Supporting Language Learning With OERs and Open-Authoring Tools

Christine Scott, Nadia Jaramillo Cherrez

Source Title: Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning

ISBN13: 9781799882671|ISBN10: 1799882675|ISBN13 Softcover: 9781799882688|EISBN13: 9781799882695

DOI: 10.4018/978-1-7998-8267-1.ch010

MLA

Scott, Christine, and Nadia Jaramillo Cherrez. "Supporting Language Learning With OERs and Open-Authoring Tools." Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning, edited by Abir El Shaban and Reima Abobaker, IGI Global, 2022, pp. 186-198. https://doi.org/10.4018/978-1-7998-8267-1.ch010

APA

Scott, C. & Jaramillo Cherrez, N. (2022). Supporting Language Learning With OERs and Open-Authoring Tools. In A. El Shaban & R. Abobaker (Eds.), Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning (pp. 186-198). IGI Global. https://doi.org/10.4018/978-1-7998-8267-1.ch010

Chicago

Scott, Christine, and Nadia Jaramillo Cherrez. "Supporting Language Learning With OERs and Open-Authoring Tools." In Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning, edited by Abir El Shaban and Reima Abobaker, 186-198. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8267-1.ch010

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Abstract

Open educational resources (OERs) in language learning have recently captured the interests of language educators, curriculum developers, and researchers as these open-source materials serve as an alternative to traditional textbooks and costly web-based learning resources. OERs offer several benefits for language learners, including access to controlled language practice, self-study, engagement, and learning satisfaction. These resources can also promote innovative instructional practices that respond to constructivist and interactionist perspectives of second language acquisition. However, widespread use of open resources remains low among language teachers for several reasons, including a lack of awareness of how to develop and use them, overreliance on commercially produced textbooks, scarcity of resources, and guidelines for developing original open resources. In this chapter, the authors explore how to best approach the process of creating and using open resources in order to develop and promote OERs among language educators.