Technologies in Use for Second Language Learning

Abstract

This article describes the technologies in use for second language learning, in relation to the major language areas and skills. In order, these are grammar, vocabulary, reading, writing, pronunciation, listening, speaking, and culture. With each language area or skill, the relevant technologies are discussed with examples that illustrate how practitioners have employed the technological tool to help assist the language learner. In each case, the examples are chosen to highlight current points of focus and priorities, to give an indication of successful applications, and, in some cases, to draw attention to areas in which further work is required before a viable application is achieved.

A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis

“…What teachers do need to know is just how technology can and should be used by students to enhance their own learning. (Prensky, 2010, p. 3) Language teachers are trained to understand what language learning is all about, but teacher training with and research into MALL has not been able to keep up with the speed of technological development (Ballance, 2013), and it is critical to ensure that teachers understand the pedagogical value of technology (de la Fuente, 2014), and what technology can and cannot accomplish (Levy, 2009). By asking students how they use their mobile devices, educators can focus on creating tasks that are useful for promoting language learning both in and outside the classroom.…”

Actual and preferred teacher feedback on student blog writing

“…Chen (2012a) and Chen and Eslami (2013) also reported a similar situation-the landing-and-taxing effect-at the final stage of their tele-collaboration projects. This finding illustrates that the teacher's role evolved from simple "omniscient informant" (Kern, Ware, & Warschauer, 2004, p. 249) to facilitator, mediator, and/or dialogue-builder under the special affordance influence of social media for new forms of cooperative learning (Levy, 2009).…”

“…From L2 learning perspectives, networking technologies can boost learning motivation (Pinkman, 2005), autonomy (Mynard, 2008), positive attitudes (Bakar & Ismail, 2009) (Arslan & Şahin-Kızıl, 2010), intellectual exchanges (Chen, 2012b), linguistic ownership (Chen, 2012a;Chen & Eslami, 2013), and self-expressions and a sense of community (Levy, 2009). Nonetheless, few empirical studies have addressed the effect of teacher intervention in L2 online tasks; specifically feedback content remains underexplored.…”

Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assisté par la technologie (TeLL): mise à jour et énoncé de principes pour les cours

“…Positive outcomes ascribed to TeLL use are cited in many studies that examine, for example, speaking (Hirotani, 2009;Walker, Cedergren, Trofimovich & Gatbonton, 2011), reading (Al-Seghayer, 2007Murphy, 2007), writing (Godwin-Jones, 2008;Kuteeva, 2011), vocabulary (Loucky, 2003;Wible, Liu & Tsao, 2011), peer language learning (O'Rourke, 2005;Ware & O'Dowd, 2008), culture learning (Belz, 2005;Jin & Erben, 2007), and independent language learning (Chang, 2007;Polisca, 2006). Other studies (Levy, 2009;Liu, Moore, Graham & Lee, 2003), however, caution against over-generalization of the research findings. Language learning is a complex, multi-faceted process; its rate and route of acquisition is known to be mediated by variables including, but not limited to, learner motivation, learning context, prior experience, task design and purpose, and learners' understanding and expertise of the technological tool (Dornyei, 2003;Ellis, 2002;Levy, 1997;Oxford & Lin, 2011).…”

“…Partly to gain insights into some of issues discussed above, several review studies of TeLL (Levy, 2009;Liu et al, 2003;Zhao, 2003) have been undertaken. The studies reviewed largely acknowledged limited generalizability of findings due to the nature (small-scale, short duration) and pattern (exploratory, self-report, overlapping role of researcher, teacher and developer) of the research, while documenting overall favorable attitudes of users towards technology use.…”