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6 - Distance Learning

from Part II - Environments

Published online by Cambridge University Press:  15 June 2025

By
Fernando Rosell-Aguilar
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

Distance learning has grown in popularity since the beginning of the century, and the affordances of the rapid development of online audiovisual and mobile technologies have made it easier to learn languages at a distance. This chapter defines the concept of distance language learning as learning that is designed to take place when teachers and learners are not together in the same physical space and learning is mostly mediated through technology. It focuses on distance learning that both students and teachers have chosen as their method of delivery, as opposed to an imposition in response to an emergency situation such as the COVID-19 pandemic. The chapter presents a brief history of the evolution of distance language learning, exploring current and past tools, methods, and beliefs in the teaching and assessment of languages in a distance learning context. It also outlines the characteristics of successful distance learners and teachers, as well as some of the challenges they face. It concludes by arguing that the rapid improvement in speech recognition and translation software is likely to transform distance language learning in the near future.

Keywords

distance language learningCALLmaterials designassessmentonline tuition
Type
Chapter
Information
The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 90 - 107
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

In this book chapter, Marta González-Lloret provides an overview of different technologies ranging from the basic (blogs, wikis) to the complex (multiplayer online games, virtual environments), and argues that, despite their many affordances, their use for language teaching and learning purposes must be informed by evidence from SLA research. González-Lloret identifies task-based language teaching as the optimal approach to achieve this goal and provides examples of the integration of technology-mediated tasks into language teaching.

This chapter by Cynthia White is essential reading for anyone interested in distance language learning. It focuses on the available technologies for facilitating language learning online and discusses required changes to curriculum and materials design, assessment, and teacher training in the incorporation of these technologies into various learning processes. White underlines the importance of obtaining evidence through research into the use of these technologies.

González‐Lloret, M. (2017). Technology for task‐based language teaching. In Chapelle, C. A. & Sauro, S. (Eds.), The handbook of technology and second language teaching and learning (pp. 234–247). Wiley Blackwell. https://doi.org/10.1002/9781118914069.ch16CrossRefGoogle Scholar
White, C. J. (2017). Distance language teaching with technology. In Chapelle, C. A. & Sauro, S. (Eds.), The handbook of technology and second language teaching and learning (pp. 134–148). Wiley Blackwell. https://doi.org/10.1002/9781118914069.ch10CrossRefGoogle Scholar

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