Higher Education and Second Language Learning: Promoting Self-Directed Learning in New Technological and Educational Contexts

This volume explores the challenges involved in facilitating student learning of second languages at university level. Easy access to information and communication technologies inside and outside the classroom, alongside an increasing tendency for students to play an active role in shaping their own learning, are having a significant impact on second language learning and teaching in the twenty-first century. Although several recent publications have focused on technologies in education and student-centred learning, there has been very little previous research into how second languages are learnt within universities. This book aims to support teachers of second languages in higher education by setting out practical ideas that can be implemented in everyday contexts, as well as ensuring that pedagogical practice is underpinned by relevant theoretical frameworks.

Table of Contents:
Contents: Rosario Hernández/Paul Rankin: Introduction: Second Language Teaching and Learning for the Twenty-First Century – Richard Badger/Goodith White: The Use of Technology to Promote Critical Thinking and Creativity in Language Learning – Aleksandra Sudhershan/Jennifer Bruen: Dealing with ‘Educational Baggage’ in the Language Classroom: Developing Autonomy among International Students – Michael Märlein: Mass-Customized Second Language Modules: Adapting to a Changing Student Body by Enhancing Self-Directedness - the Example of Assessment – Liviana Ferrari/Dasha Zhurauskaya: Foreign Language Learning and Assessment through E-Portfolios at Undergraduate Level – Adel Jebali: Computer-Mediated Oral Communication for University French as a Second Language Learners – Rosario Hernández: How Technology Can Enhance Learning through Assessment and Reflection – Paul Rankin: Using Recordings to Enhance Self-Directed and Reflective Learning – Daniel Cassany: Forums and Chats to Learn Languages: Functions, Types and Uses – Luisa Panichi: The Employment of Social Networking for Language Learning and Teaching: Insights and Issues – Anke Berns/Manuel Palomo-Duarte: Supporting Foreign-Language Learning through a Gamified APP – Pilar Alderete Diez: Bumping into Classroom Walls: How to Win the Timed Race of Language Learning in the University Classroom.

About the Author :
Rosario Hernández is a senior lecturer in the School of Languages and Literatures at University College Dublin, where she teaches Spanish and second language studies. Her research interests include second language teaching and learning, assessment of student learning and the professional development of teachers. Paul Rankin has been teaching Spanish language and literature at university level for fifteen years, most recently at University College Dublin. His research interests lie primarily in translation studies, with a secondary focus on problem-based learning (PBL) in language learning.