Abstract:

The exploitation of computers in language teaching/learning begins in the ‘70s and continues uninterruptedly until today. Τhis time period can be divided into different phases, characterized by different approaches concerning the use –and role- of computers, the learning theories on which the corresponding software applications were based on and of course, the pedagogical and linguistic goals. The emergence and popularization of the internet has led to the creation of a generation of eLearning applications and language e-courses for which, at least in higher education, LMS has been the main distribution pillar. Nowadays, LMSs are widely used in universities around the world to provide online courses of every specific knowledge area.

However, in the last few years, a transition from the previously isolated learning process that LMSs offer to a model of interconnected, free and informal learning is in progress. Thanks to web 2.0 services and tools, users can now produce content, communicate, collaborate and use a variety of sources, while at the same time teachers can apply more creative approaches and more creative practice in class.

In this new context, LMSs have started to appear rather outdated, as they cannot fully support this new pedagogical philosophy, the new learning-centered model that increasingly characterizes higher education practice. Extensive research is under progress in order to conceive and develop a new generation of digital learning environments that aims either to expand the capabilities of LMS or to replace them completely. As far as Higher Education is concerned, these next generation learning environments must evolve from a strictly structured environment such as an LMS, to an ecosystem based on open standards, made up of a variety of interconnected pedagogical applications and services, more suitable and adaptable to supporting emerging instructional practices. These New Generation Digital Learning Environments (NGDLEs) should also allow access to institution-centric courses, as well as to free-range learning experiences, combine open content and educational apps and support more personalized and flexible learning experiences into an interconnected community of learners and instructors.

NGDLEs are among the technologies that are expected to have a direct impact on Foreign Language Teaching (FLT) in the following years. This paper presents the concept and the current reality of NGDLEs as shaped by the research so far, and examines the ways in which NGDLEs could stimulate the learning / teaching of a foreign language.

Keywords:

New Generation Digital Learning Environments, NGDLE, Technology Language Learning, CALL 2.0, LMS, Future LMS, LMS 3.0.