technology in language education module

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The Cambridge Handbook of Technology in Language Teaching and Learning

The Cambridge Handbook of Technology in Language Teaching and Learning

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Edited by Glenn Stockwell , Waseda University, Japan , Yijen Wang , Waseda University, Japan
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The use of technology in various language teaching and learning contexts has become increasingly commonplace in recent years. This has resulted in an enormous range of choices for teachers and researchers in the field, but at the same time, it has also become more and more difficult for those who are new to using technology for language teaching and researching to keep up with these changes. This handbook provides a wide-ranging, accessible overview of technology in language teaching and learning by leading experts in the field from around the world. The chapters are split into six thematic parts, covering a multitude of subject areas whilst also highlighting the relationships between the topics covered. Showcasing the diversity and complexity of the field in a comprehensive yet approachable manner, it is essential reading for academic researchers and graduate students, as well as pre-service and in-service teachers in various global contexts.

‘A timely and comprehensive collection covering the foundations of the many subfields of technology-mediated language teaching and learning. Stockwell and Wang have assembled an impressive set of expert contributions to support both new and established researchers and practitioners in this critical and rapidly-shifting domain.’

Phil Hubbard - Stanford University

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Technology in Language Learning: An Overview

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This module on computer assisted language learning provides novice and experienced second and foreign language (L2) teachers alike with an introduction to the field of computer assisted language learning (CALL). The module first provides a historical overview of the field and then explores the most widely researched areas within CALL. The module examines findings of research into computer-mediated communication for L2 learning as well as L2 skill area instruction in technology-enhanced settings. The unit then turns to a discussion of teacher and learner standards for using CALL, followed by a discussion of how one may find and evaluate CALL resources appropriate for specific instructional contexts. The module ends with an introduction to four of the newest and most exciting areas in CALL: gaming, fan fiction, digital story telling, and mobile assisted language learning.

Please visit the series companion website for more information: https://routledgetextbooks.com/textbooks/9781315679594/

Chapter | 30 pages, technology in language learning.

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Technology Enhanced Language Teaching (TELT) Module

The TELT module provides a solid foundation in the use of technology applied to language learning and teaching for those who intend to work as teachers, administrators, or developers. It is also useful for those who wish to further their education in an area related to linguistics and/or technology.

The program requires four courses, including three from the TELT series and one course that serves to establish a foundation in linguistics. This can be arranged to either focus on second language acquisition (SLA) or teaching methods.

The TELT series of courses include a combination of theory, research, and practice and include the following required courses:

LING 4510 Technology Enhanced Language Teaching I (Intro to TELT)
LING 4520 Technology Enhanced Language Teaching II (Course/material development)
LING 4921 TELT Teaching Practicum

The non-TELT Linguistics courses that are included in the program include (choose one):

LING 4750 Theories of Language Learning
LING 4800 Methods & Materials

Course Schedule

LING 4510 Technology Enhanced Language Teaching I : Are you ready to explore the amazing world of computers and technologies in language teaching? TELT I is designed to train future language teachers to integrate technology into their language teaching to foster engaged classroom environments and to help them be equipped with essential technological tools. This course explores key terms and concepts related to computer-assisted language learning, a range of technology-assisted language learning tools, and practical considerations of how to use technology for teaching regarding various language skills.

LING 4520 Technology Enhanced Language Teaching II: TELT II is a project-based course that emphasizes instructional design approaches to the development of online and hybrid courses that focus on student engagement, creativity, digital citizenship and digital age learning experiences. Students are guided through the process of conducting needs analyses, defining course goals and objectives, and designing activities and course materials. The course will also discuss various models of online delivery, content organization and presentation, and digital ethics issues.

LING 4921 TELT Teaching Practicum: This course provides students with supervised opportunities to develop teaching materials and to assist with online instruction for teacher training for international faculty. Students will apply practices related to language teaching methods, materials design, and computer assisted language learning. They will also be responsible for creating instructional materials and environments used in the practicum. Students will have opportunities to focus on a variety of teaching methods and English language skills, including writing for academic purposes, English as a medium of instruction (EMI), pronunciation, and other foci as appropriate.

