MELT 210: Language Learning Design and Resource Management

Prepared by: NOEL B. BANDA

I. Annotation of Articles (3)

Article 1- Review of Language teaching with video-based technology: Creativity and CALL teacher
education
Bibliographic entry:
Thomas, M. & Schneider, C. (2020). Review of Language teaching with video-based technology:
Creativity and CALL teacher education. Language Learning & Technology, ISSN 1094-3501,
June 2021, Volume 25, Issue 2, pp. 50–54.

Summary:

Given the current and existing gaps between the vast instructional opportunities posted by the
recent technological development and the present state of L2 teaching in terms of underutilization of
various new technologies, this research review journal vividly explains and explores the creative way of
using video-based technology in L2 classrooms and teacher training courses. As highlighted in the
article, second language (L2) teaching contexts are rapidly changing and require teachers to make
constant adjustments to keep up with these changes. One of the areas that has shown remarkable
changes is the technology used in L2 teaching and curriculum design, which has become increasingly
available over the last three decades (Kessler, 2006). In spite of the growing interest and increasing
availability of digital technology in L2 teaching contexts, these advantages are not being fully utilized in
many L2 teaching contexts around the world. Furthermore, the lack of teacher training courses on
various topics in CALL and insufficient understanding of CALL teaching methodologies and principles
prevent the successful integration of technology in L2 teaching. Given the situation, the study directly
highlights the use of “machinima”, a three-dimensional (3D) immersive environment virtual computer
graphics engines that can be realized through real-time. As stated, the use of machinima in an L2
classroom enables learners to experience authentic, realistic L2 tasks without actually engaging in the
exact tasks in real life of which has proven to be effective and valuable in different English Disciplines
including English for Specific Purposes (ESP), English for Academic Purposes (EAP), Content-Language
Integrated Learning (CLIL), Task-Based Language Teaching (TBLT), and Project-Based Language
Teaching (PBLT) courses.

Additionally, the impact of this created technology-based language teaching is promising both
in the attainment of lesson and assessment objectives. Students were given with more optimal
learning opportunities to engage in meaningful, authentic interactions (Plonsky & Ziegler, 2016;
Ziegler, 2016).

1
Article 2- Review of Teaching language online: A guide to designing, developing, and delivering online,
blended, and flipped language courses

Bibliographic entry:

Russell, V.& Murphy-Judy, K. (2021). Review of Teaching language online: A guide to designing,
developing, and delivering online, blended, and flipped language courses. Language
Learning & Technology, ISSN 1094-3501, June 2021, Volume 25, Issue 2, pp. 46–49.

Summary:

This article discusses and explore nuances of designing for student success, types of delivery
(synchronous and asynchronous), types of interaction, teacher and student presence, assessment,
differentiation, and accessibility and inclusion. Additionally, one of the key themes that is also
underscored in this research is that “Students’ development of communicative competence should be
the overarching goal of every language course, irrespective of the delivery mode (traditional, online,
blended, or flipped)”. Driven by this goal, the authors have parsed out class size, learner anxiety, and
teacher’s lack of participation regular technology training sessions, attend professional development
activities that focus on online language pedagogy (e.g., conferences, workshops, webinars), being the
three of the major factors that may impact teacher and student satisfaction with online language
learning.
Understanding such influencing factors, an array of language resources and professional
development opportunities available for designers, course developers, and instructors is critical in the
field of online, blended, and flipped language instruction. Accessing such relevant resources, focus on
computer-assisted language learning, teaching and learning languages in distance education settings,
and teaching and learning culture in online settings supports language learning more generally.
Such findings yield an understanding that better results among the learning of the students
that when teachers and students engage in a community of practice either at their institutions, online,
or both—where they can connect with others who are using educational technologies to teach online,
blended, or flipped language classes. In effect, they would be able to craft successful online, blended,
and flipped language instruction designs and experiences.

2
Article 3- Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher
Presence and Learning Activity

Bibliographic entry:

Rapanta & Luca, et.al, (2020). Online University Teaching During and After the Covid-19 Crisis:
Refocusing Teacher Presence and Learning Activity. Post digital Science and Education
(2020) 2:923–945, https://doi.org/10.1007/s42438-020-00155.
Summary:

