Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical Discussion

Abstract

The use of Information and Communication Technologies (ICT) in enhanced online education is playing an increasingly prominent role in various fields of tertiary education. It is used to enrich learning experiences in existing courses, which commonly require students to undertake face-to-face lessons. It can be a great asset to learners, educators and educational institutions. Many academic courses in institutions of higher education in Australia have legislated to establish online instruction, thus providing opportunities for a broader range of students to be enrolled in their courses. It is commonly held that second/foreign language courses in higher education should generally be offered face-to-face, supported by partial ICT modes, under the name of Computer Assisted Language Learning (CALL); fully online modes in this field are extremely limited in Australia, unlike in most other academic fields. It is anticipated to be many barriers to the smooth application of CALL approaches to language learning. However, it is a field of research which attracts much attention and is certain to develop further as the natural trend is toward ICT-based education in general. This chapter discusses the recent trends in fully online teaching and learning in second or foreign language courses at tertiary level. It then explores new challenges in the practice of online Japanese language education on two fronts: its teaching and learning effectiveness and the restriction imposed by the technological replacement of the traditional approach. This chapter also proposes solutions and considers the implications for further discussion and investigations.