Technology, education and connected learning: exploring approaches to bridge the gap

between theory and practice for adult learners in France.

1. Statement of research issue.
With an estimated number of over 1 billion people around the world learning English a large
percentage are adults, but this group of learners are often underrepresented in linguistic
research and in particular in research into the use of technology. At a time when 21st century
skills have already been incorporated into other educational areas for over a decade research
into using new technologies with adult English language learners has been limited and this
has left a disjunct between research and teaching I believe there is an ever widening gap with
regards to how teachers use technology with adult learners and I would like to investigate the
reasons for this and the potential ramifications if the situation is not rectified and suggestions
to deal with the situation going forward.
This proposal continues on from my Masters study and is to undertake a collaborative action
research project aiming to support teachers in integrating new technologies into the teaching
of English as a Foreign Language in an adult education setting in France. I have previously
studied this adult learning environment and implemented new digital technologies in a
separate setting also in France. It will help practising teachers reflect on innovation in terms
of ICT use and methodology, and provide a framework for technology integration to guide
professional development. The study aims to highlight the ways in which a collaborative
action research project of this kind can both stimulate and support teachers in innovative
experimentation as well as enhance our understanding of the challenges and opportunities
inherent in implementing technological innovation.
Language education, teacher training policies, examinations, curriculum documents and
materials have yet to catch up with and reflect the range of digital media that has become so
much a part of many learners lives. There is a disconnect between the world of language
education and the multimodal text processing and creation that learners engage in beyond the
classroom, where they may, for example, share video clips on social media which interweave
words, sounds and image (photography, graphics and film). Menezes (2011) claims there is a
gap between student and teacher perceptions of what studying a language is, and this
disparity leads learners to seek out cultural products in the form of such media.
Technology is increasingly assisting educators in creating an environment conducive to
language learning. Technology can support teachers in making language learning faster,
easier, less painful, and more engaging, and helps create an optimal language learning
environment.
1.1 Why make use of digital technologies?
I see two main reasons although there may be other pressures such as institutional policies (if
a school has spent a lot of money on a new online learning environment, for example, they
will want teachers to use it). The first reason is that digital media are part of the way that we
use language in the real world. Much of our day-to-day communication is mediated by
digital tools including email, SMS, Facebook, Twitter, Instagram, Whats App and much
more is this the same for the two groups of leaners in this study, those aged 40-60 and those
over 60? These tools are normal sites of language use and it is as important to explore these
with learners as it is to explore older media such as newspapers and radio (now often online,
of course). The second reason is that technology can provide solutions to some of the
problems that we encounter as language teachers. For example, in the context of a single-

language classroom there is little reason for students to communicate in the target language
except that the teacher tells them to. Digital tools may enable them to communicate with an
audience outside the classroom, for example by posting blogs or videos either to a general
audience or in partnership with a class of learners elsewhere. Technology offers plenty of
novel possibilities from new ways of presenting material to new games for language practice.
However, when it comes to using these resources in the classroom, we have been reluctant to
do so. Why? I believe that there are three main reasons for this. First, there is the problem of
digital dissonance (Clarke et al, 2009, p. 57); despite using web-based tools in our daily
lives, we still havent seen the potential of using the tools for learning. Secondly, using webbased tools for learning is not compatible with current curricula that emphasize knowledge
consumption and reproduction of this knowledge in assessments (Dowling, 2011). Finally,
even if we have the opportunity to use web-based tools for learning, as the learning focuses
not just on the product but also the process, assessment presents more challenges (Ehlers,
2009).
These complications are not intractable. Digital tools and media are part of everyday
language use and should, therefore, be part of language learning. In addition, the range of
possibilities offered by digital tools mean that there are many ways in which technology can
enhance language learning. Active participation in language teaching and learning implies
that learners take responsibility for their own learning and that teachers play their part in
enabling this. New technologies enable the implementation of this philosophy in ways that
were previously impossible.
1.2 Focus on adult learners.
Most linguistic research tends to focus on the public sector (e.g. young people in schools) yet
more than 80% of the learners in this study are aged over 40 with more than 50% over 60.
Adult language learners are goal-oriented and direct their learning to fulfil particular needs or
demands: to advance their studies, to progress on the career ladder, to follow business
opportunities, to pass a driving test, to assist their children with homework or simply to be a
successful user of English. They usually require immediate value and relevance from their
studies and they often learn best when they are engaged in developing their own learning
objectives. These attributes, distinct from those of younger language learners, led to the
creation of the term Androgogy, a term popularized in the 1980s to distinguish the field of
adult learning from that of pedagogy. Adults are mature, competent, experienced, multitalented individuals, who live complex lives and fulfil a variety of different life roles. They
can draw upon this wealth of previous life and educational experience for their learning, but
they may learn in very different ways. Some prefer a more process-oriented approach with
active experimental problem-solving tasks over memorization while others may prefer
learning styles developed during their school years.
2. Theoretical Background.
The world is being changed in some fairly fundamental ways as a result of people imagining
and exploring how using new technologies can become part of making the world (more)
different from how it presently is, rather than using new technologies to do familiar things in
a more technologized ways. (Lankshear and Knobel, 2006) Therefore a new mindset is
required. The use of technology - giving access to a wide range of web-based tools that allow
learners to publish work and engage with live audiences in real contexts can empower them.
(Motteram, 2013). This study aims to share knowledge and highlight some appropriate
pedagogical strategies so that technology can be used more effectively in teaching and

