Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course Foreign Language Acquisition and Learning, Code
518015

1. Course Information

The course is part of the academic unit: Escuela de Ciencias de la Educación

ECEDU

Academic degree level: Profesional Training field: Disciplinar

Number of credits: 2 Course type: Methodological

The course does not have a re-Take Course designed by: Mónica del
exam Rosario Guillén Ramírez

Course updated by: Steffi Greisy Marín Díaz

Date of update: Saturday, November

Date of design: Friday, June 14, 2019
16, 2024

Course Description:
The course "Foreign Language Acquisition and Learning" is a methodological course
that combines theory and practical components. It is a part of the practical
component path of the "Licenciatura en Lenguas Extranjeras con Énfasis en Inglés"
(Bachelor's Degree in Foreign Languages with an Emphasis on English) program,
specifically during the Participant Observation typology.
This course focuses on a specific object of study, which involves the observation and
collection of information in the natural environment of the object being studied. It
adopts a participatory method of data collection, which requires interaction with the
observed phenomena and/or events.
This course is part of the specific disciplinary component within the program,
specifically focusing on the NP2 Pedagogical and Didactic Strategies with the use of
Information and Communication Technology (ICT) for strengthening foreign
language teaching. The course's learning outcomes are directly tied to its activities,
equipping future educators with the skills to create informed, context-sensitive

1
learning environments that address diverse learner needs. By incorporating ICT and
implementing effective evaluation methods, students will be able to enhance
engagement and learning outcomes in their classrooms.
This course is characterized by its strong connection with issues addressed in the
disciplinary fields and, of course, with the structure proposed by the NIP (Nucleus of
Pedagogical Integration) that form the core of the curriculum design, emphasizing
the development of pedagogical knowledge strengthening.
Throughout the observation process, students will utilize the pedagogical practice
protocol to gain knowledge based on conceptualizations surrounding pedagogical
processes conducted in the virtual learning environment of the UNAD - AVA courses,
the UNAD's National System of Permanent Education (SINEP), the Virtual Language
Institute (INVIL), the Virtual Writing and Expression Center (CVELE), simulated
practice scenarios.
Moreover, this academic journey aids students in generating thought-provoking
questions that foster knowledge acquisition and the identification of theoretical
milestones within foreign language acquisition and learning methods.

Unit 1: Theoretical Foundations in Language Acquisition

In this unit, students will gain a comprehensive understanding of the fundamental
concepts and theories underpinning foreign language acquisition. They will explore
the distinctions between language acquisition and learning, delve into key theories
and understand the cognitive processes involved in language learning. Additionally,
they will examine the social and emotional factors that influence language
acquisition, the current trends and the emerging role of artificial intelligence and
data analytics in understanding foreign language acquisition.

Unit 2: Practical Approaches for Effective Language Learning

In this unit, students will acquire practical insights into diverse methodologies and
innovative practices in language teaching. They will explore the integration of
technology in the classroom through Technology-Enhanced Language Learning and
discover effective assessment and feedback strategies. Additionally, they will delve
into reflective practice and the importance of lifelong learning. Emerging trends in
language learning will provide them with cutting-edge tools and approaches to
enhance their pedagogical practices.

2
 2. Course Learning Purpose:

The course learning purpose is:

• Equip students with a comprehensive understanding of the theoretical
foundations and practical methodologies essential for acquiring and teaching a
foreign language, enabling them to create dynamic, effective, and inclusive
learning environments that address the diverse needs of English language
learners.

3. Learning Outcomes:

At the end of the course the student will be able to:

Learning Outcome 1: Analyze key theories and current trends in foreign language
acquisition to understand the cognitive, social, and cultural factors influencing
English language learning.

Learning Outcome 2: Design innovative, evidence-based language learning activities

and assessments, incorporating current trends to effectively facilitate English
language acquisition in diverse educational contexts.

4. Learning Strategy:

The Learning Strategy for the course is: Problem-Based Learning.

This Learning Strategy is based on:

Problem-Based Learning (PBL) is an educational approach where students learn

through the exploration of real-world problems that are complex and require critical
thinking and collaboration to solve. In this course, PBL is integrated by presenting
students with language learning challenges in authentic language use situations.
Students work in teams to analyze these problems, apply theoretical knowledge of
language acquisition processes, and propose solutions or strategies. This method

3
enhances their problem-solving skills and ability to apply theoretical concepts to
practical teaching contexts.
The Learning Strategy is organized in 5 Phases

• Phase 1: Recognizing the Pedagogical Practice

• Phase 2: Practical Component - Educational and Pedagogical Practice
• Phase 3: Practical Component - Educational and Pedagogical Practice
• Phase 4: Practical Component – Simulated Practice
• Phase 5: Practical Component - Educational and Pedagogical Practice

