CT Integration by Design-Based Learning Perspective—Implementation Example of Foreign Language Training

This chapter investigates how to apply design-based learning (DBL) to the integration of computational thinking (CT) into language learning. In this sense, the main premise of this chapter is to examine the potential of integrating CT and DBL approaches for enhancing language learning outcomes. A selection of case studies extracted from existing literature is explored to illustrate the successful application of CT principles within DBL contexts. The theoretical underpinnings and the design framework of a CT-driven design-based language learning (DBLL) project are then outlined, emphasizing the importance of a solid foundation in both CT and language learning pedagogies. The execution phase is detailed, showcasing the application of CT processes such as problem decomposition, pattern recognition, and algorithmic thinking in language learning tasks. Furthermore, the evaluation methodologies employed to assess the effectiveness of the project, including qualitative feedback and quantitative data, are discussed, followed by reflections on the outcomes and the learning process. The necessity of professional development for educators to effectively integrate CT in language learning is emphasized, including training in both CT concepts and their application within DBLL. The development and availability of curricular resources that support the integration of CT in language learning, facilitating a smoother transition for educators and learners alike, are highlighted. Various formative assessment techniques that enable the ongoing evaluation of students’ understanding and application of CT principles in language learning are explored. Summative assessment methods are discussed, focusing on their role in measuring the overall effectiveness of CT integration in achieving language learning objectives. Finally, the chapter concludes with a discussion on the potential future directions for CT-driven DBLL, emphasizing the need for further research, the development of innovative teaching strategies, and the exploration of new technologies to support this pedagogical approach.