View All Book Series

BOOK SERIES

The routledge e-modules on contemporary language teaching, about the series.

Modules in the Routledge E-Modules on Contemporary Language Teaching series are short, easily accessible introductions to a variety of issues that form the foundation of language-teacher knowledge and practice: the nature of language and communication, second language acquisition, interactive tasks, assessment, focus on form, vocabulary development, technology in language teaching, among many others. Language ( Bill VanPatten) Communication and Skill (Bill VanPatten) Second Language Acquisition: The Basics (Gregory D. Keating) Focusing on Form in Language Instruction (Wynne Wong and Daphnée Simard) Vocabulary in Language Teaching (Joe Barcroft) Interactive Tasks (Michael J. Leeser and Justin P. White) Technology in Language Learning: An Overview (Bryan Smith) Teaching Second Language Writing (Charlene Polio) Content-Based Language Teaching (Roy Lyster) Each module serves as a self-contained unit to be used on its own or as part of an introductory course on language teaching. Instructors may “mix and match” modules to create their own readings for a course on language teaching. The modules may serve as primary reading or as supplemental reading, with each module offering points of reflection, discussion questions, self-quizzes, and a reading list for those who wish to delve further into the topic. To purchase the eBook versions of these modules and view module summaries, please visit the series companion website: www.routledgetextbooks.com/textbooks/9781315679594/

Series Titles

10 Series Titles

Teaching Proficiency Through Reading and Storytelling (TPRS) An Input-Based Approach to Second Language Instruction

1st Edition

Communication and skill, focusing on form in language instruction, interactive tasks.

Second Language Acquisition The Basics

Teaching Second Language Writing

Technology in language learning: an overview, vocabulary in language teaching, content-based language teaching, teaching proficiency through reading and storytelling (tprs): an input-based approach to second language instruction.

By Karen Lichtman May 27, 2018

This module introduces Teaching Proficiency through Reading and Storytelling (TPRS), an input-based language teaching method. TPRS provides a framework for teaching classes completely in the target language—even those at the beginner level. Through the steps of establishing meaning, creating a ...

By Bill VanPatten August 22, 2017

In this module on communication, the reader explores the nature and consequences of a particular definition of communication: the expression and interpretation of meaning in a given context. Special attention is given to context (i.e., physical setting, participants, purpose of communication) and ...

By Wynne Wong, Daphnée Simard August 22, 2017

This module on focusing on form in language instruction provides novice and experienced instructors with pedagogical techniques to help second language learners acquire formal elements of an L2. Taking the position that the development of a linguistic representation requires input, the pedagogical ...

By Michael J. Leeser, Justin P. White August 22, 2017

This module on interactive tasks provides teachers with an overview of the nature of communication and explores the ways in which interactive tasks can promote communicative exchanges among students and teachers. The module provides guidelines for developing tasks, along with examples and options ...

This module on the nature of language aims to provide the novice and even experienced teacher with a broad and accessible picture of language as a formal system. As such, it covers topics such as the nature of words, sounds, and syntax. The module places particular emphasis on the abstract and ...

Second Language Acquisition: The Basics

By Gregory D. Keating August 22, 2017

Starting from the premise that language instruction should be informed by how humans learn language, this module on second language acquisition (SLA) aims to provide teachers at any level with a comprehensive and up-to-date introduction to the key findings about how second languages are learned in ...

By Charlene Polio August 22, 2017

This module explores the purposes of and methods for teaching second language writing. Engaging and accessible, Teaching Second Language Writing is organized into three sections that mainly focus on activities, approaches, and real-life writing tasks and genres that are the most applicable and ...

By Bryan Smith August 22, 2017

This module on technology in language learning provides novice and experienced second and foreign language (L2) teachers alike with an introduction to the field of computer-assisted language learning (CALL). The module first provides a historical overview of the field and then explores the most ...

By Joe Barcroft August 22, 2017

This module focuses on the pivotal role of vocabulary in language acquisition, communication, and instruction. It first reviews the nature of vocabulary knowledge, the mental lexicon, and different contexts of vocabulary learning. It then explains how we acquire vocabulary and refine vocabulary ...

