Conference Presentations by Serpil MERI YILAN
Massive Open Online Courses (MOOCs) have emerged as an eminent and powerful learning platform at ... more Massive Open Online Courses (MOOCs) have emerged as an eminent and powerful learning platform at various educational areas. Although studies have shown that MOOCs enhance learning, little attention has been paid to written and spoken linguistics landscapes (LL) embedded in MOOCs. Therefore, this research intends to investigate this issue and present an empirical study that employs qualitative research instruments. Ten university level students took a writing MOOC course for five weeks. In the first week, the researcher observed their learning and interaction in the learning environment. In the following weeks, the students learned in the platform on their own. The findings from the ethnographic research have shown that LLs attracted students’ attention to the course. Students regarded their first reaction and interaction with LL as an engaging and motivating element, which does not take place in the classroom in the same way.
This study investigated Task-Based Language Learning (TBLL) through Digital StoryTelling (DST) in... more This study investigated Task-Based Language Learning (TBLL) through Digital StoryTelling (DST) in a blended learning environment. Twenty-six Turkish university-level students prepared a DST individually and shared it with their peers in an online discussion platform. Each evaluated and graded others' DST performance based on an assessment scale. After this, they performed their stories in the classroom and similarly assessed their peer's performances. Ultimately, they were asked to give their self-reflection on the pros and cons of performing tasks online and in the classroom. Findings showed that TBLL through DST was more favoured than storytelling in the classroom and helped them to improve their speaking skills. The study suggested DST could be a positive approach in language learning and should be explored further in other language skills and multiple contexts.
T his research aimed to look at students' perspectives on learning language through two technolog... more T his research aimed to look at students' perspectives on learning language through two technology-based speech recognition programmes, ImmerseMe and ELSA (English Language Speech Assistant). Data were collected from qualitative research instruments in April 2018. Five university-level students performed activities to improve their English and other languages in ImmerseMe for 30 minutes twice in two weeks, whereas they did activities to build up their English in ELSA once. The researcher observed them, and then interviewed them asking questions about their learning via these programmes. The findings showed that students had contrasting views on the programmes drawing attention to the programmes' benefits and potential improvements. This study demonstrated that Speech Recognition Technology (SRT) improved their speaking and listening skills. It makes recommendations for students, teachers, institutions, and designers to consider the effectiveness of SRT in language learning environments. It indicates the need to design a learning environment with a well-equipped programme.
With the advance of the technology, today’s learning platform has changed. Learners have become m... more With the advance of the technology, today’s learning platform has changed. Learners have become more independent to search and find ways online on their own when they encounter challenges not only in individualized learning environments but also in classroom learning environments. Although looking for other options to gather the knowledge may depend on the facilities provided, this also has a link with learners’ abilities and capacities to go to the source and reach the resources. Therefore, this new kind of learning has led to the importance of learner autonomy in learning environments, especially in foreign language learning. Considering this, this paper designed a study to explore primary school students’ readiness for learner autonomy in the countryside of Turkey. 15 primary school students volunteered to fill out a 5-point Likert-type questionnaire that consisted of the items about the learning activities they tended to perform during or out of the classroom. The results show that students’ inside and outside learning practice can help to understand their readiness for learner autonomy. However, there should be more facilities and opportunities for language learning, especially in the learning surroundings where students have economic difficulties in reaching the information, for instance, via the technology. Ultimately, this paper suggests students to look for the knowledge beyond the classroom, teachers to encourage their students to become autonomous, and institutions to create autonomous learning or e-learning environments.
Vocabulary teaching has been a crucial interest among researchers and teachers for a long time in... more Vocabulary teaching has been a crucial interest among researchers and teachers for a long time in order to foster learning a language. However, it might be difficult and different in language learning environments where multilingual students attempt to learn. The purpose of the present study was to explore explicit vocabulary learning of multilingual adults and explicit vocabulary teaching of a teacher in a UK language institution. The study used a video-recording of the classroom to obtain data when the teacher was teaching vocabulary to multilingual adults who came from different backgrounds. The findings show that the teacher and students used different approaches to vocabulary teaching and learning in order to facilitate language learning. Multilingual learners seemed to promote learning on their own when the teacher used explicit vocabulary teaching. This study suggested that feedback should be integrated into the classroom more to improve learning. In addition, explicit vocabulary teaching seems more practical for adults learning a foreign language in a multicultural and student-centred classroom with the method of the communicative language teaching.
