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5.3 EDUCATIONAL SCIENCES, General language studies, Linguistics
Despite a rapid growth of Open Educational Resource (OER) availability, Thoms and Thoms (2014) note that few empirical studies examine the impact of OERs on foreign language learning and teaching. This paper presents an action research study investigating the embedding of selected components of DigiLanguages, an OER for Digital Literacies (DLs) for Foreign Languages (FL) within a Bachelor of Arts (BA) in International Business and Languages at the Technological University Dublin. Digilanguages.ie is an open portal developed collaboratively by six tertiary education institutions in Ireland. Digital literacies for FL learning and teaching is a key strand in this resource. The study involved two groups of students, one majoring in French and one in Italian. One of the aims of the study was to pilot the portal and identify affordances and constraints of introducing and adapting this OER to the individual FL classroom. Of equal importance was to analyse the potential of the OER to introduce and/or change pedagogical practices in an area that remains largely under investigated, namely DLs for foreign language learning. The study informs future steps in how to use a particular OER to embed units of DLs into FL courses. It also provides insights on developing a new set of professional practices among language teachers.
Gabaudan, O., & Nocchi, S. (2019). Embedding OERs for the development of information literacy in the foreign language classroom. In A. Comas-Quinn, A. Beaven & B. Sawhill (Eds), New case studies of openness in and beyond the language classroom (pp. 49-63). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.37.966