The contribution of Information and Communication Technology (ICT) to language learning environments or the mystery of the secret agent

Abstract

In this paper, E. Esch and C. Zähner argue that the learners themselves are the key agents in the construction of new language learning environments. Learners differ in their ability to import new elements – such as ICTs – into their model of what constitutes an appropriate language learning environment. It is argued that accessibility, autonomy, ‘reflectivity’ and interactivity are conditions which must be met if ICTs are to become truly relevant to language learners. The way these principles have been guiding the development of the network-based language learning environment installed by the Language Centre of the University of Cambridge is described.

Evaluation of a Web-based language learning environment: the importance of a user-centred design approach for CALL

“…Beyond the practical developmental considerations presented here and hopes for future applications, this paper strove to highlight both the nature and the impact of the research undertaken through its methodology, its findings and its influence on the design. It corroborates the view expressed by Esch and Zähner (2000) and Levy (1999), amongst others, that future CALL developments and, in particular, Web-based language learning deliveries can only be successful on the basis of a close involvement between language teachers and learners. CALL deliverables should not simply be seen in terms of finished products destined for immediate and compulsory consumption by students, assuming designers know best, but as a means of exploring new forms of interaction at the level of the interface as well as within the language learning process itself.…”

Profiling of English language teachers as trainees in an online course and ensuing implications

“…In conclusion, the endeavor of ICT integration augments the exigency for specialized teacher training to ensure that ICT is employed in the most proficient and easily adaptable fashion by taking into account future users' views and requirements in the design and development process if the training of foreign language teachers is to benefit from web-based delivery (Sercu & Peters, 2002). As a result, teachers will benefit from this experience and take a step forward in their individual professional growth along with effectively catering for their students' needs and contributing to education at a global degree (Esch & Zähner, 2000). With respect to the positive impact of ICTs on ELTs Jayanthi and Kumar (2016) mention several factors including the fact that ICTs can help teachers in preparing, producing, storing and retrieving learning materials that can be interactive and available in multiple formats.…”

Interactional Modifications Develop L2 Speaking Skills

“…Computermediated communication researchers found that L2 lexical knowledge is critical in online interaction between native and non-native speakers since it is the primary trigger for the meaning negotiating process [22,24,26]. To reduce speaking anxiety and enhance collaborative contact, opportunities for creating good relationships should be provided by having participants meet each other in person initially [32,33]. Most of Lee's 2007 study participants did not hire body gestures or voices to convey meaning and compensate for their language failures [21].…”