World CALL: Are We Connected?

Abstract

In the last 20 years we have moved from a somewhat idealistic vision of the internet to one that is far more nuanced and complex. Disruption and change now surround us in a more uncertain and unpredictable world (Foer, 2017; Greenfield, 2017; Lanier, 2018; O'Neil, 2016). This article examines some of the key changes in the wider world and how they may relate to the use of new technologies in second language learning. This topic is approached from three perspectives that have thus far been relatively unexplored. First, the article looks at digital literacy, a cognate field that has long been motivated by issues and concerns relating to educational technology and the classroom–world connection. Second, it considers the role and use of authentic materials and texts. Third, it contrasts notions of input and output as these terms apply to humans and machines, and as they are used in research on second language learning.The goal throughout is to highlight the benefits of increased connectivity between the wider world and the world of the language classroom. Through increased awareness and informed debate, it is hoped this will place us in a stronger position to understand and plan for the changes ahead.

Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design

“…In alignment with the observations made by of Mohammadkhani et al (2021), the analyzed coursebooks did not distinctly address digital literacy as a separate skill, nor did they allocate an entire lesson to promote digital skills among learners. This highlights the necessity of assigning specific sections to digital competences and technology used in the content of language textbooks (Dudeney et al, 2013;Hismanoğlu, 2011;Levy, 2019). Doing so would help integrate these crucial skills directly into language learning materials.…”

“…Disregarding the actual realization of technical competence in practice has caused a void of critical technology in the frameworks (Littlejohn et al, 2012). Meanwhile, a very well-defined categorization for different elements involved in digital literacy is provided by Pegrum et al (2018), which helps to have a kind of checklist for the integration of digital literacies into lessons (Levy, 2019). The digital literacies framework implemented in the present study was originally developed by Dudeney et al (2013); then, it was revised by adding the new item of critical digital literacies besides minor revisions in other parts (Pegrum et al, 2018).…”

“…The vastly discussed issue of integrating knowledge of technology and digital literacies during the past decades can be led to allocating specific space for them in the content of language textbooks plus a systematic integration of technology in the language learning process with more focus on digital literacies (Dudeney et al, 2013;Hismanoğlu, 2011;Levy, 2019;Simon, 2008). Therefore, an evaluation of the attempts in the currently used coursebooks is required to visualize the integration of digital literacies into the content of coursebooks.…”

Digital storytelling for Cambodian undergraduate students’ EFL reading and digital literacy

“…With the applications of this digital storytelling for reading instruction, it focuses on the integration of technology. Levy (2019) recommended teachers bring into the classroom new technologies that can make the connection between the classroom and the real world because doing so will be more engaging for the students. Moreover, it emphasizes the reading strategies to locate, understand, evaluate, and reflect on the texts through digital literacy.…”