Smart online language learning modules: An exploration of the potential of advanced digital technologies and artificial intelligence for collaborative language learning utilizing translanguaging and multimodal communication approaches

Tzirides, Anastasia Olga (Olnancy)

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https://hdl.handle.net/2142/115719 Copy

Description

Title

Smart online language learning modules: An exploration of the potential of advanced digital technologies and artificial intelligence for collaborative language learning utilizing translanguaging and multimodal communication approaches

Author(s)

Tzirides, Anastasia Olga (Olnancy)

Issue Date

2022-04-20

Director of Research (if dissertation) or Advisor (if thesis)

Kalantzis, Mary

Doctoral Committee Chair(s)

Kalantzis, Mary

Committee Member(s)

• Cope, William
• Paquette, Luc
• Ortega Martín, José Luis

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Translanguaging
• Digital Tools
• Artificial Intelligence
• Machine Translation
• Multimodality
• Transpositions
• Peer Engagement
• Online Intercultural Exchanges
• Language Learning
• Digital Literacy

Abstract

This dissertation is a mixed-methods case study that follows design-based and agile research approaches. It investigates pedagogical practices to enhance language learning involving innovative literacy practices, digital tools and peer engagement. More broadly, this study addresses the ways in which, by incorporating advanced digital tools in learning, the language proficiency of students can be extended along with their digital literacy. It proposes a teaching and learning design grounded in the efficient integration of innovative digital tools, in a rich setting of peer language learning and based on a translingual – transpositional – multimodal theoretical framework. The proposed design aims to explore the value of artificial intelligence in educational practice to enhance human-to-human interaction and translingual communication, and to test the efficacy of translanguaging as a pathway for learning to communicate in the contemporary globalized society. An additional objective of the study is the further improvement of the digital tools and their application in language learning classrooms. Thus, the study’s intervention includes activities that utilize multimodality in languages and communicative contexts, as well as in the design of the digital tools. Ultimately, the study intends to explore how state-of-the-art technological advancements like artificial intelligence can assist the goal of translanguaging and multiform transpositions as part of the everyday life, communication, and learning processes of contemporary global digital citizens. In these ways, this dissertation also explores human-technology interaction as an integral part of the contemporary communicative repertoire. Students in this context are encouraged to effectively use digital tools to facilitate multilingual communication in digitally mediated, peer language learning contexts, and by extension to facilitate multimodal meaning-making capacities in their everyday lives. The findings of this study show that the learning design as developed and implemented was a successful learning experience with positive learning outcomes, based on students’ perceptions and their performance scores. Findings suggest that students felt more comfortable in using their holistic communicative repertoire as they familiarized themselves with the use of multiple digital tools in various aspects of the course activities. These tools assisted them to improve their association with digital and online spaces, in general. Furthermore, online interactions among native speaker peers played a fundamental role in making the experience effective and engaging, by contributing both in the enhancement of language acquisition and of the complete learning and social experience of the intervention. Considering the future implementations of the learning design of this study, it was found that the design principles and processes of the course were effective. The findings from this study support the work of second/foreign language learning teachers, educational technology providers and governments to develop more advanced and real-life digital solutions, policies, and instructional schemes with the goal of preparing students to become independent digital learners while also supporting multilingual and multicultural education.

Graduation Semester

2022-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2022 Anastasia Olga (Olnancy) Tzirides

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