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1

PROMOTING INSTITUTIONAL CHANGE: EMBEDDING LEARNING DESIGN USING LAMS IN ESOL

100%

Burns L., Walker S.

Teaching English with Technology

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2009

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vol. 9

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issue 3

1-17

EN

The use of the Learning Activity Management System (LAMS) to support English to Speakers of Other Languages (ESOL) learners has been shown to enhance learning in a Further Education College in North West London, UK. In this paper the authors discuss the findings of a pilot project that explored its use with different groups of learners. They consider some of the pedagogical issues affecting the integration of learning design using LAMS in the curriculum and its uptake by staff in the wider community. Cultural factors that contribute to the sharing of learning designs and, ultimately, the adoption of learning design by a community of practitioners are discussed and conclusions drawn about some ways to develop capacity.

2

THE IMPLEMENTATION OF LEARNING DESIGN USING LAMS (LEARNING ACTIVITY MANAGEMENT SYSTEM) IN AN ESOL ADULT CLASS

80%

Burns L.

Teaching English with Technology

|

2008

|

vol. 8

|

issue 4

EN

This paper examines the effects of implementing learning design using LAMS (Learning Activity Management System) on a group of ESOL (English for Speakers of Other Languages) pre-intermediate adult learners, two practitioners and the researcher at a further education college in London. It considers whether it would be advantageous to use LAMS more widely in the ESOL Department. The feasibility of re-using and re-purposing LAMS learning designs in the department is also explored.

3

UNIVERSITY STUDENT ACCESS TO AND USE OF ELECTRONIC DEVICES: A LATENT ENGLISH LANGUAGE LEARNING POTENTIAL

61%

Alfarwan S.

Teaching English with Technology

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2019

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vol. 19

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issue 1

102-117

EN

This study investigates the potential, in relation to learning and using English, which exists in the current access to and use of new technological devices by university students who are not native speakers of English. As an example case, the availability of a range of devices to 138 Saudi English and Business students at a Saudi university was ascertained through a survey, along with their current use both in general, and specifically involving English, both on and off campus. Students and teachers were also interviewed in order to illuminate the further enhancement of student use of their devices for English improvement. The findings indicate that a range of electronic devices, especially smart phones and laptops, are owned by, or to a lesser extent accessible in other ways to, students. English majors however far outstrip Business majors in access to and use of devices. A considerable proportion of use of devices, especially by English majors, is already English-related. On two measures, it is the smart phone which has the greatest potential for further exploitation in relation to English, followed by the laptop and tablet, and for English majors the TV. Based on teacher and student comments, recommendations are made for such English as a foreign language contexts as to how best to move forward to exploit this potential for both groups of students.

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PROMOTING INSTITUTIONAL CHANGE: EMBEDDING LEARNING DESIGN USING LAMS IN ESOL

THE IMPLEMENTATION OF LEARNING DESIGN USING LAMS (LEARNING ACTIVITY MANAGEMENT SYSTEM) IN AN ESOL ADULT CLASS

UNIVERSITY STUDENT ACCESS TO AND USE OF ELECTRONIC DEVICES: A LATENT ENGLISH LANGUAGE LEARNING POTENTIAL