By Roy Lyster June 21, 2017

This module explores the content-driven approach to language teaching, or the teaching of nonlinguistic content such as geography, history, or science using the target language. It lays out effective techniques that help facilitate students’ comprehension of curricular content and also discusses ...

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Technology in Language Learning: An Overview: An Overview (The Routledge E-Modules on Contemporary Language Teaching)

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Technology in Language Learning: An Overview: An Overview (The Routledge E-Modules on Contemporary Language Teaching) 1st Edition

ISBN-10 1138310379
ISBN-13 978-1138310377
Edition 1st
Publication date August 21, 2017
Part of series The Routledge E-Modules on Contemporary Language Teaching
Language English
Dimensions 6 x 0.08 x 9 inches
Print length 30 pages
See all details

Editorial Reviews

About the author.

Bryan Smith is Associate Professor of English at Arizona State University, USA, and Editor of the Computer Assisted Language Instruction Consortium journal.

Product details

Publisher ‏ : ‎ Routledge; 1st edition (August 21, 2017)
Language ‏ : ‎ English
Paperback ‏ : ‎ 30 pages
ISBN-10 ‏ : ‎ 1138310379
ISBN-13 ‏ : ‎ 978-1138310377
Item Weight ‏ : ‎ 2.4 ounces
Dimensions ‏ : ‎ 6 x 0.08 x 9 inches
#9,032 in Linguistics (Books)
#23,322 in Linguistics Reference
#56,440 in Foreign Language Reference

About the author

Bryan smith.

Bryan Smith is the senior staff writer at Chicago magazine, as well as a contributor to numerous other national and city mags, including Men’s Health (contributing editor), Los Angeles Magazine, LA Weekly, and Reader’s Digest.

Mr. Smith has twice been named national Writer of the Year by the City and Regional Magazine Association, the top writing honor for that distinguished organization, and a finalist for that award five other times.

His first book, The Breakaway, debuted as a #1 Amazon bestseller in three categories and continues to garner five-star reviews.

Mr. Smith has won nearly two dozen Peter Lisagor awards from the Society of Professional Journalists, in categories ranging from feature writing to in-depth reporting to sports to arts and entertainment.

Most recently, his writing was chosen to appear in the most esteemed annual anthology collecting the best sports writing in the country: Best American Sports Writing. It is the second time his stories have appeared in the book.

His stories were also chosen for Best American Newspaper Writing, as well as the book, True Stories of False Confessions and Chicken Soup for the Soul.

Mr. Smith has been an adjunct lecturer at Northwestern University’s Medill School of Journalism, as well as at Columbia College of Chicago.

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The Impacts of Technology Integration

Cheryl John

Cheryl John ( [email protected] ) University of Ontario Institute of Technology

Computer technology has enjoyed decades of use in the field of second and foreign language education, but efforts to integrate technology have at times presented various challenges to educators due to rapid advances in technology and occasional changes in language teaching methods. To provide some background on the use of technology for language training, this chapter will begin with a brief look at the history and evolution of the technologies and teaching approaches that have influenced computer-assisted language learning (CALL) over the years, followed by a discussion of recent developments, namely MALL (mobile-assisted language learning) and RALL (robot-assisted language learning). The opportunities and challenges presented by technology use in language education will then be identified, and an example will be provided for the application of a particular technology. Finally, the chapter will conclude with comments on the future of technology use in language education.

Keywords: CALL, language education, language learning, language teaching, MALL, RALL, technology

Introduction

Since the invention of the first computers, efforts have been made to incorporate computer technology in language education. CALL (computer-assisted language learning), the term used in reference to technology-based language learning, is defined by Chapelle & Jamieson (2008) as “the area of applied linguistics concerned with the use of computers for teaching and learning a second language” (p. 1). In these times of multiple technologies, however, there has been some discussion of the suitability of the term (Kern, 2006), and TELL (technology-enhanced language learning) has come to be seen by some as more fitting (Garrett, 2009). Indeed, the literature reveals that technology use in language education is quite diverse, ranging from well-established, computer-based programs, to relatively new tools, some of which are still in the early stages of development; the literature also reports varied results in terms of their effectiveness (Golonka, Bowles, Frank, Richardson, & Freynik, 2014). This chapter aims to provide some background regarding the development of CALL over the years and to highlight various opportunities and challenges related to the use of technology in language education.

