Transformational U-learning scenarios for EFL learners

Abstract

The European Higher Education Area (EHEA) has already established task-based learning (TBL) styles instead of traditional lecturing as an alternative methodology when organising university degrees which are especially focused on students' oriented activities that aim to increase their creative abilities together with their individual and social learning skills. Students are given ways to discover the new knowledge and experiment with it so that learning is successfully achieved. Readers of this article will have the opportunity to understand the effects of such diverse learning environments for some EFL (English as a Foreign Language) students at ULPGC (Universidad de Las Palmas de Gran Canaria). This study looks into transformational u-learning (ubiquitous learning) models that pay attention to learners' consistency, awareness, and diversity when learning EFL. First, the most common u-learning strategies used by EFL students at ULPGC are mentioned. Second, a discussion on innovative learning methodologies (m-learning and ulearning), which answer the immediate needs of digital native students, is necessary in order to focus on the effects of a contextualised EFL learning approach in higher education.