Abstract:
COVID-19 has significantly impacted education in recent years, serving as a real test of creativity and adaptability in language education. This project highlights the importance of developing language teachers’ Technological Pedagogical Content Knowledge (TPACK) and enhancing students’ language learning in Virtual Learning Environments (VLEs). The project aims to establish a Professional Learning Community (PLC) on technology-enhanced language learning (TELL) in VLEs, engaging researchers worldwide alongside in-service and pre-service language teachers in Hong Kong. This collaborative initiative is supported by Lingnan University, The University of Hong Kong, The Chinese University of Hong Kong, and The Hong Kong Polytechnic University. The PLC adopts a learning-by-doing approach, enabling language teachers to develop their TPACK effectively. This empowers teachers to integrate technology into their classrooms, meeting real-time curricular demands and addressing individual students’ needs. Through TPACK development, teachers are equipped to create diverse VLEs using technologies such as augmented reality (AR), virtual reality (VR), and digital games, ultimately enhancing students’ language learning. The project also evaluates the impact of these virtual learning activities on students’ language performance, motivation, engagement, and technology acceptance through assessments and surveys. Student feedback is continuously collected to refine TELL strategies in VLEs. Additionally, the PLC disseminates project findings through seminars, workshops, international conferences, and journal publications, promoting TELL implementation and innovation in VLEs globally.
Code:
T5004
Principal Project Supervisors:
Start Date:
01 Oct 2022
End Date:
31 Dec 2024
Status:
Completed
Result:
During the project period, we implemented 11 e-learning packages, benefiting over 750 undergraduate and postgraduate students across at least five disciplines. Of these, 175 students completed online surveys, and 25 students were interviewed, and feedback has been overwhelmingly positive, particularly regarding the SVVR and Metaverse packages and the use of role-playing games for learning English vocabulary. Students appreciated the variety of teaching and learning activities in VLEs. With the establishment of the Professional Learning Community (PLC), 18 sharing sessions and 2 workshops were conducted. Participants provided feedback via an online evaluation form, which was overwhelmingly positive. Nine teacher interviewees valued the sharing sessions for the opportunity to learn from peers and stay informed about digital advancements. The International Conference on Technology-Enhanced Language Learning and Teaching (TeLLT) was held on 3–5 July 2024, attracting 160 presenters, including six keynote speakers, and around 200 local and international participants. The conference was highly successful, with participants praising the quality of the academic program and engaging discussions on various TeLLT topics. Finally, a knowledge transfer website (http://iica.eduhk.hk/) was created to promote TELL in VLEs. The website features resources, activities, and effective pedagogies for quality language education. It includes sections on the project’s introduction, team information, objectives, events, the international TeLLT conference, and contact details.
Impact:
This project establishes a Professional Learning Community (PLC) on Technology-Enhanced Language Learning (TELL) in Virtual Learning Environments (VLEs), engaging researchers and in-service and pre-service language teachers in Hong Kong. The initiative helps teachers develop Technological Pedagogical Content Knowledge (TPACK) through hands-on, learning-by-doing activities. It equips teachers to integrate technology into classrooms, addressing curricular needs while supporting the development of AR-, VR-, digital game-, and VLE-enhanced language learning activities, enriching students’ experiences. Theoretically, the findings will contribute to designing a new model for language teachers’ TPACK development. In terms of Technological Language Knowledge, the project will help teachers understand the affordances and added value of VLEs for language learning. Regarding Technological Pedagogical Knowledge, the findings will demonstrate how VLEs support specific teaching strategies (e.g., using VR for inquiry-based learning). For Technological Pedagogical Language Knowledge, the findings will suggest practical tools and strategies for teaching diverse language topics through VLE-enhanced activities, contributing to the refinement of the TPACK framework. From a Knowledge Transfer (KT) perspective, the project created a KT website to promote TELL in VLEs, showcasing resources and effective pedagogies. The team organized an international conference, shared findings at other global conferences, and published peer-reviewed journal articles and an edited book, benefiting educators and researchers in TELL, VLEs, teacher training, and educational technology, advancing research and practice in these fields.
Financial Year:
2022-23
Type:
TDG