The need to provide novel dynamics in educational settings has catalysed the importance and incre... more The need to provide novel dynamics in educational settings has catalysed the importance and increase in benefiting from e-learning potentials. Therefore, universities and institutions has paid attention to establishing e-learning environments where students manage and develop their learning effectively and accessibly. Although there have been many studies on the benefits and drawbacks of e-learning, research is lack in investigating learners' experience in the learning process and perceptions on learning in self-directed e-learning environments. Considering this, the present study explores learners' experience and perceptions in those environments. It utilizes the EAP toolkit as an example of self-directed e-learning environments. 10 voluntary participants learning English for their future study in the university are observed three times such as the beginning, middle and end of the semester while carrying out the activities for 15 minutes in the toolkit. During the observation, the think-aloud protocol is implemented to understand their experience and feelings better. Also, followed-up interviews are intended to help further investigation on their learning in a self-directed e-learning environment. Additionally, in-depth interviewing on other online learning resources is conducted to comprehend their beliefs about those environments. Qualitative data from both observation and interview analysed by means of NVivo attempts to examine that issue. It indicates very crucial findings about their actual learning and experiences and beliefs, preferences and concerns in self-directed e-learning environments. Succinctly, the results of this study give recommendations for universities, institutions, designers, teachers and students.
The present research explores the interaction between learners and tools in e-learning environmen... more The present research explores the interaction between learners and tools in e-learning environments. In order to explore that issue, this study analyzed and interpreted the findings obtained through observation and interview with 10 international students who wished to improve their learning of English by using the English for Academic Purposes (EAP) toolkit equipped and accessed in Blackboard, where learners can easily use it. Along with data from three-time observations and interviews, an in-depth dataset was provided by means of the think-aloud protocol method, which indicated what the students were doing with and thinking of their experiences in the process of learning in the toolkit. The findings showed that there was a substantial indication of the interaction between learners and tools in e-learning environments and the perceptions about their experience in learning in a self-directed e-learning environment, which might help designers to consider some aspects while they are setting up and improving the tools and online learning resources. In addition, the results provide more issues to discuss in terms of the benefit of promoting interaction in self-directed e-learning environments.
IAFOR, 2014
The increasing interest all around the world in learning and teaching in e-learning environments ... more The increasing interest all around the world in learning and teaching in e-learning environments [1], [2] has led to the issue of how learners can handle their own learning in e-learning environments and what they actually do there to improve their own learning. As they might be alone in the learning process, they must be supported to manage their own learning from their tutors, peers or e-learning resources. Considering this, scaffolding has the potential to affect their learning positively [3]. Therefore, the present research aims to look at what and how learners do to carry out the activities in the EAP toolkit, which intends to provide scaffolding for users [4] and how they perceive their learning in scaffolded e-learning environments. It conducted observations and follow-up interviews in both the beginning and end of the semester. Data from both instruments tends to reach the present study’s aims. All in all, the study helps to understand both scaffolded e-learning environments, and the perceptions and way of learners’ learning in these environments deeply.
