e-CAL - e-Coaching et Apprentissage des Langues

e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334
Chapter 2: Methodology
Literature Overview
The language learning theory has seen a shift from a highly guided to a more open learning
environment, with constructivism as a new and very much learner-centred paradigm for learning.
Learning is seen as a self-structured and self-motivated process of knowledge construction and the
learner is regarded as a self-governed creator of knowledge 2 . The degree of self-directed learning is
given in setting language learning goals, the path to the goal, the pace of learning, and the
measurement of success. The term "self-direction" will be used to refer to learner attitudes. The selfdirected
learning setting can offer learners choices in time, location, and pace of learning; and the
path to be chosen through the material and the topics of interest. Technology can play a role in all of
these.
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Learner competencies, often discussed in the context of learner autonomy, are of utmost importance
for language learning. Learning and acquisition by doing as well as processes of discovery, exploration
and reflection in action are today very much regarded as an important methodological basis for a real
innovation in foreign language learning. Within this paradigm, the support of self-directed language
learning by using OER needs to be exploited in such a way that the acquisition of communicative
competence as well as language awareness and learning competence is ensured. How can the
principle of „learning without being taught“ as proposed by Piaget 3 be ensured by L2L supporters?
Thus, it can be stated that it is the teacher, trainer, tutor, moderator etc. – we call him/ her in e-CAL the
“supporter” - who facilitates the learning process. Many studies were implemented and many guides
were developed on how the supporters can or should facilitate learning in the case of the use of OER.
Are there specific approaches required in the case of language learning? So, what are the outgoing
points of this analysis which outcomes describe the State-of-Art of online language learning? It is
important to understand that learning with OER or fully online is not just a medium - it is an
environment. 4 It is the supporter`s responsibility to connect the cognitive and social aspects of a
course to its purposes through critical reflection, productive debate, and co-creation of common
understandings. Thus, a large part of the success of learning using OER and/or of an online course can
be attributed to the supporter. 5
The term Support in the case of self-directed language learning is closely related to the role of
teachers. The main tenet of this analysis is that teachers have a vital role to play in the process of selfdirected
language learning. Different approaches to supporting have either called for a new form of
teaching, for a separate professional function, or for a combination of collaborative work between two
roles but with some integrated functions too. Each way may be valuable in its own right. Appropriate
staff development programmes are available to ensure teachers reorientation. Supporters, facilitators,
mentors, counsellors, advisors, helpers, language consultants etc. are all terms used to define a role
which is distinct in function and skills from the existing teaching profession. Supporters started
bridging between new learning environments (e.g. online environments) and learners. They are now
slowly developing their distinctive skills and a new discursive world to define their ever-growing role.
2 http://archive.ecml.at/projects/voll/rationale_and_help/theory/menu_theory.htm
3 Cf. Papert, S. (1980). Mindstorms. New York: Basic Books, p.7.
4 Seaton, J.X., & Schwier, R. (2014). An exploratory case study of online instructors: Factors associated with instructor
engagement. International Journal of E-Learning & Distance Education, 29(1), 1-16. Available online at:
http://ijede.ca/index.php/jde/article/view/870/1536
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