e-CAL - e-Coaching et Apprentissage des Langues

e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334
Thematic Area “Resources”
Nearly all analysed examples are relevant to the thematic area “Resources” by offering very different
kinds of online resources.
On one hand, it must be stated that the market of OER for language learning is still dominated by a
large number of traditional computer-based training packages. This kind of resources is best described
by metaphors such as drill & kill or grammar hammer. 15 There are still too many OER of the
instructional kind and too less of a dynamic or game-based style available. The vast majority of OER
for language learning still follows in the footsteps of traditional, workbook-style exercises for selfstudy.
Such materials usually package existing exercise formats into an interactive multimediaenhanced
platform. Developers all too often rely on designing impressive multimedia enhanced
packages which hide the fact that most of the interactions provided are an adaptation of simple
traditional exercise formats to a digital. There are a large number of vocabulary drills, multiple choice
and gap-filling exercises or similar tutorial formats. Too often, technical considerations and the power
of multimedia features dominate the design of OER for language learning. Sound, picture, animation,
and video are integrated.
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Doubtless these options increase the attractiveness of the resources and, thus, also learner
acceptance. But often, the usability is not as intuitive as needed for the acquisition of skills and it is
even questionable if a guide is necessary for explaining their technical use. A language learning
website which declares that its resources are WCAG 2.0 compatible was not identified. The need for
accessible resources has not yet picked up by developers .
On the other hand, it can also be stated that there are a number of areas and language learning
contexts within which new technologies are being used very successfully. And this is the starting point
of eCAL activities and the criterion for including certain OER in our self-directed language learning e.g.
resources that deal with matching, text reconstruction and text manipulation exercises. Also quite
often computer-specific forms of interaction, such as drag & drop are used to provide more
exploratory learning modes. An important feature of State-of-Art OER are the possibilities to be
revised, remixed, added upon, translated, and then shared again to meet different needs. 16 These
OERs offer additional kinds of learning activities, more in line with innovative methodology.
The majority of language learning resources refer to the Common European Framework of Reference
for Languages (CEFRL) by indicating the use of the OER for defined levels.
The selection of an OER that will support the self-directed language learning is a critical
resource decision 17 . First, teachers and learners have to know where to go on the web to get high
quality free (or cheap) resources for language learning. Several examples like Lingu@net (N 13 ),
iPortal (N 22) or INV-ICT (N 23) present databases of resources provided by different developers.
Second, the OER identified has to be evaluated against several criteria, e.g. the OER should
• support and be consistent with desired learning outcomes
• be developed by competent authors and producers and meet high standards of quality in
content and presentation
• be appropriate for the learning area and for the age, emotional development, ability level,
learning styles, and social development of the learners
• have aesthetic, literary, and/or social value
• have an appearance suitable for the intended use
15 http://archive.ecml.at/projects/voll/rationale_and_help/theory/menu_theory.htm
16 http://guides.library.illinois.edu/c.php?g=246992&p=1645508 16.01.2016
17 http://www.tllg.unisa.edu.au/lib_guide/gllt_ch4.pdf and http://www.tllg.unisa.edu.au/guide.html