The study explores what the international students see the use of the EAP toolkit and Blog in lan... more The study explores what the international students see the use of the EAP toolkit and Blog in language learning. It considers some of the key theoretical frameworks and concepts in the field of learning language and learning design. A critical overview of technology-based learning and its application into language learning is addressed in order to interpret data which is taken from the questionnaires and interview. As it is a small-scale study, 12 students in the pre-sessional course at the University of Southampton were asked to fill out a questionaire rating the EAP toolkit and Blog and including open-ended questions. 'The EAP toolkit is a set of versatile onlin elearning resources in study skills and English for Academic Purposes for international students' (Watson, 2013). It also shows their views on how they see themselves as an online learner, which is the cornerstone of the exploration of language learning in online environments. Besides, data from two interviewed students gives more understanding of their use of online language learning resources. All in al, the study shows that they feel confident and sure about using online learning resources such as toolkit and blog to improve their weaknesses in language learning although they do not have the confidence in using computer or online applications in learning. Also, an interseting point is that they need some support from the tutor in spite of the fact that they see the help from toolkit is somewhat enough. More conclusions are drawn from the study.
The research project signifies two concepts which continually play a significant role in educatio... more The research project signifies two concepts which continually play a significant role in education in the ever changing world. On the one hand, there is a significant approach to language learning called learner autonomy; on the other hand, the dramatic increase of interest in computer-assisted language learning (CALL) has affected the education generally [1]. Taking these two concepts into account, the research study looks into the Turkish primary school students' perceptions of the role and importance of the teacher in computer-assisted language learning via Dynamic Education (DynEd) software. It also takes into account their independent learning and the effect of computer-based language learning on their experiences via DynEd. In order to obtain data about their views on autonomous computer-assisted language learning, the participants were asked to fill a questionnaire, and some randomly chosen students were interviewed. Also, an interview was conducted with their teacher so as to gain a better understanding of students' behaviour and perceptions. The findings indicate that CALL via DynEd promotes learner autonomy in the Turkish EFL context.
Thesis Chapters by Serpil MERI YILAN
Over the previous decade, there has been an increase in using and undertaking research on e-learn... more Over the previous decade, there has been an increase in using and undertaking research on e-learning (Aparicio, Bacao & Oliveira, 2016). In particular, learning in autonomous, self-directed e-learning environments has been of interest to educational organisations, institutions and designers, with the aim of enabling learners to improve their learning on their own in such environments. However, as learners are increasingly isolated and working without any human-based support (Zembylas, Theorou & Pavlakis, 2008), it is necessary for online learning resources (OLRs) to provide enough scaffolding to enable them to achieve ‘good learning’ which is ‘ahead of the[ir] actual development’ or zone of proximal development (Vygotsky, 1978 cited in Burns & de Silva Joyce, 2005, p.10). But we know very little about how learners working on their own online use such scaffolding for their learning. Therefore, the present study focuses on the relationship between scaffolding and learner autonomy in e-learning environments and considers scaffolding as a possible way to promote learning on one’s own. By this means, it can be presumed that in well-scaffolded e-learning environments, learners are supported to further develop their own autonomy and become more capable of managing their own learning.
In order to investigate the above-mentioned relationship, pre- and post-questionnaires were distributed amongst 35 international students who were to undertake higher education, at either undergraduate or postgraduate level. These students were on a pre-sessional course to improve their English language and academic skills at the University of Southampton and were supported in their independent learning outside the classroom by training and access to online learning resources, in particular the Southampton designed EAP (English for Academic Purposes) Toolkit
ii
which includes many interactive activities. To give detailed insight into the learning processes which take place in a scaffolded e-learning environment, additional instruments were used with 10 volunteers. During a period of five months, the participants were observed working with the EAP Toolkit and interviewed three times. Digital screen capturing with video was used to record their actions and think-aloud protocol methods were also used in order to gain some insight while carrying out the activities in the EAP Toolkit.
A total of 870 minutes of interviews and 450 minutes of digital screen capture and think-aloud recordings were made. The results of the study go some way to showing how learners learn online in scaffolded and non-scaffolded learning environments. Learners carry out different learning actions depending on the availability and use of scaffolding in the OLRs and are capable of exercising and developing their autonomy. These findings suggest that a well-designed, scaffolded, autonomous, e-learning environment can facilitate the interaction between learners and OLRs and enable them to adapt their learning on their own. Finally, the research recommends that designers, institutions, teachers, students and further studies should take into account the features of a well-designed e-learning environment which provides appropriate scaffolding that will enable learner autonomy to take place.