learning English. The adoption of new technologies has potentially far-reaching

consequences for learners. The aim is not simply the transfer of current teaching and learning
materials and practices to, for example, a mobile device, but a complete reconceptualization
of these.
As teachers, we base our instructional activities on many kinds of knowledge, including our
own experiencenot only as teachers but also as learners. Whether intentionally or not, we
often teach as we taught last year (or five years ago) or as we were taught when we were
students. Research on second language teaching and learning is another source of knowledge
that can help teachers shape their pedagogical practices. However, we have heard time and
time again that teachers have limited knowledge of research findings, even some quite robust
findings that have been replicated over many years. Teachers, quite understandably, cite a
lack of time for locating and reading research that might be of value to them. Furthermore,
they often express a belief that published research is not relevant to their particular teaching
situation. Some teachers express frustration at what they perceive as the overly technical or
esoteric language of research reports. For these reasons and others, teachers may miss out on
information that would help them in their work.
Teachers willingness to adopt new methods and teaching objectives, and how they integrate
new technologies, depends strongly on their own beliefs and attitudes about how languages
are learned and how they may best be taught. Two strands of research investigate how
teachers position themselves with respect to their teaching practice and in particular the
introduction of innovative pedagogy. Work in teacher efficacy suggests connections between
teachers beliefs about their professional capacities and a) openness to new ideas and b)
persistence in the face of difficulties, both of which are relevant to this study. The second
research strand concerns teacher cognition which provides explanations for teacher resistance
to pressure to innovate which are also relevant to this study. (Bandura, 2001 and Borg, 2009
cited in Whyte, 2015)
Research Questions:

What technologies do adult language learners use beyond the classroom?

What technologies do teachers currently use?
What technologies could / should be incorporated? How can these be implemented
now and in the future?

The study proposed aims to support EFL teachers in an adult education setting in France in
using new technologies for communicative and task-based language teaching.
Communicative language teaching (CLT) centres on the expression, interpretation and
negotiation of meaning and seeks to offer learners practice in communication. Task-based
learning is often viewed as particular case of CLT, focusing on the notion of task, defined as
an activity which requires leaners to use language, with an emphasis on meaning, to attain an
objective. Currently teachers are given the choice of what technology they do (or do not) use
in their lessons, the establishment encourages teachers and learners to use a Learning
Management System Moodle but there is no obligation. The initial research period will
determine to what extent the tools available are being used and provide a starting point on
which the research will then propose improvements for future and ongoing development.

3. Research Methodology.
Action research can be conducted by teachers working in their own classrooms without
outside intervention or support. But for many teachers, myself included, it is difficult to find
time to engage in the type of reflective practice and data collection which action research
demands. This study provides a solution to these difficulties: I will be stepping back from
teaching and becoming the researcher. By working together with my colleagues we can
undertake collaborative action research (CAR), bringing together academics and practitioners
to enhance and develop our professional practices. Continuing in the constructivist vein, this
study follows Dewey, who argued against the separation of theory and practice. Instead of
conducting independent research which may not address the questions teachers are interested
in, nor make its findings accessible to them or applicable to their classes, the design and
implementation of this study will seek to involve teachers in many phases of the project by
adopting a CAR model. To support the teachers in this CAR process the study will also seek
to encourage the development of a community of practice (Hall, 2012) including the
researcher and teachers in face-to-face and online exchanges in relation to the study.
The study will collect data using questionnaires, interviews and observations to inform and
evaluate an intervention that will train and support the teachers in using new technologies and
provide a framework for ongoing professional development. The initial and follow-up data
collection and intervention will involve fieldwork in France. The action research framework
used in this research constitutes a socio-constructivist response to limitations of fundamental
research, and as such can contribute to bridging the divide between theory and practice in the
language classroom. By involving researchers and teachers in collaborative action and
reflection, innovative practice can be implemented facilitating pedagogical transformation.
4. Implications.
The proposed study may be viewed as an extended case study, framed in a broader discussion
of the role of innovation in language teaching, its implementation and the ways in which to
research this. To the extent that prediction is possible about rapidly changing classroom
technology and its likely adoption by educational communities, it seems probable that the
results of this study will apply to other teachers integrating new technologies into their
classroom practice. As such it may help teachers avoid certain pitfalls and misconceptions,
and permit educators and policymakers to anticipate potential problems, with the overall
objective of improving classroom language teaching and learning. The findings from this
study will contribute to our understanding of digital literacies and pedagogic uses of
technology with adult learners, in particular those aged over 60.
5. Timetable:
Year one:
October December 2016
January March 2017
April June 2017
July September 2017