The ongoing threat of the Covid-19 pandemic had put the global education and puts the
Philippine educational system to conform into various modes of flexible learning modalities. In many
ways it seems, it has already has already been the “next big thing” in education.
The provision of this current set-up provides learners, teachers, and all other members of the
learning community to continue and foster learning adopting the right and relevant measures and
pedagogies well-suited to the schools’ interest and needs. Areas such as time, place, pace, content,
learning style, and assessment procedure were individually eyed as the effects of all these influencing
factors would ripple across through an effective flexible learning implementation. In the local setting,
schools have opted to adapt and maximize the use of printed modules under the Modular Distance
Learning (MDL) learning space reaching the last mile schools who have unavailable internet
connection. Students were given schedules and much time to answer the modules at their own phase
with ease. On the other hand, other institutions have used mixed modalities, RBI, TVBI, and online
learning to deliver learning.
Using an exploratory design through the conducted expert interview participants were selected
according to their proven expertise and deep experience in the field of online teaching and learning. As
the results have highlighted, for higher education institutions around the world to be competitive
(again), evidence of faculty preparedness in terms of professionalism is necessary. Online teaching
have been proven to be an essential part of such professional preparedness but not the only one.
Universities, now more than ever, should invest in teacher professional development of their faculty,
for them to be updated on effective pedagogical methods with or without the use of online
technologies. To cope up with the current demands of teaching language.

3
II. Synthesis

All the studies being reviewed and synthesized have provided a clearer basis of understanding
the existing and current Language Learning Design and Resource Management.
One of the studies explores the creative way of using video-based technology in L2 classrooms
and teacher training courses. As a result, the lack of teacher training courses on various topics in CALL
and insufficient understanding of CALL teaching methodologies and principles prevent the successful
integration of technology in L2 teaching. Given the situation, the study directly highlights the use of
“machinima”, a three-dimensional (3D) immersive environment virtual computer graphics engines that
can be realized through real-time. As stated, the use of machinima in an L2 classroom enables learners
to experience authentic, realistic L2 tasks without actually engaging in the exact tasks in real life of
which has proven to be effective and valuable in different English Disciplines including English for
Specific Purposes (ESP), English for Academic Purposes (EAP), Content-Language Integrated Learning
(CLIL), Task-Based Language Teaching (TBLT), and Project-Based Language Teaching (PBLT) courses. .
Overall, the impact of using such has resulted to an increase in the learning of the students as second
language learners.
Additionally, a study on the guide to designing, developing, and delivering online, blended, and
flipped language courses have pointed out the root cause that greatly impact teacher and student
satisfaction with online language learning. This include class size, learner anxiety, and teacher’s lack of
participation regular technology training sessions, attend professional development activities that
focus on online language pedagogy (e.g., conferences, workshops, webinars). Understanding these
underlying causes, the study highlighted the point that accessing such relevant resources, focus on
computer-assisted language learning, teaching and learning languages in distance education settings,
and teaching and learning culture in online settings supports language learning more generally.
Lastly, a study titled Online University Teaching During and After the Covid-19 Crisis: Refocusing
Teacher Presence and Learning Activity addresses the idea that higher education institutions around
the world to be competitive (again), evidence of faculty preparedness in terms of professionalism is
necessary. Furthermore, online teaching have been proven to be an essential part of such professional
preparedness but not the only one. Universities, now more than ever, should invest in teacher
professional development of their faculty, for them to be updated on effective pedagogical methods
with or without the use of online technologies. To cope up with the current demands of teaching
language.
Overall, these reviewed articles played an essential role in understanding the vastness of
pedagogies and strategies that makes up in learning English as the second language.

4
III. Reflective Essay

Researches are indeed our doorstep towards change, as it helps us explain things, create
meaningful and beneficial solutions, and impact change.

Such an impression is a real fact upon reading some of the profound research journals
published online. I get to understand how extremely demanding it is in our head to think of possible
ways and means in having to carry the previously set objectives thus achieving desirable results. This
scenario is relatively evident as I literally put a lot of effort in acquiring valuable sources of information
in relation to Language Learning Design and Resource Management, carefully evaluating and
scrutinizing each researched content and selecting what and how much information should I put into
to complete the 250-word summary per article. With this I get to grasp and somehow sharpened my
skills in researching and gist writing of which I believed a beneficial skill once I get to hold my own
research.
As observed, most of the researches I’ve read are aligned into a central theme which is on the
effective Language Learning Design and Resource Management, some of which is action-research
based where they are to determine the effects of bringing up an intervention to the learning ability of
the students. These further shows how relative researchers are as it extends and fit across all areas.
This is for more many reasons that researches must be smartly planned and strategized for every
component need to work on connectively at it must relate to each other.
Furthermore, all studies have highlighted out different forms of research. Qualitative,
quantitative, action research based, are just few to mention. They all have provided me a vivid picture
of how well-crafted research study is created and administered. From the technicalities of writing
anchoring on the philosophical principle and theories to the usage of right and relevant statistical
treatment, they all have provided such comprehensible inputs that gave the direction towards the
realization of this annotation assignment.
As a whole, I enjoyed very much reading the research journals. It allowed me to critically reflect
upon the way the researchers carried out their research papers. It gave me the opportunity to observe
their writings, methodologies used, statistical procedures, and many more. From this activity, I learned
how vast we can access to large datasets. Indeed, they have projected me valuable points thus
furthering my knowledge in the pursuit of creating a well-designed and planned study.