Papers by Serpil MERI YILAN
Focus on ELT Journal, 2019
i-manager's Journal on English Language Teaching (JELT), 2021
This study aimed to investigate English language lecturers’ perceptions on the transition of clas... more This study aimed to investigate English language lecturers’ perceptions on the transition of classroom teaching to online education because of the outbreak of COVID-19 pandemic. A sample of 15 lecturers who were teaching in Saudi Arabia, Oman, Turkey and UK volunteered to take part in the study between March and July 2020. Data were collected through semi-structured interviewing asking their views on this transition and its benefits and challenges on both their teaching and students’ learning. Findings showed that lecturers who had a proper training on online teaching by their institutions had more positive views on emergency remote teaching (ERT). Although all of the participants believed that online teaching could promote learner autonomy and flexible learning, they agreed that the benefits of ERT diminished without a well-designed and supported technology tool, and the pandemic, in turn, posed more challenges. Accordingly, the paper suggests institutions ensure to both set up an institutionally designed pedagogical framework for remotely online education and train lecturers within a necessary time and the framework.
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 2021
Considering the effect of the COVID-19
pandemic on education, the present study aimed to
investig... more Considering the effect of the COVID-19
pandemic on education, the present study aimed to
investigate students’ practice in and reflections on the
design of an authentic task and assessment for an entirely
online course. A total of 65 sophomores taking a linguistics
course in a Turkish state university participated in the study
in May 2021. The study first designed the course task based
on the related literature. Data from all of the students’
written tasks indicated that students differed in practicing
and reflecting on the authentic task in terms of social,
emotional, environmental, and physical aspects. Follow-up
semi-structured interviews from 10 participants revealed
that the authentic task and rubric were useful because of
their suitability, online availability, functionality, and
emotional support. The findings also showed that learning
can be facilitated, centered, individualized, empowered,
and scaffolded thanks to the relevance of activities with real
issues. However, some students called for collaboration
with other students. Therefore, it is recommended that in
the design of a curriculum, authentic activities should be
constructed in such a way that each individual can easily
express their own voices as well as sharing their task with
peers not only in a tim
Ekev Akademi Dergisi, 2021
This paper is focused on two issues, learner autonomy and blended learning, in language education... more This paper is focused on two issues, learner autonomy and blended learning, in language education by presenting an empirical study. The study aims to investigate universitylevel students' beliefs about their autonomous learning just after the implementation of a blended learning approach. In order to set up this approach, the study integrated the practice of both activities from a course management system and online journal writings into an English writing course for academic purposes in a Turkish state university. Data collection took place in December 2019. Among course takers, 21 voluntarily filled out a survey asking about their views on their learning, particularly autonomous language learning. Afterwards, five of them agreed to attend a semi-structured interviewing process. Data from both research instruments indicated that Turkish prep class students had positive feelings about autonomous language learning. The findings also showed that the combination of classroom learning with online learning facilitated their learning of the current course and their adaptable skills for future learning environments. Accordingly, the study makes some recommendations for course designers, policymakers and researchers to consider designing a blended learning environment consistent with the classroom curriculum and learning outcomes.
Ekev Akademi Dergisi, 2021
A learning environment should be designed in such an innovative way that English as a second and ... more A learning environment should be designed in such an innovative way that English as a second and foreign language learners can easily improve and enjoy their learning. Considering the essentials of a learning environment, and the importance of teaching linguistics in a convenient and appealing method, this paper discusses project-based learning (PBL) with an empirical study. The study presented in this paper investigated Turkish students' perceptions of learning linguistics for translators through a PBL method. Fifteen participants who attended a two-semester "Linguistics for Translators" course in the classroom took part in the study. As part of their course, they were assigned to a project assignment in order to improve their understanding of both linguistics concepts and the relationship between linguistics and translation and prepared it based on six phases: Initiation, definition, design, development, implementation and follow-up phases. Data collected from a questionnaire showed that the participants had a positive view on studying a "Linguistics for Translators" course, and PBL played a vital role in enhancing learning. This study shed light on more issues such as collaboration and the design of PBL in order for learners to have more effective learning.