Literature review / Plan and prepare questionnaires

Literature review / Distribute and collect questionnaires
Literature review / Follow up interviews and observations
Write up findings so far / Plan intervention

Year two:
October December 2017
January March 2018
April June 2018
July September 2018

Implement new technologies

Observe and amend if necessary
Distribute and collect follow up questionnaires interviews
Write up findings so far / Plan framework for ongoing prof.dev

Year three:
October December 2018
January March 2019
April June 2019

Finalize framework for ongoing professional development

Complete first draft of thesis
Complete and submit thesis

6. Plans for dissemination.

The findings of this research will initially be used to inform a framework for ongoing
professional development at the centre being studied. Thereafter the results will be used to
contribute to our understanding of digital literacies and pedagogic uses of technology through
publication in academic journals both online and in print; through presentations at various
national conferences such as TESOL France and international events including the annual
BAAL and IATEFL conferences; inclusion as a book chapter should a relevant topic come to
print.
7. Research Ethics.
Using the BAAL (2000) Recommendations for good practice in Applied Linguistics student
projects, as reference the following ethical considerations will be taken into account:
1. General
responsibility to
informants.

2. Obtaining informed
consent.

3. Respecting a
person's decision not
to participate.

4. Confidentiality and

The researcher will ensure that participants understand and agree to

their participation without any duress, prior to the research getting
underway. Teachers will be observed during regular planned lessons,
the teachers or learners will not be required to devote extra time to
the project. The interviews will take place during regular working
hours. Interview questions will avoid any bias of culture, gender or
age.
All participants will understand the process in which they are to be
engaged, including why their participation is necessary, how it will
be used and to whom it will be reported. They will be asked to
complete a participation consent form. The partner establishment
will also be fully informed as their consent will be required to access
and observe the classes.
Teachers and learners will be asked for their permission to include
transcripts of their interviews and observations of their lessons in the
investigation, and any refusals will be complied with. They will
also be informed of their right to withdraw their consent up to seven
days following the observations.
The identities of the teachers and learners will be kept confidential.

anonymity.

5. Deception and
covert research.

6. Sponsors and users

They will be informed of their right to see the results of the project
once completed. The researcher will comply with the legal
requirements in relation to the storage and use of personal data as set
down by the Data Protection Act (1998) and any subsequent similar
acts.
As the teachers and learners will be aware of the objectives of the
research and the aim is to provide a framework to improve teaching
and learning, no covert research will be necessary. As with all
linguistic research deception is unacceptable.
This research will be carried out in cooperation with a partner
establishment and other teachers who consent to taking part. Written
consent will be sought from the partner establishment and they will
be informed of the purpose of the research, the research methods to
be used, any conditions of access to data or participants, ownership
of data, the researchers right to publish, requirements for reporting
and dissemination and deadlines for completion of the work. In
recognition of the dynamics of research, the agreement will also
include provision for negotiating changes sought by either the
researcher or the partner establishment. The results will be made
available to all participants as this is also one of the main aims of the
research. In turn it will be explained to them that the researcher will
be evaluated on this research as an academic product, and must meet
academic deadlines and standards.

References.
BAAL: The British Association for Applied Linguistics (2000) Recommendations for good
practice in Applied Linguistics learner projects, [online]
https://learn2.open.ac.uk/pluginfile.php/607770/mod_resource/content/1/BAAL_good_practi
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Clarke, W., Logan, K., Luckin, R., Mee, A., and Oliver, M. (2009). Beyond Web 2.0:
Mapping the technology landscapes of young learners. Journal of Computer Assisted
Learning 25, pp. 56-69.
Dowling, S. (2011). Web-based learning Moving from learning islands to learning
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and Reinders, H (eds) Beyond the Language Classroom. The Theory and Practice of Informal
Language Learning and Teaching. Basingstoke: Palgrave Macmillan, pp. 59-71.
Motteram, G. (ed.) (2013) Innovations in learning technologies for English language
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Whyte, S. (2015) Implementing and Researching Technological Innovation in Language
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