Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
2ELT514Technology-Enhanced Language Teaching3+0+03712.10.2026
Course Details
Language of Instruction English
Level of Course Unit Master's Degree
Department / Program English Language Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course To develop an informed theoretical understanding of technology-enhanced language learning and teaching, including CALL, MALL, blended and online learning; analyze and evaluate digital tools, platforms, applications, and resources according to pedagogical affordances, learner needs, accessibility, usability, and evidence of effectiveness; apply frameworks such as TPACK and SAMR to make principled decisions about technology integration in language teaching; design, adapt, and implement technology-enhanced language learning materials and activities for different language skills and learning contexts; and critically examine emerging technologies, including generative AI, with attention to digital literacy, teacher mediation, privacy, inclusion, academic integrity, and ethical practice.
Course Content This course examines the theoretical, pedagogical, and practical dimensions of technology-enhanced language teaching. Students explore how digital technologies can support second/foreign language learning and teaching across face-to-face, blended, mobile, and online environments. The course addresses CALL and MALL, technology integration frameworks such as TPACK and SAMR, digital materials development, online collaboration, multimedia and digital storytelling, gamification, virtual and augmented learning environments, social and mobile technologies, and generative AI. Emphasis is placed on evaluating technologies in relation to pedagogical purpose, learner needs, accessibility, intercultural communication, digital literacy, privacy, academic integrity, and ethical use. Students gain hands-on experience designing, evaluating, adapting, and critically reflecting on technology-enhanced ELT materials and activities.
Course Methods and Techniques Reflection on technology use; tool affordance mapping; TPACK and SAMR analysis; digital tool evaluation; digital materials and audio/video task development; mobile and online lesson design; gamified and AI-supported activity design; critical review; accessibility audits; project workshops and presentations.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Zekeriya DURMAZ zekeriya.durmaz@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Chapelle, C. A. (Ed.). (2020). The concise encyclopedia of applied linguistics / selected technology and language learning readings. Wiley. Selected chapters and instructor-provided current research will be used.
Beatty, K. (2013). Teaching & researching computer-assisted language learning (2nd ed.). Routledge.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge University Press.
Godwin-Jones, R. (2023). Emerging technologies, language learning and digital literacies. Selected articles.
Hubbard, P., & Levy, M. (Eds.). (2006). Teacher education in CALL. John Benjamins.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Selected recent studies on CALL, MALL, blended learning, online language teaching, digital literacies, gamification, virtual/augmented reality, learning analytics, and generative AI in ELT.
Course Notes Required textbook/readings:
Chapelle, C. A. (Ed.). (2020). The concise encyclopedia of applied linguistics / selected technology and language learning readings. Wiley.
Selected chapters and instructor-provided current research will be used.

Core texts:
Beatty, K. (2013). Teaching & researching computer-assisted language learning (2nd ed.). Routledge.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge University Press.
Godwin-Jones, R. (2023). Emerging technologies, language learning and digital literacies. Selected articles.
Hubbard, P., & Levy, M. (Eds.). (2006). Teacher education in CALL. John Benjamins.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Supplementary readings:
Selected recent studies on CALL, MALL, blended learning, online language teaching, digital literacies, gamification, virtual/augmented reality, learning analytics, and generative AI in ELT.

Course Category
Field %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Assignment 1 % 40
Project 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 6 84
Assignments 1 30 30
Presentation 1 8 8
Project 1 46 46
Total Work Load   Number of ECTS Credits 7 210

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Explain and critically evaluate the theoretical foundations, development, and pedagogical principles of technology-enhanced language teaching, including CALL, MALL, blended learning, and emerging digital technologies.
2 Critically evaluate digital tools, platforms, and online resources in relation to pedagogical purpose, learner needs, accessibility, usability, evidence of effectiveness, and contextual suitability.
3 Apply technology-integration frameworks such as TPACK and SAMR to design principled, learner-centred, and context-sensitive technology-enhanced language learning experiences.
4 Design, adapt, and implement technology-enhanced language teaching materials and activities using digital, mobile, multimedia, collaborative, gamified, and AI-supported resources.
5 Critically reflect on the educational, ethical, social, and professional implications of emerging technologies in ELT and produce a research-informed technology-enhanced ELT project.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Orientation and foundations of technology-enhanced language teaching: Course overview; technology in language education; historical development from CALL to contemporary digital and AI-supported ELT. Beatty (2013). -
2 CALL, digital literacies and technology integration: CALL foundations; digital literacy; teacher and learner roles; affordances and constraints of technology. Chapelle (2001). -
3 TPACK and SAMR: Technological, pedagogical and content knowledge; substitution, augmentation, modification and redefinition; principled integration. Mishra & Koehler (2006). -
4 Evaluating digital tools and online resources: Criteria for evaluating apps, websites and platforms; usability, pedagogical fit, evidence, accessibility and learner needs. Chapelle (2001). -
5 Digital materials development: Multimedia principles; interactive materials; level adaptation; copyright and OER; designing for different proficiency levels. Selected research. -
6 Technology for speaking, listening and pronunciation: Audio/video tools; podcasting; recording; automated feedback; interaction and pronunciation practice. Selected research. -
7 Technology for reading, writing and vocabulary: Collaborative writing, digital reading, vocabulary tools, retrieval practice, feedback and learner autonomy. Selected research. -
8 Mid-term week: Mid-term examination / individual technology evaluation task. - -
9 Mobile-Assisted Language Learning (MALL): Mobile apps, ubiquitous learning, microlearning, mobile-mediated interaction and learner-generated content. Selected MALL research. -
10 Online, blended and collaborative language learning: Virtual classrooms, LMSs, collaborative workspaces, synchronous/asynchronous interaction and online community building. Selected research. -
11 Gamification, game-based learning and digital storytelling: Game mechanics, motivation, feedback, digital storytelling and multimodal language learning. Selected research. -
12 AI and generative AI in ELT: AI-supported language learning; prompt literacy; feedback and content generation; teacher mediation; hallucinations, bias and overreliance. Recent GenAI-in-ELT studies. -
13 AI, assessment and academic integrity: AI-assisted assessment; formative feedback; authorship; transparency; plagiarism; privacy and responsible use. Recent research. -
14 Inclusive, accessible and intercultural technology use: Universal/accessibility principles; diverse learners; digital divide; intercultural communication and equitable participation. Selected research. -
15 Technology-enhanced ELT project workshop and presentations: Needs analysis; learning outcomes; tool selection; material design; implementation; evaluation and reflective reporting. Project guidelines. -
16 Final exam week: Final project submission / final examination. - -

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12
C1 5 4 4 2 1 4 4 3 2 3 4 2
C2 4 5 5 4 2 5 4 3 3 4 4 3
C3 5 5 4 4 2 5 5 4 3 5 4 4
C4 4 5 4 4 3 5 5 4 3 5 4 4
C5 4 5 5 5 3 5 5 5 5 5 5 5

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant