Beyond hybrid learning: A synthesis of research on e-tutors under the lens of second language acquisition theory

Abstract

A growing number of studies in second language acquisition have investigated the pedagogical effectiveness of hybrid learning curricula, where traditional face-toface instruction is supplemented by technology-mediated learning. Less attention, however, has been devoted to fully online curricula, where learners work independently with interactive technology such as e-tutors. Increasingly, though, academic institutions are including online learning as a critical component of their strategic plans. Many provosts and deans are already asking language program directors to make complex and unprecedented logistical decisions to implement online curricula, and to the extent possible, these decisions should be informed by the results of empirical research. This chapter provides a synthesis of existing research on online second language learning with e-tutors, with a focus on grammar. This synthesis is geared around three central questions. The whether question addresses whether e-tutors can facilitate second language grammar development per se and compared with other instructional technologies; the why question addresses why e-tutors can be pedagogically effective on the basis of second language acquisition theories; and the which question addresses which specific e-tutor features promote the highest grammar learning outcomes, thus contributing a more precise picture of what an ideal e-tutor should look like. The chapter closes with a set of recommendations for further research.