Online Language Learning in Participatory Culture: Digital Pedagogy Practices in the Post-Pandemic Era

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Main author: Ju-Zaveroni, Youkyung
Other authors: Lee, Seryun
Format: Journal Article           
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id eprints-41112
recordtype eprints
institution SOAS, University of London
collection SOAS Research Online
language English
language_search English
description The COVID-19 pandemic dramatically accelerated the digitalisation of education around the world in a short period of time, which presented a unique opportunity for language teachers and policy makers to reconsider assumptions about language learning in higher education. Against this background, this study examines how digital pedagogy can enhance the experience of language learning in online settings in the post-pandemic era by drawing on a case study of educational activities developed during the pandemic for foreign language modules at a UK university. In particular, this study delves into the different dimensions of participatory culture in relation to digital pedagogy practices for language teaching and learning by adopting an interdisciplinary approach. Ultimately, we argue that online language education should aid students, i.e., the Gen Z cohort, in acquiring and developing digital literacy, or the capacity to communicate effectively by creating a variety of online texts and interreacting and collaborating with other people by means of various digital technologies. Therefore, it has also been argued that language teachers need to play a role as facilitators who can foster interactive, participatory environments to help students to develop student-centred, sustaining learning communities.
format Journal Article
author Ju-Zaveroni, Youkyung
author_facet Ju-Zaveroni, Youkyung
Lee, Seryun
authorStr Ju-Zaveroni, Youkyung
author_letter Ju-Zaveroni, Youkyung
author2 Lee, Seryun
author2Str Lee, Seryun
title Online Language Learning in Participatory Culture: Digital Pedagogy Practices in the Post-Pandemic Era
publisher MDPI
publishDate 2023
url https://eprints.soas.ac.uk/41112/

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