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Utilizing Internet Resources in TESOL: The Design of English Language Learning and Formative Assessment Practices

Utilizing Internet Resources in TESOL: The Design of English Language Learning and Formative Assessment Practices
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Author(s): Vineetha Hewagodage (University of Southern Queensland, Australia)
Copyright: 2020
Pages: 27
Source title: Technology-Enhanced Formative Assessment Practices in Higher Education
Source Author(s)/Editor(s): Christopher Ewart Dann (University of Southern Queensland, Australia) and Shirley O'Neill (University of Southern Queensland, Australia)
DOI: 10.4018/978-1-7998-0426-0.ch004

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Abstract

Advancements in digital communication technology (DCT) have significant potential to impact on language teaching and learning by providing new pedagogical opportunities accessible via the internet. Resources that support the design of English language learning and formative assessment have been seen as a fundamental component of the English language learning environments in English language intensive courses for overseas students (ELICOS) and the like. While its importance is universally recognized, the facilitation of a move from the traditional approach to languages learning to a more contemporary approach in keeping with social constructivist theory remains a challenge for both teachers and learners. Part of this challenge involves the need for teachers to reconceptualize the way that they teach to move away from the teacher as instructor to that of facilitator whose pedagogical approach ensures students have opportunities to use English for meaningful purposes. Since this demands an understanding of students' different proficiency levels and the ability to monitor improvement to ensure learning experiences are at the optimum level to facilitate growth, effective formative assessment practices are a vital monitoring tool. Thus, this chapter examines how internet resources can move pedagogy towards a social constructivist approach to improving English language learning bearing in mind the need for a framework to support formative assessment in the monitoring of improvements in proficiency.

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