This study explores the feasibility and desirability of introducing samples of naturally occurring spoken French to adult language learners at an early stage of the learning process to develop perception and listening skills. The literature review examines the status of the spoken language, the notion of authenticity of materials, and the development of listening skills in the context of past and present language teaching methodologies, including recent ecological and data-driven approaches. Linguistic theories and descriptions of the spoken French language are also reviewed. The research is based on an experimental study, set in the context of distance language learning at the Open University, and makes use of mixed methods. Students were asked to work with experimental teaching materials comprising self-study activities based on recorded samples of naturally occurring spoken French matching the topics and structures of the Open University beginners’ French module. A test was then administered to participants and their performance was compared to that of members of a control group. Their reaction to the experimental approach was gauged using semi-structured interviews. The data analysis demonstrates that the students were able to engage with the speech samples and related tasks, and with their specific linguistic features. It also reveals that students found the approach challenging but useful in developing listening skills. Taking into account cognitive, affective and contextual dimensions, and bearing in mind the constraints inherent to the typically mixed context of adult language learning, the study concludes that naturally occurring spoken French and activities aimed at developing awareness of its features should be introduced as part of a mix of materials, striking a balance between ecological and reductionist approaches, offering students a chance to exercise choice between types of materials and providing tools they can reuse when exposed to naturally occurring spoken French autonomously.

Note Taking (NT), also Note-Taking or Note-Making, while listening (or from lectures) is one of the most widespread and frequent activities among students at universities and colleges in any field of study. In EFL classes, in spite of the common use of NT from lectures, this skill is sometimes regarded as passive and secondary to learning. This study is an investigation of some aspects related to the way Omani EFL university students at Sultan Qaboos University (SQU) take notes during lectures delivered in English as well as the effectiveness of these notes, i.e. the usefulness of these notes in capturing the important information in lectures. Training in NT is also addressed in this study. Two groups of students were involved in this study: an experimental and a control group. The former group was involved in an intensive two-hour NT workshop after which their notes of a lecture were compared with previous notes taken before the workshop to study the changes in the NT strategies used. In contrast, the control group did not participate in the NT training; their notes were merely compared with those of the experimental group to study the NT strategies used by the two groups. This investigation involves the study of both qualitative and quantitative data taken from the students' lecture notes. In addition to studying the sample's notes, interviews and questionnaires were used to learn about the students' experience in NI and their opinions and attitudes regarding their NI skills by questioning their purpose of NI, the methods they use to take notes, and the factors they believe affect NT. Results indicate that the sample's lecture notes are effective reproductions of the important information in the lectures they attended, for a good number of students were able to record more than 'one-third' of the important information units in the lectures which is what Hartley and Cameron (1967), among others, consider a 'reasonable' and 'generous' amount to expect to find in lecture notes. Also, simple training in NT was found to help students improve their NT strategies and habits.

This study reviews a series of theoretical models and educational experiences, in order to examine how some of the claims made in the existing literature regarding the role of IT - mainly computer technologies - in writing instruction play out in the case of Italian as a Foreign Language (IFL). With this purpose in mind, this study examines a specific context - three IFL modules taught at the University of Warwick - and uses relevant teaching and learning experiences as a case-study and data sample. By using qualitative analysis supported by some quantitative methodologies, this study triangulates data from questionnaires, semi-structured interviews, focus-groups, field notes, classroom observation rubrics, as well as classroom artefacts, including online resources and educational software used over the course of the academic years 2004-2005 and 2005-2006. The data collected is filtered through a tripartite framework - learning/instructional environment, IFL tutors, and IFL students - designed to address the need expressed in the literature for analysis of multiple dimensions in complex interactions (Abbott, 1997; Athanases and Heath, 1995; Ramanathan and Atkinson, 1999; Snyder, 1997). The salient themes which emerge from the study are the critical roles of IFL tutors' and IFL students' expectations as well as the framework of values underlying these, along with particular features of information technologies themselves, in shaping participants' experiences and practices with respect to IT and writing, sometimes in unanticipated ways. Finally, the study considers the ways in which the results of the present research support, contradict, or expand existing literature, especially in relation to a number of specific factors, such as: the type of IT used in writing instruction; the physical configurations of IT-enhanced classrooms; and students' as well as tutors' approaches to learning and teaching IFL writing with and without technology. While the present work, like many other studies in the field of SLA and L2 writing, does not provide complete answer to the complex questions of language learning, it highlights the importance of both the instructional environment as well as the participants' framework of values. Only then, IT will be able to potentially enhance language instruction and become an integral component of learning. This research raises new questions, providing the basis for further research in the area of SLA theory and pedagogy.

This thesis explores the use of mobile phones to support English vocabulary learning in Malaysian schools and develops an implementation strategy which consists of the policy and procedure through an Educational Research and Development (ER&D) methodology (Borg and Gall, 1979) with the interview as the main research tool. The methodology consists of rigorous steps in developing, evaluating and disseminating the implementation strategy as well as exploring other issues associated with mobile learning implementation in Malaysian schools. Based on the respondent’s perspectives, it has been established that the implementation strategy developed in this study would have the potential to provide guidance in the implementation of mobile learning in Malaysian schools. There is also a potential to utilise mobile phones to complement the existing practices in Malaysian schools: adding value to the existing initiatives for teaching the English Language in Malaysian schools; complementing the ICT policy in the Malaysian Education System; complementing the Malaysian Smart School vision to utilise mobile technologies; and becoming an alternative teaching and learning tool. This study also explores emerging themes in the implementation of mobile learning. These are the opportunities of utilising mobile phones including: to support English Language subject; as an affordable device; as a common device among students; as a future teaching and learning tool; as an engaging and motivational learning device; to support various learning activities; and to prepare students for their future with digital literacy. The challenges identified are: misuse, current educational policy, management and maintenance, stakeholders’ attitude, digital divide and personal space invasion. The study sheds light on the situation regarding the utilisation of mobile phones including the challenges that need to be addressed to make it a reality. It is envisaged that the implementation strategy would help towards the realisation of mobile learning implementation in Malaysian schools.