Digitalised learning with its promise of automy, enhanced learner choice, independence and freedom, is an intuitive and appealing construct but closer examination reveals it to be a rather simplistic proposition, raising the following questions. -What do we mean by automy? -What are we implying about the role of the teacher, the classroom, and interaction between learners? -What do we understand about the impact of techlogy on the ecology of the learning environment? This book describes the use of a Virtual Learning Environment (VLE) by a group of advanced English language learners in Mexico, comparing what students thought and what they did in response to the techlogy. The theoretical aim of the book is to work towards the construction of a theory of the development of automy and virtual learning in an EFL context. Enhanced understanding about the relationship between automy and techlogy has the potential to inform academics, software designers, materials writers, teacher educators, and teachers and to help learners in their quest to acquire a foreign language.
Miranda Hamilton is a Researcher in Cambridge looking at Learning Orientated Assessment with a focus on the use of technology. She recently completed her PhD from the University of Cambridge, UK.
Bloomsbury Publishing PLC
Date of Publication
Advances in Digital Language Learning and Teaching