How Technology Affects Language Learning and Teaching (original) (raw)
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Language learning and technology: A conceptual analysis of the role assigned to technology
Online Journal of Communication and Media Technologies
As technology advances, the teaching-learning process becomes more robust. In addition to technological possibilities and opportunities, the functions that academics give to technology have an impact on its effective application in the field of education. In this study, it is intended to investigate technologically based studies in the field of English language instruction. The study evaluated research articles published in the journals "Language Learning & Technology" "The Journal of the European Association for Computer Assisted Language Learning" and "Computer Assisted Language Learning" in 2020 and 2021 and indexed by the Web of social science. The articles were thematically analyzed. Examined were the study's objective, methods and approaches, technological instruments, and data collection tools. The primary factor is how technology is utilized in the study. Particularly in language education, the role of technology in teaching English as a sec...
Technologies and Second Languages Tecnologías y segundas lenguas
Introduction n an era of technological revolution, technologies and their effective use and consumption as well as the ability to communicate in one or more second languages contribute to connecting users in this globalized world. Our communicative spaces have expanded exponentially and therefore require appropriate training. Digital media can promote students' independent learning, both inside and outside the modern languages classroom, but they always require the guidance of an expert. Communicative competence in several languages-especially English, Spanish and Chinese-and digital competence are essential skills that open access and mobility within the job market in the 21st century. However, we still have much to learn about the true impact of this on second language teaching and learning. In addition, this type of research is even of more interest for a large group of teachers , which is increasing in number and connectivity, that are willing to use ICT in their classrooms as a lever for change. The use of educational technology in learning a foreign language has evolved considerably. Learning modern languages is based, roughly, on a process of communicative interaction that leads to the development of language skills. Initially, computer-aided language learning programs involved the possibility of developing students' individual and autonomous work to reinforce gaps and find solutions on the move (personalized learning and adaptive learning), especially for the development of written skills. Gradually, the applications have moved to the internet networks, which can help anyone expand their information skills enabling them to search for content on the internet and databases. In language learning, the omnipresence of internet network(s) has obliged networked learning to focus increasingly on collaborative learning guided by experts: thanks to the evolution of Web 2.0 to Web 3.0, ICT use impacts further on increasing interaction and collaboration beyond the classroom walls with other native or non-native speakers. An especially interesting aspect for language learning is the possibility of developing collaborative learning projects that connect learners in different national and linguistic contexts (internationalisation and cooperation in language teaching through technology). This evolution towards the collaborative pole has most benefited the development of oral skills. The use of virtual reality and augmented reality, applications such as Skype, Hangout, podcasts, video games, virtual platforms and interactive whiteboards are, among others, digital resources available to teachers and students for producing and receiving "oral" texts, both mono-managed and pluri-managed. Apps, for example, are like the new textbooks for learning languages.
Review of Learning Languages Through Technology
About Language Learning & Technology, 2011
Learning Languages through Technology, edited by Elizabeth Hanson-Smith and Sarah Rilling, examines language learning and technology covering a wide range of technological applications from e-mail, chats, blogs, and the use of multimedia. It also has geographic representation from different regions including the Americas, Europe, and Asia and includes examples from both secondary and tertiary education.
Revista de Lenguas para fines específicos, 2018
Computers have had a significant presence in language teaching since the 1960s, while the obvious emerging development of "educational technology" can be established in the early 1980s. By then, this term began to obtain significant popularity, since instructional media started to get a wider impact on educational practices. Since then, terminology has shifted significantly, from the initial Computer-Assisted Language Learning (CALL) to Technology-Enhanced Language Learning (TELL), subtly considering the fact that present computers are transforming less obvious "on the surface" while, at same time, being completely necessary. Computers lead other kinds of technology, such as audio, video and the World Wide Web, so that the current focus is on the communication which is facilitated by the computer rather than the machine itself.
New technologies and language learning : cases in the less commonly taught languages
2002
In recent years, the National Security Education Program (NSEP) has supported an increasing number of programs for teaching languages using different technological media. This compilation of case study initiatives (funded through the NSEP Institutional Grants Program) presents a range of technology-based options for language programming that will help universities make more informed decisions about teaching less commonly taught languages. The eight chapters describe how different types of technologies are used to support language programs (i.e., Web, ITV, and audio- or video-based materials), discuss identifiable trends in e-language learning, and explore how technology addresses issues of equity, diversity, and opportunity. This book offers many lessons learned and decisions made as technology changes and learning needs become more complex.
Pixel-Bit. Revista de Medios y Educación., 2019
El presente artículo aborda la evolución y el avance de las tecnologías del aprendizaje de lenguas asistido por ordenador (CALL por sus siglas en inglés, que corresponden a ComputerAssisted Language Learning) desde una perspectiva histórica. Esta revisión de la literatura sobre tecnologías del aprendizaje de lenguas asistido por ordenador comienza con la definición del concepto de CALL y otros términos relacionados, entre los que podemos destacar CAI, CAL, CALI, CALICO, CALT, CAT, CBT, CMC o CMI, para posteriormente analizar las primeras iniciativas de implementación del aprendizaje de lenguas asistido por ordenador en las décadas de 1950 y 1960, avanzando posteriormente a las décadas de las computadoras centrales y las microcomputadoras. En última instancia, se revisan las tecnologías emergentes en el siglo XXI, especialmente tras la irrupción de Internet, donde se presentan el impacto del e-learning, b-learning, las tecnologías de la Web 2.0, las redes sociales e incluso el aprendizaje de lenguas asistido por robots . The main focus of this paper is on the advancement of technologies in Computer-Assisted Language Learning (CALL) from a historical perspective. The review starts by defining CALL and its related terminology, highlighting the first CALL attempts in 1950s and 1960s, and then moving to other decades of mainframes and microcomputers. At the final step, emerging technologies in 21st century will be reviewed .