Using computer-mediated communication for autonomous and collaborative language learning

In a university environment where the need for learner autonomy is gaining recognition and where the development of new technologies is increasing potential for language learning, it is necessary to take a close look at some of the pedagogical implications of their introduction into the curriculum. According to Little (1995:180) “the concern for the learner as an individual […] has been the single most influential factor shaping pedagogical reform over the past three decades” and it is in this concern that current interest in learner autonomy is rooted. Much research has been carried out to establish effective ways of promoting learner autonomy and enhancing the way languages are learnt through the integration of technological innovations. The first part of this book investigates the growing need for learner autonomy and the greater recognition this merits. It also looks at how computer conferencing can facilitate this learner autonomy by giving students greater opportunities for reflection, flexibility and collaboration. While elements discussed in the first part can contribute to learner autonomy and collaboration, it is recognised that the introduction of computer-mediated communication in language learning does not automatically lead to successful collaborative language learning situations. The second part of the book, therefore, presents various contexts in which computer conferencing software has been used in university language learning and considers possible reasons for different levels of success.