Journal of Interactive Media in Education, 2020
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, ... more One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students' social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface-the embedded linguistic, pedagogical and interactive features that direct students' engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students' experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them.
As learners are working individually in e-learning environments, research has moved to focus on p... more As learners are working individually in e-learning environments, research has moved to focus on providing guidance for learners and helping them to take responsibility for their own learning. Therefore, this study aimed to shed light on both learner autonomy and scaffolding in e-learning environments. 35 international English as a Foreign Language (EFL) students who were taking a course supported with online learning resources (OLRs) including the English for Academic Purposes (EAP) Toolkit participated in the study voluntarily. Before taking the course, they filled a pre-questionnaire about their perceptions of learning, whilst a post-questionnaire at the end of the course. In the meantime, they were observed three times while carrying out activities in the Toolkit, and interviewed afterwards. Data from observations, interviews and questionnaires have shown that e-learning through scaffolding facilitates EFL learners' language learning and scaffolding has a significant impact on learner autonomy and vice versa. This study sets the grounds for learners to use scaffolding, teachers to implement scaffolding, institutions to provide a scaffolded autonomous e-learning environment and designers to set up that kind of environment in order to enable the educational equality and opportunity for all learners.
This study was undertaken to examine English for Academic Purposes (EAP) students' perceptions an... more This study was undertaken to examine English for Academic Purposes (EAP) students' perceptions and use of online learning resources (OLR), which are freely and openly available digital materials. The study utilized both quantitative and qualitative research instruments to collect data. EAP students who came to the UK to improve their language and then wished to undertake a postgraduate study there completed pre-and post-questionnaires during the first academic semester. They also replied to semi-structured interview questions after each questionnaire. The findings gave insights into both the students' awareness to use OLR outside the classroom, and the students' exercise of learner autonomy through scaffolding from OLR. However, they seemed still dependent on their teacher. The reason of this dependence might be the challenges they faced whilst learning. This study made some recommendations for the design of a scaffolded autonomous e-learning environment in order to benefit from OLR.
Books by Serpil MERI YILAN
CALL Theory Applications for Online TESOL Education, 2021
The increase in implementing online learning tools in learning environments has highlighted the i... more The increase in implementing online learning tools in learning environments has highlighted the importance of their integration into language learning, especially English for academic purposes (EAP). As EAP students are mostly international people in higher education (HE), HE institutions (HEI) have intended to leverage digital technology for better teaching and learning of EAP. Therefore, the present chapter has intended to look at international students' learning in the EAP Toolkit and blogging for EAP, and the improvement of self-directed online learning. Data from qualitative and quantitative research methods indicate that online learning can promote EAP students' learning as long as they are supported in a well-designed online learning environment in which features such as affordances and components of self-directed online learning are considered to embed.
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Conference Presentations by Serpil MERI YILAN
Thesis Chapters by Serpil MERI YILAN
In order to investigate the above-mentioned relationship, pre- and post-questionnaires were distributed amongst 35 international students who were to undertake higher education, at either undergraduate or postgraduate level. These students were on a pre-sessional course to improve their English language and academic skills at the University of Southampton and were supported in their independent learning outside the classroom by training and access to online learning resources, in particular the Southampton designed EAP (English for Academic Purposes) Toolkit
ii
which includes many interactive activities. To give detailed insight into the learning processes which take place in a scaffolded e-learning environment, additional instruments were used with 10 volunteers. During a period of five months, the participants were observed working with the EAP Toolkit and interviewed three times. Digital screen capturing with video was used to record their actions and think-aloud protocol methods were also used in order to gain some insight while carrying out the activities in the EAP Toolkit.
