Abstract:

Globalisation and movements of population are encouraging an increase in language learning activity both formally and informally throughout the world. This tendency is probably more marked in the so-called developed countries (Castells, 2006). Many language theorists see interaction as the determinant ingredient in successful second language learning programmes. However, there are significant social limits to interaction in contexts where language learning is a priority. Such as the challenge facing many migrants, for whom interactions with native speakers are rare occurrences. Computers, on the other hand, are seen as offering opportunities for a variety of interactive activities conducive to an increase in the level of competence in a target language (Blake, 2008). In addition, their multimediality makes them ideal for exposure to examples and practice in the four skills (listening, speaking, writing and reading). None the less, the ‘digital takeover’ has a range of pedagogical implications for both learners and faculty. Using data from research on the use of online learning packages, representative blend mixtures are identified. These range from a mainly face-to-face learning (with a small amount of technology-based learning) to the (almost) total technology-led language-learning programmes. The unique contribution made by the ‘computer as teacher’ is considered alongside the dangers posed by faculty de-professionalization. Related technical and pedagogical issues arising from this research are also outlined.

Keywords:

adult esol, call, blended learning, second language learning, social inclusion.