Abstract

In this paper, I describe a university course designed to facilitate awareness of the language learning process through the examination and adoption of various technology-based language learning tools (TLLTs). I examine how three overlapping and complementary learning environments were used to facilitate the course and suggest that this arrangement of learning environments promotes reflection on language learning. The “Computer Assisted Language Learning” course was designed for third-year university students majoring in English. The course was not a content-based course, but instead designed for language learners in order to (1) raise students’ awareness of some TLLTs, and (2) to support students in critically evaluating their own language learning needs and selecting appropriate strategies and tools. Although data were not systematically analyzed, there was evidence that the learning environments provided an effective opportunity for students to reflect on the language learning process. In this article I suggest that there are some benefits of using a combination of learning environments and call for further research investigating levels of reflection using the environments.

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