Resumen de Effective Online Foreign Language Courses: Theoretical Framework and Practical Applications
Katharine B. Nielson, Marta González-Lloret
Institutions are increasingly turning towards online foreign language courses, yet there are almost no guidelines for their development and implementation. Because there is significant research on online education and instructed second language acquisition (SLA)—but very little on the intersection of the two—this article emphasizes the importance of considering research from both fields for the successful design of online foreign language instruction. Empirical evidence from distance and blended learning, applied linguistics, and SLA research is considered as the article presents four guiding principles of online foreign language course design:1) follow principles of SLA; 2) establish a sense of community; 3) choose relevant and appropriate technology and content; and 4) provide students and instructors with adequate training. The discussion of the third principle includes an overview of the technological and pedagogical options available for online courses and makes specific recommendations for teachers, administrators, and designers. This section includes a discussion of Learning Management Systems (LMS) and web-conferencing software; a review of the research on computer-mediated communication (CMC) as well as information on how to choose appropriate tools to facilitate CMC; a discussion of how to incorporate relevant audio and video into online courses; and a discussion on simulations and virtual worlds. All of these recommendations are based on educational, educational technology, and second language research findings on how to maximize language learning.