A total of 870 minutes of interviews and 450 minutes of digital screen capture and think-aloud recordings were made. The results of the study go some way to showing how learners learn online in scaffolded and non-scaffolded learning environments. Learners carry out different learning actions depending on the availability and use of scaffolding in the OLRs and are capable of exercising and developing their autonomy. These findings suggest that a well-designed, scaffolded, autonomous, e-learning environment can facilitate the interaction between learners and OLRs and enable them to adapt their learning on their own. Finally, the research recommends that designers, institutions, teachers, students and further studies should take into account the features of a well-designed e-learning environment which provides appropriate scaffolding that will enable learner autonomy to take place.
Papers by Serpil MERI YILAN
pandemic on education, the present study aimed to
investigate students’ practice in and reflections on the
design of an authentic task and assessment for an entirely
online course. A total of 65 sophomores taking a linguistics
course in a Turkish state university participated in the study
in May 2021. The study first designed the course task based
on the related literature. Data from all of the students’
written tasks indicated that students differed in practicing
and reflecting on the authentic task in terms of social,
emotional, environmental, and physical aspects. Follow-up
semi-structured interviews from 10 participants revealed
that the authentic task and rubric were useful because of
their suitability, online availability, functionality, and
emotional support. The findings also showed that learning
can be facilitated, centered, individualized, empowered,
and scaffolded thanks to the relevance of activities with real
issues. However, some students called for collaboration
with other students. Therefore, it is recommended that in
the design of a curriculum, authentic activities should be
constructed in such a way that each individual can easily
express their own voices as well as sharing their task with
peers not only in a tim
Books by Serpil MERI YILAN
In order to investigate the above-mentioned relationship, pre- and post-questionnaires were distributed amongst 35 international students who were to undertake higher education, at either undergraduate or postgraduate level. These students were on a pre-sessional course to improve their English language and academic skills at the University of Southampton and were supported in their independent learning outside the classroom by training and access to online learning resources, in particular the Southampton designed EAP (English for Academic Purposes) Toolkit
ii
which includes many interactive activities. To give detailed insight into the learning processes which take place in a scaffolded e-learning environment, additional instruments were used with 10 volunteers. During a period of five months, the participants were observed working with the EAP Toolkit and interviewed three times. Digital screen capturing with video was used to record their actions and think-aloud protocol methods were also used in order to gain some insight while carrying out the activities in the EAP Toolkit.
A total of 870 minutes of interviews and 450 minutes of digital screen capture and think-aloud recordings were made. The results of the study go some way to showing how learners learn online in scaffolded and non-scaffolded learning environments. Learners carry out different learning actions depending on the availability and use of scaffolding in the OLRs and are capable of exercising and developing their autonomy. These findings suggest that a well-designed, scaffolded, autonomous, e-learning environment can facilitate the interaction between learners and OLRs and enable them to adapt their learning on their own. Finally, the research recommends that designers, institutions, teachers, students and further studies should take into account the features of a well-designed e-learning environment which provides appropriate scaffolding that will enable learner autonomy to take place.
pandemic on education, the present study aimed to
investigate students’ practice in and reflections on the
design of an authentic task and assessment for an entirely
online course. A total of 65 sophomores taking a linguistics
course in a Turkish state university participated in the study
in May 2021. The study first designed the course task based
on the related literature. Data from all of the students’
written tasks indicated that students differed in practicing
and reflecting on the authentic task in terms of social,
emotional, environmental, and physical aspects. Follow-up
semi-structured interviews from 10 participants revealed
that the authentic task and rubric were useful because of
their suitability, online availability, functionality, and
emotional support. The findings also showed that learning
can be facilitated, centered, individualized, empowered,
and scaffolded thanks to the relevance of activities with real
issues. However, some students called for collaboration
with other students. Therefore, it is recommended that in
the design of a curriculum, authentic activities should be
constructed in such a way that each individual can easily
express their own voices as well as sharing their task with
peers not only in a tim
The use of Information and Communication Technology (ICT) in education has revolutionized learning
and teaching for decades. ICT is regarded as a means to promote learners’ and teachers’ creativity and
skills, so it should be paid more attention in learning contexts, especially in developing contexts (Zhou
& Purushothaman, 2018). In this regard, numerous articles, journals and books have been published
on ICT use in teaching and learning over the last 50 years. However, little is known how ICT impacts
learning (Rosén & Billore, 2019).
