FLAX: Flexible and open corpus-based language collections development

Abstract

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The Foreign Language Classroom: Current Perspectives and Future Considerations

“…This echoes with the new understanding of learner autonomy as a set of “specific abilities to navigate different (learning) environments” (Reinders & White, , p. 2) in which technology plays an important facilitative role. Examples include familiarizing students with resources and tools that they can use for individual practice, such as text‐to‐speech synthesizers (Soler Urzua, ), mobile speech recognition software (Liakin, Cardoso, & Liakina, ) and open source collections of language learning materials, such as FLAX (Flexible Language Acquisition; Fitzgerald, Wu, & Marín, ). It also extends to the actual content delivered by technology.…”

“…R. O'Dowd () found that one explanation for unsuccessful telecollaboration activities in FL education is that teachers tend to receive much more training in dealing with the technology that supports out ‐of‐class interaction than in the pedagogy that would better support students’ in ‐class integration of their interaction experiences. Although there is not yet research on the effectiveness of MOOCs for FL learning, including the percentage and profile of enrolled users who complete courses (the literature to date tends to describe the content rather than measure or document learning; see, for example, Wu, Fitzgerald, & Witten, ; Fitzgerald et al., ), the drop in/drop out behaviour of students enrolled in MOOCS in general (S. White et al., 2014) suggests that the type of exposure and practice they provide does not engage students in the same way as smaller groups of learners in actual classrooms with a teacher. These examples illustrate the key motivating role of the classroom FL teacher (Dörnyei, ), including the promotion of self‐motivation, an essential component of self‐regulated learning (Ushioda, ; Zimmerman, ).…”