Researching Autonomy in
Language Learning, Harlow: Longman/Pearson Education.
Brandl K. (2005) "Are you ready to Moodle?", Language
Learning and Technology, 9 (2), 16-23.
Crosato R. (2010) "Blended Learning: utilizzo di Moodle in
affiancamento alla didattica in aula". In Castellano M. (ed),
Atti del Convegno MoodleMoot 2010, Bari, Italy: Wip
Edizioni.
Dawson C. (2002) "Moodle meets Google Apps". ZDNet
Education.
Degache C. & Nissen E. (2008) "Formations hybrides et
interactions en ligne du point de vue de l'enseignant: pratiques,
representations, evolutions", ALSIC: Apprentissage des Langues
et Systemes d'Information et de Communication, 11 (1),
61-92.
Fried I. (2010) "Microsoft creates Office plug-in for Moodle".
CNet News.
Hannon J. (2010) "Content, communication, classroom, community".
In Castellano M. (ed), Atti del Convegno MoodleMoot 2010,
Bari, Italy: Wip Edizioni.
Neumeier P. (2005) "A closer look at blended learning -
parameters for designing a blended learning environment for
language teaching and learning", ReCALL, 17 (2), 163-78.
Pedrosa I. & Sousa C. (2007) "The actor-network theory and
Moodle in an high school community - A strategical tool and a
life-long learning approach". In Kinshuk D.G.S., Spector J.M. &
Isaías P. (eds), IADIS International Conference on Cognition and
Exploratory Learning in Digital Age (CELDA 2007) Lisbon,
Portugal: IADIS Publications. 367-72.
Sanprasert N. (2010) "The application of a course management
system to enhance autonomy in learning English as a foreign
language", System, 38 (1), 109-23.
Tymczyńska M. (2009) "Integrating in-class and online learning
activities in a healthcare interpreting course using Moodle",
The Journal of Specialised Translation, 12, 148-64.
Young D.J. (2008) "An Empirical Investigation of the Effects of
Blended Learning on Student Outcomes in a Redesigned Intensive
Spanish Course", CALICO Journal, 26 (1), 160-181.