With the advance of ICTs in learning environments, the roles of learners and teachers have changed.
Students have spent their lives using a number of digital devices. These technologies have become part
of their daily life (Bax, 2011). In this sense, they are regarded as digital natives, who are naturally skilled
at using new and emerging technologies (Prensky, 2001). Still, this does not mean that students are able
to apply them freely in their formal learning. Therefore, students of today at the tertiary level, at the very
least, need to be aware of the potential effectiveness of these new technologies and their use in learning.
Shifting beyond the traditional mode of education, the integration of ICTs has become an advantage for
students at tertiary education when used for the right purpose to enhance language learning. Chapelle
(2001) emphasizes that the notion of ‘communicative competence’ has been transformed since the use
of computers in language learning and describes communicative competence as ‘electronic literacies,
i.e. communication in registers associated with electronic communication’ (p. 2). Furthermore, Shetzer
and Warschauer (2000) argue over learners’ autonomous learning and redefine autonomous learners
as the ones who ‘are able to take charge of their own learning by working on individual and collaborative
projects that result in communication opportunities in the form of presentations, Web sites, and
traditional publications accessible to local and global audiences’ (p. 176), as also reflected in this book.
Likewise, teachers’ role has changed. Teachers ‘who have access to an Internet computer classroom are
in a position to teach students valuable lifelong learning skills and strategies for becoming autonomous
learners’ (Shetzer & Warschauer, 2000, p. 176).
There is a general consensus that computers support the development of learner autonomy and motivation
through ICT tools in a technology-enhanced learning environment (Koruyan, 2016; Meri-Yilan,
2019) and the computers make learning more accessible as suggested by Warschauer (2000) claiming
that “learning to read, write, and communicate in the electronic medium as valuable in its own right”
(p. 46). Therefore, it is important that the use of ICT in learning environments should be reinforced in
a sustainable way with a range of pedagogical approaches taking students’ needs and interests into the
consideration to promote lifelong learning.
Policy makers and other stakeholders including parents very often take it for granted that environments
with high-tech tools or facilities would enhance learning. Accordingly, the focus needs to be more
on how to train our students and teachers to access consistent, reliable and authentic materials afforded
by the use of technology informed by pedagogy as some chapters in this collection attempt to do. Students
and teachers should be provided with appropriate support and guidance so that the integrating
of technology-supported language learning can be successful and help learners to gradually become
autonomous. Technology courses should be part of the integrating programs which are currently nonexist,
as nicely put by Thornbury (2011), it seems to be “fashion parade of gadgets and special effects
with no real discussion as to what principles might motivate their best use”.
Research on ICTs has indicated technology should not be seen as a core solution in a learning environment
(Zhang, 2019), but as a tool that should be used appropriately. The focus needs to be on learning
process, practice and products. Furthermore, there are many examples of good practice around the world
(e.g. Debski & Levy, 1999; Felix, 2001). However, there are still problems with the delivery and design.
That might be because teachers simply transfer materials, tasks and activities used in face-to-face settings
to online environments without adapting them to the new technological environment and they expect
success in language learning (Hampel, 2006). Or the problem is a genuine lack of “conceptualization of
how language learning could be enhanced in new, innovative ways with the assistance of mobile devices”
(Godwin-Jones, 2011, p. 7). Thus, methods, new pedagogical approaches and practices aligned with the
use of technology are necessary for success stories about teaching and learning, because technologies and
their applications have potential in contributing to learning, and teachers need guidance and training in
implementing and using digital tools with their students. Therefore, ICT-based assessment, methods, and
programs should be on the “intersections between content, pedagogy and technology” (Hockly, 2011, p.
212) and context. In this regard, ICT-Based Assessment, Methods, and Programs in Tertiary Education
contributes to the field with its valuable chapters from different parts of the world to provide solutions
to common problems in learning and teaching.