From Learning Objects to Language Learning Objects

Abstract

Learning Objects (LOs) have increasingly become of interest to users and researchers of Information and Communication Technologies (Wiley, 2002; Gibson, 2002; Leffa, 2006). There are several definitions, an ample discussion and criticism in relation to what can be considered a LO. Leffa (2006) indicates the state of the art of LOs and points to the lack of theoretical support in the production of such resources. Therefore, since more attention has been paid to technological aspects than to pedagogical ones in the development of LOs, the authors consider it necessary to have a theoretical basis that supports the design of such objects and makes them congruent to the learning of foreign languages (FL) with an emphasis on communication. Hence, this paper proposes a definition of Language Learning Objects (LLOs) that attend to the principles of Communicative Language Teaching (Canale & Swain, 1980; Ellis, 1999, 2005; Paiva, 2009) and Pedagogical and Design Usability (Vetromille-Castro, 2003).