Volume 7, Issue 3 December 2011, pp. 293–306
Learning environments that facilitate reflection on language learning
In this paper, I describe a university course designed to facilitate awareness of the language learning process through the examination and adoption of various technology-based language learning tools (TLLTs). I examine how three overlapping and complementary learning environments were used to facilitate the course and suggest that this arrangement of learning environments promotes reflection on language learning. The “Computer Assisted Language Learning” course was designed for third-year university students majoring in English. The course was not a content-based course, but instead designed for language learners in order to (1) raise students’ awareness of some TLLTs, and (2) to support students in critically evaluating their own language learning needs and selecting appropriate strategies and tools. Although data were not systematically analyzed, there was evidence that the learning environments provided an effective opportunity for students to reflect on the language learning process. In this article I suggest that there are some benefits of using a combination of learning environments and call for further research investigating levels of reflection using the environments.
© Jo Mynard
This work is licensed under a Creative Commons Attribution 4.0 International License.
Mynard, J. (2011). Learning environments that facilitate reflection on language learning. The JALT CALL Journal, 7(3), 293–306. https://doi.org/10.29140/jaltcall.v7n3.123
EFL learners’ peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education and Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Language Education and Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.