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18 - Learner Training

from Part V - Practice

Published online by Cambridge University Press:  15 June 2025

By
Chun Lai
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

Learner training is essential for the realization of the potentials of CALL. It can not only safeguard the smooth implementation of CALL activities and facilitate the concomitant learning, but also enhance learners’ active and effective engagement with technological resources for language learning on their own in the informal learning contexts. This chapter gives an overview of how it is conceptualized and operationalized in existing literature. It argues for greater research attention to learner training in and for informal language learning in technological spaces and in-depth exploration into the intersection of contextual factors and learner training. It further advocates more differentiated and personalized approaches to learner training.

Keywords

learner traininglearner autonomyself-directed learninglearner-centric personalized approach
Type
Chapter
Information
The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 299 - 315
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

In this contribution to the encyclopedia, Hubbard discusses the competence learners need to master in order to harness the power of technology for language learning and the skills learners are found to be lacking. Based on the discussion, Hubbard introduces guidelines on how teachers can support learners to develop relevant competence.

In this book, Lai synthesizes the existing theoretical frameworks related to autonomous language learning with technology beyond the classroom and reviews empirical studies related to the nature of self-directed out-of-class language learning with technology and its influencing factors. Based on the review, Lai discusses how autonomous language learning with technology can be enhanced through the perspective of learner training, teaching practice, and design.

In this article, White and Bown introduce the concept of informed consumers, underscoring a list of key competences that students need to develop in order to actively and effectively construct language learning experience across boundaries. They highlight the importance of developing learners’ awareness of formal and informal learning environments and enhancing learners’ ability to appraise and optimize opportunities for learning.

Hubbard, P. (2018). Learner training. In Liontas, J. I. (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–6). Wiley. https://doi.org/10.1002/9781118784235.eelt0418Google Scholar
Lai, C. (2018). Autonomous language learning with technology: Beyond the classroom. Bloomsbury Publishing.Google Scholar
White, C., & Bown, J. (2020). Encouraging learners to become better-informed consumers of L2 learning opportunities. Language Teaching Research Quarterly, 19, 5–18.CrossRefGoogle Scholar

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  • Learner Training
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.023
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  • Learner Training
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.023
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  • Learner Training
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.023
Available formats
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