Abstract:

Traditionally, the education system has prioritised writing and reading competencies in its language learning curricula, often neglecting oral skills until the senior cycle. In some cases, this has led to disengagement from the language learning process on the part of second level pupils. A new paradigm for teaching methodologies at both second and third level is required to prioritise oral competencies and inspire more students to engage in second language learning. New virtual learning platforms need to be carefully designed, drawing upon the most recent technology enhanced tools, blending synchronous and asynchronous learning tasks. Best practice models such as connectivist MOOCs offer tangible examples to guide such emerging learning platforms (Milligan, Littlejohn & Margaryan, 2013). Such environments promote learner autonomy and control, positive rewards for all learning efforts, with feedback embedded into the learning process. Moreover, ETwinning platforms, which already operate successfully for second level schools across Europe, could be harnessed for third level learners (Papadakis, 2016). Etwinning adds a transnational dimension to these ‘virtual immersion’ environments, overcoming time and space constraints associated with the traditional classroom, and paving the way for more interactive and engaging learning experiences for second language learners. By harnessing such connectivist platforms, educators could empower learners to build confidence in their oral proficiency and become more autonomous language learners.

References:
[1] Milligan, C.; Littlejohn, A; Margaryan, A. (2013) Patterns of Engagement in Connectivist MOOCs In: Merlot Journal of Online Learning and Teaching. Vol. 9, No. 2 pp. 149-159
[2] Papadakis, S. (2016) Creativity and innovation in European education. Ten years eTwinning. Past, present and the future. In: Technology Enhanced Learning. Vol 8, Nos 3 / 4 pp.279-295

Keywords:

Language acquisition, learning pathways, connectivist virtual platforms, learner autonomy.