5. Course Contents and Bibliographic References

Unit 1: Theoretical Foundations in Language Acquisition

In this unit, the following contents will be addressed:

• Introduction to Foreign Language Acquisition
• Key theories of Foreign Language Acquisition
• Factors Affecting Foreign Language Acquisition
• Foreign Language Learning strategies
• Current trends in language acquisition research

To address the contents, the following bibliographic references are required:

Aljumah, F. H. (2020). Second Language Acquisition: A Framework and Historical
Background on Its Research. English Language Teaching, 13(8), 200–207.
https://eric.ed.gov/?id=EJ1262377

Edmett, A., Ichaporia, N., Crompton, H., & Crichton, R. (2023). Artificial intelligence
and English language teaching: Preparing for the future. British Council.
https://doi.org/10.57884/78EA-3C69

Equipo, E. C. (2023). Observación Participante.

[Objeto_virtual_de_aprendizaje_OVA]. Repositorio Institucional UNAD.
https://repository.unad.edu.co/handle/10596/56832

4
Escobar Jurado, S. I., Egea Arciniegas, T. G., & Leal Bolaño, N. L. (2021). Didácticas
en la educación superior: una mirada desde los ambientes virtuales de
aprendizaje. Sello Editorial UNAD. https://doi.org/10.22490/9789586517584

Guillén, M. d. (2022). Internal and External Factors in Language

Learning. [Objeto_virtual_de_Informacion_OVI]. Repositorio Institucional
UNAD. https://repository.unad.edu.co/handle/10596/50355.

Hardan, A. A. (2013). Language learning strategies: A general overview.

ProcediaSocial and Behavioral Sciences, 106, 1712-1726.
https://core.ac.uk/download/pdf/82653331.pdf

Kostadinov, O. D. (2024). Some Aspects of Implicit and Explicit Foreign Language

Learning. German International Journal of Modern Science / Deutsche
Internationale Zeitschrift Für Zeitgenössische Wissenschaft, 79, 15–21.
https://doi-org.bibliotecavirtual.unad.edu.co/10.5281/zenodo.11127256

Madrid, D. (1995).Internal and external factors in language teaching. Actas de las

11 Jornadas de Estudios Ingleses. Universidad de Jaén. 59-
82. https://www.ugr.es/~dmadrid/Publicaciones/Individual%20differences.pdf

Richards, J. C., & Farrell, T. S. (2011). Classroom observation in teaching practice.

Practice teaching: A reflective approach, Chapter 7.
https://www.professorjackrichards.com/wp-content/uploads/PracticeTeaching-
A-Reflective-Approach-Chap-7-Classroom-Observation-in-TeachingPractice.pdf

Ortega, L. (2014). Understanding second language acquisition. Routledge.

https://mohammedaljohani.wordpress.com/wp-
content/uploads/2014/10/understanding-second-language-acquisition.pdf

VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación

APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf

5
Unit 2: Practical Approaches for Effective Language Learning

In this unit, the following contents will be addressed:

• Technology-Enhanced Language Learning
• Communicative Language Teaching (CLT)
• Problem-Based Learning (PBL) in Language Acquisition
• Assessment and Feedback in Language Learning
• Emerging Trends in Language Learning Practices

To address the contents, the following bibliographic references are required:

Ansarian, L., & Mohammadi, F. S. (2018). Problem-Based Learning in Action: Review

of Empirical Studies. Pertanika Journal of Social Sciences & Humanities, 26T,
13–31. https://research-ebsco-
com.bibliotecavirtual.unad.edu.co/c/qcagk4/viewer/pdf/erarwpzp55

Escobar Jurado, S. I., Egea Arciniegas, T. G., & Leal Bolaño, N. L. (2021). Didácticas
en la educación superior: una mirada desde los ambientes virtuales de
aprendizaje. Sello Editorial UNAD. https://doi.org/10.22490/9789586517584

Kurtz, J. (2018). Adopting Augmented Reality for Task-Oriented EFL Textbook

Development, Instruction, and Learning. Fremdsprachen Lehren Und Lernen,
47(2), 45–63. https://research-ebsco-
com.bibliotecavirtual.unad.edu.co/c/qcagk4/viewer/pdf/z4ig546gar

Laura-De La Cruz, K. M., Noa-Copaja, S. J., Turpo-Gebera, O., Montesinos-Valencia,

C. C., Bazán-Velasquez, S. M., & Pérez-Postigo, G. S. (2023). Use of
Gamification in English Learning in Higher Education: A Systematic Review.
Journal of Technology and Science Education, 13(2), 480–497.
https://eric.ed.gov/?id=EJ1391252

