Eva Malessa
Digital learning technologies, tools, and skills in LESLLA education
June 4, 2025 | Online | English
Keynote Abstract
Eva Malessa
Multiliteracy and digital (learning) skills are essential study and life skills for LESLLA learners (Malessa, 2021). However, using educational technology is challenging for LESLLA learners who often need additional support in technology-mediated learning contexts . With its emergency remote teaching and learning conditions, the recent Covid-19 pandemic has highlighted the need for functional digital skills for both LESLLA learners and teachers. Due to these exceptional remote learning circumstances, existing difficulties regarding digital learning technologies, tools, and skills have been found to be particularly exacerbated in adult basic education (Malessa, 2023). While many teachers went the extra mile and innovative approaches were born during this exceptional time, the pandemic highlighted the need for learner-targeted online learning environments and remote teacher training (Malessa & Young-Scholten, 2024).
Efficient and enjoyable technology-equipped learning in LESLLA education requires not only functional user skills and human support, but also target-group specific educational technology design to enhance access to learning (opportunities, material) and accessibility of tools and material for LESLLA stakeholders. Based on my recent participatory design study, testing and redesigning a literacy support serious game app in collaboration with LESLLA teachers in Finland, I will discuss examples of potential barriers affecting accessibility and usability of online learning environments and prospective (re)design solutions to meet adult second language and literacy learners’ needs.
References:
Malessa, E. (2021). From computer-assisted to technology-enhanced learning: Lessons learnt and fast forward toward (digital) literacy of LESLLA learners. LESLLA Symposium Proceedings, 14(1), 327-345. https://lesllasp.journals.publicknowledgeproject.org/index.php/lesllasp/article/view/6262
Malessa, E. (2023). Technology-enhanced or technology-exhausted learning in adult migrant literacy education in Finland: Exploring teachers’ experiences and views in pre-pandemic and pandemic times. International Journal of Technology in Education and Science, 7(2), 104-128. https://doi.org/10.46328/ijtes.437
Malessa, E., & Young-Scholten, M. (2024). Providing an online space for interaction and co-reflection during international modules for LESLLA practitioners: How research(ers) can serve LESLLA teachers. LESLLA Symposium Proceedings, 19(1), 105-113. https://doi.org/10.5281/zenodo.14446762
Bio
University of Turku and University of Jyväskylä
Eva Malessa is an educator and educational linguist with a versatile language teaching experience. Having taught English, Finnish, and German to younger and older learners in compulsory and voluntary educational settings in the United Kingdom and Finland, she turned to language research. For the last decade she has been involved in LESLLA research, specializing in technology-mediated literacy training and teaching of adult emergent second language readers. Further, she has a strong interdisciplinary research interest in ethical (research) practices, sustainability, and practitioner-focused research. Currently she is working as a project researcher at the University of Turku, Finland, exploring education for sustainable development (ESD) in language education.
