Beyond computer assisted language learning

Huw Jarvis

Huw Jarvis takes English language teachers on the journey from the origins of computer assisted language learning in English Language Teaching to the modern world of English usage and mobile phones, and discusses what implications this has on English language learning and teaching today.

Downloadable resources and further reading

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Jarvis, H. (2014). 'Digital residents: Practices and perceptions of non native speakers.' Asian EFL Journal Teaching Articles. Vol. 75. pp. 21-35.  

Jarvis, H. and Krashen, S. (2014). ‘Is CALL obsolete? Language Acquisition and Language Learning Revisited in a Digital Age.’ TESL-EJ. Vol. 17. No. 4. pp. 1-6.

Jarvis, H. (2013). ‘Computers and learner autonomy: trends and issues.’  In S.Sheehan, (ed), British Council ELT Research Papers Volume 1. London: The British Council. pp. 387-409. Click here to download this volume.

Jarvis, H. and Achilleos, M. (2013). ‘From computer assisted language learning (CALL) to mobile assisted language use.’  TESL-EJ.  Vol. 16. No.4. pp. 1-18.

Jarvis, H. (2013). ‘Computer Assisted Language Learning (CALL):  Asian learners and users going beyond traditional frameworks.’  Asian EFL Journal.  Vol.15. No.1.  pp. 190-201.

Jarvis, H. (2012). ‘Computers and learner autonomy: trends and issues.’  ELT Research Papers. 12-2. London, The British Council. Click here to access this publication.

Jarvis, H. and Szymczyk, M. (2010). 'Student views on learning grammar with web and book-based materials.' English Language Teaching Journal. Vol. 61. No. 1. pp.32-44.

Jarvis, HA and Pastuszka, L 2008, 'Electronic literacy, reading skills and non-native speakers: issues for EAP', CALL-EJ , 10 (1) .

Jarvis, HA and Figura, KA 2007, 'Computer-based materials: a study of learner autonomy and strategies' , System, 35 (4) , pp. 448-468.

Jarvis, HA 2009, 'Computers in EAP: change, issues and challenges' , Modern English Teacher, 8 (2) , pp. 51-54.

Jarvis, H 2005, 'Technology and change in English language teaching (ELT)' , The Asian EFL Journal, 7 (4) , pp. 213-227. Item not available from this repository.

Join the discussion!

  1. Nowadays, communication, creativity and collaboration are high priorities in the world of education and work. With your peers, discuss to what extent these themes have become central to the English language curriculum in your school or college.
  2. How are you using technology for language learning? Are you using technology to promote communication, creativity and collaboration through the English language? How much success have you seen? What are the challenges?
  3. English is still the dominant language on the Internet. To what extent are you helping your students to use both English and their native language for real world and digital effectiveness?
  4. Huw Jarvis emphasises the importance of connectivism in education nowadays – the need to go beyond ‘knowing information’ to developing a whole range of interconnected skills (such as digital literacy) in order to help young people succeed in the world.  To what extent is your curriculum addressing connectivism?

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