Rueda, R., & Chen, C. B. (2005). Assessing Motivational Factors in Foreign Language
Learning: Cultural Variation in Key Constructs. Educational Assessment, 10(3),
209–229. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1207/s15326977ea1003_4

Soon Ming Hui, & Yunus, M. M. (2023). Revisiting Communicative Language

Teaching Approach in Teaching ESL Speaking Skills. Journal of Language

6
 Teaching & Research, 14(6), 1515–1523. https://doi-
org.bibliotecavirtual.unad.edu.co/10.17507/jltr.1406.09

Zhang, R., Zou, D., Cheng, G., & Xie, H. (2022). Implementing technology-
enhanced collaborative writing in second and foreign language learning: A
review of practices, technology and challenges. Education and Information
Technologies, 27(6), 8041+.
http://dx.doi.org.bibliotecavirtual.unad.edu.co/10.1007/s10639-022-10941-9

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Initial Moment:

Phase 1 Recognizing the Pedagogical Practice

To be developed from week 1 to week 2
This responds to Learning Outcome: 1
The activities are: Go to the evaluation environment and take the quiz about general
aspects of the pedagogical practice and concepts of Foreign Language Acquisition
and Learning.

Evaluation of Phase 1
The evaluation criteria for this activity are: Development of the quiz phase 1 in the
evaluation environment
The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.

Intermediate Moment

Phase 2 - Educational and Pedagogical Practice.

To be developed from week 3 to week 7
This responds to Learning Outcome: 1
The activities are: Analyze key theories and current trends in foreign language
acquisition to understand the factors influencing English learning. Use bibliography
reading, the webinar and virtual lesson observation to create a Theory Analysis
Report. This report should problematize an educational situation and be presented

7
individually using a technological tool. Fill out the field diary based on the
observation of one of the classes.

Evaluation of Phase 2
The evaluation criteria for this activity are: The student demonstrates that the
theoretical component meets the established instructions.
The student fulfills the established instructions for the practical component.
The student utilizes the educational digital tool to create an interactive presentation.
The highest score for this activity is 130 points.

Phase 3 - Educational and Pedagogical Practice.

To be developed from week 8 to week 12
This responds to Learning Outcome: 2
The activities are: Present the tool designed in phase 2 in a debate and design a
project proposal as a team with a set of innovative language learning activities and
assessments. Attend the EPICA meeting.

Evaluation of Phase 3
The evaluation criteria for this activity are: The student demonstrates that the
theoretical component meets the established instructions.
The student fulfills the established instructions for the practical component.
The student participates in EPICA and demonstrates it in the quality of the submitted
products.
The highest score for this activity is 130 points.

Phase 4 - Practical Component – Simulated Practice.

To be developed from week 13 to week 14
This responds to Learning Outcome: 2
The activities are: To develop the activity in the practice simulator including the
research assistant. Design a poster with the proposal of innovative language
learning activities and publish it on the forum to receive feedback, then submit it in
the evaluation environment. Attend the EPICA meeting.

Evaluation of Phase 4
The evaluation criteria for this activity are: The student develops the pedagogical
practice simulator.
The student produces a well-organized and visually appealing poster.
8
The student actively engages and participates in the task.
The student participates in EPICA and demonstrates it in the quality of the submitted
products.
The highest score for this activity is 90 points.
The highest score for this evaluation moment is 350 points, corresponding to 70% of
the course evaluation.
Final Moment

Phase 5 - Educational and Pedagogical Practice.

To be developed from week 15 to week 16
This responds to Learning Outcome: 2
The activities are: Conduct a panel discussion and present it via video, answering
guiding questions about pedagogical practice, course contents and the products
presented in the Ágora.

Evaluation of Phase 5
The evaluation criteria for this activity are: The student attends and participates in
the Agora.
The student engages reflectively in the panel discussion and video presentation.
The student actively engages and participates in the task.
The highest score for this activity is 125 points, corresponding to 25% of the course
evaluation.

7. Teacher’s Support

To develop the course activities, you will have the support of a teacher or tutor. The
different spaces in which you will interact with your assigned teacher are:

• Webinar: one webinar will be held in phase 2 which will be mandatory for
students of Foreign Language Acquisition and Learning course.
• EPICA Meetings: virtual encounters through Teams or Zoom planned by your
assigned teacher to know how your process is going so far. For this course,
two EPICA Meetings will be held, one in phase 3 and one in phase 4.
• Agora: a space where students will socialize the results of the course. It will be
held in phase 5.

Also, students will be supported in their academic process through the following
spaces:
9
• Virtual Campus E-mail
• Collaborative Forums
• TEAMS Sessions
• Online Conference Sessions or Web Conferences

10