The Importance of Creating Theories of Practice in Online Language Learning

Abstract

The Importance of Creating Theories of Practice in Online Language Learning Todd Hughes Keywords acquisition/acquisición, innovation/inovación, online/en línea, pedagogy/pedagogía, technology/tecnología, theory/teoría Response to "The Role of Technology in Language Learning in the Twenty-First Century: Perspectives from Academe, Government, and the Private Sector" Christine Campbell and Branka Sarac provide a review of the literature as it pertains to developments in online language learning in various sectors of education. In the final paragraph, Campbell and Sarac call for the development of "theories of practice" (Kumaravadivelu 2003), based on knowledge and experience, among educators specializing in online instruction of languages. Campbell and Sarac cite two principal benefits of the creation of these theories of practice. First is the facilitation of choosing appropriate tools and approaches to teaching and learning, based on a theoretical base. Second is the fostering of a motivated dedication to carry out these endeavors. Kumaravadivelu (2003) notes several innovations in the profession during the end of the twentieth century, which point educators in the direction of mindfully acting within a theoretical stance. Most notably, in considering the use of technology in the foreign language classroom, the profession should realize that "the artificially created dichotomy between theory and practice has been more harmful than helpful for teachers" (Kuramaravadivelu 2003: 1). In fact, the sudden development of a paradigm to integrate technology into the curriculum has oftentimes been haphazard. The reason is that said paradigms are often quite distant from more generalized "educational theory and practice." Subsequently, online learning programs can often be void of effectiveness. A relatively dated study by the Pew Research Center (Smith, Rainie, and Zickuhr 2011) indicates that between 94% and 98% of college students—be they at the community college, undergraduate or graduate level—use the Internet regularly. Additionally, between 79% and 92% of the same group use wireless (laptop or cell phone) services regularly. Within this user demographic, 94% and 99% own a smartphone, while between 70% and 93% own a laptop computer. The study reports that the highest rates of use and ownership occur among graduate students, while the lower rates of use and ownership occur among community college students. In a separate study done at the 7–12 grade levels, the figures decrease, but not drastically. Another Pew study indicates that approximately 89% of teenagers go online at least "1–2 days a week" (see "Millennials: A Portrait of Generation Next"). In spite of the divide among different ethnic and socio-economic groups, Internet use is still highly prevalent among teenagers between the ages of 12 and 17. These numbers indicate that the majority of students make regular use of technology. In addition to this fact, studies indicate that they are using the Internet as a source for learning. [End Page 85] For example, a study conducted by Head and Eisenberg (2010) indicated that 95% of college students surveyed used Google searches in their research, while 85% used Wikipedia. How do theories of practice and statistics regarding the pervasive technology relate to the future of technology in language learning? First, we need to realize that in 2017, Hispania's one hundredth year of publication, the use of technology is ubiquitous. Not only is it ubiquitous, it is also synonymous with the learning process. For this reason, it is imperative that we think about how to best harness technology in light of second language acquisition theory and pedagogy. Similarly, we should always evaluate digital materials using the same rigorous standards used to evaluate those in print. For example, by March 2016, a very popular mobile phone application for language learning boasts approximately 110 million users worldwide (Velayanikal 2016). While its mobility represents an outstanding innovation, a careful assessment of this tool in the light of language learning theory and proper pedagogical practices would be enlightening. In other words, abundant access should not be the qualifying factor in the evaluation of language learning materials. The future of online learning provides opportunity and challenges; the profession needs to make careful choices in how to move forward. Todd Hughes Vanderbilt University WORKS CITED Campbell, Christine, and Branka Sarac. (2017). "The Role of Technology in Language...