Аннотации:
Language learning in tourism is increasingly embracing digital technologies for both synchronous and asynchronous content delivery and interaction. Blended learning combining online and traditional face-to-face forms as well as immersive forms such as 3D virtual worlds, where participants may travel as they learn from the comfort of their sofa, offer promising benefits, namely in times of pandemic and other turbulent events. Involving culturally and geographically distant tutors in the learning process may increase learners' motivation as well as satisfaction, provided that the course curricula and lesson plans utilize the potential by appropriate selection of activities. Despite all the potential benefits, however, troubles caused by the increased complexity of digitally enhanced courses may ruin learners' experience. The paper provides a conceptual basis for a systemic approach in planning, creating, and delivering courses, considering both technical and psychological aspects, which may assist in the prevention or mitigation of the challenges. To provide a relevant context, presentations of several language schools are briefly examined. The study of changes in their presentations between 2014 and 2021, in the light of web search trends, provides an additional glimpse into the evolution of the adoption and perception of relevant forms of education and technologies, further supporting the necessity of a systematic approach. Experience from three separate projects implementing innovative language courses collected both qualitatively and quantitatively via questionnaires is summarized, pointing out both successes and challenges.
