Student and Teacher Agency: Learning Technology Use in Additional Languages Education and its Impact on Student Metacognitive Awareness

Abstract

This mixed methods study examined learning technology usage in Australian additional languages education. The findings prompted the development of two original frameworks to support teachers and students in their purposeful selection and considered use of learning technologies, with a particular focus on enhancing metacognitive and cognitive skills. Key conclusions included the potential for learning technologies to cause distractions among students and emphasised the importance of structured learning sequences, active supervision and complementing digital learning experiences with traditional pedagogical approaches.