A Brief History of CALL

In the pioneering days of CALL, the dominant approaches to language teaching focused on structure and form. An example of one such approach was the audiolingual method, which emphasized the teaching of grammar. The audiolingual method was heavily influenced by the theories of prominent structural linguists and behaviourist psychologists in the 1940s and 1950s, and it remained the method of choice for many years, until concerns were raised about its ability to produce communicative proficiency in learners (Brown, 2001).

Experimentation with a variety of methods and approaches eventually led to the beginnings of the Communicative Language Teaching (CLT) approach in the late 1970s and early 1980s. CLT emphasizes meaning, fluency, and effective communication using task-based, authentic activities, and aims to equip learners to engage effectively with native speakers in real-world settings (Brown, 2001). Since the 1990s, CLT has been the most common approach to teaching languages in second language learning environments, i.e., where learners have opportunities to immerse themselves in the target language outside of the classroom. On the other hand, CLT has not been so quickly embraced in foreign language learning contexts, where teachers of the target language, typically non-native speakers, tend to be more comfortable with grammar-based approaches. Technology is seen as a means of resolving this issue, particularly in today’s digitally connected and globalized world: “As educational and political institutions in various countries become more sensitive to the importance of teaching foreign languages for communicative purposes (not just for the purpose of fulfilling a ‘requirement’ or of ‘passing a test’), we may be better able, worldwide, to accomplish the goals of communicative language teaching” (Brown, 2001, p. 44).

One example of the above is China’s 2003 Ministry of Education mandate to produce more proficient speakers of English for economic purposes, a policy spurred on by questions raised about the effectiveness of traditional foreign language teaching methods and as a consequence of increased involvement in international organizations and events such as the World Trade Organization and the Olympics (Paul & Liu, 2018). However, the literature indicates that the shift to CLT has proven to be somewhat disruptive for teachers, parents, and students, many of whom prefer traditional teaching methods, especially for test preparation purposes (Li & Ni, 2012; Paul & Liu, 2018). In an exam-oriented culture, this appears to be one of the major obstacles to the adoption of CLT (Paul & Liu, 2018), but the sudden proliferation of online language learning options for even the youngest learners (Bloomberg News, 2017; Emmanuel, 2018), along with a growing body of literature focused on TELL in China, indicates that technology has indeed come to be seen as a likely solution to this issue (Li & Ni, 2012; Paul & Liu, 2018).

The Evolution of CALL

Warschauer (2000) divided the history of CALL into three phases: i) structural (1970s to 1980s), during which tutorials were developed for use on mainframe computers to provide learners with drill-based grammar practice for the purpose of accuracy; ii) communicative (1980s to 1990s), during which personal computers were used for communicative exercises for the purpose of accuracy and fluency; and iii) integrative (21st Century), during which multimedia and the Internet have been used to expose learners to authentic language for the purpose of accuracy, fluency, and agency. Davies, Walker, Rendall, and Hewer (2012) renamed the stages as follows: i) Dumb CALL (1970s to 1980s) due to the lack of sound and video capabilities at the time; ii) Multimedia CALL (1990s onwards); and iii) Web CALL (1993 onwards), which was used at first for more behavioristic activities due to the limited capabilities of the web, but allowed more interaction as sound and video quality improved with the advent of Web 2.0. Changes to Warschauer’s phases were also proposed by Bax (2003), to better reflect attitudes toward the integration of technology throughout the history of CALL.

Some years later, although there is evidence that technology is being used to a lesser or greater degree depending on the context, it appears that there is still some distance to go before full integration (Bax, 2011; Godwin-Jones, 2015). Language education experts generally agree that the holy grail in terms of the use of technology in language education is normalisation, defined by Bax (2003) as “the stage when a technology is invisible, hardly even recognised as a technology, taken for granted in everyday life” (p. 23), when computers in all shapes and sizes will be used “without fear or inhibition, and equally without an exaggerated respect for what they can do. They will not be the centre of any lesson, but they will play a part in almost all… They will go almost unnoticed” (p. 24). Garrett (2009) concurred that, ideally, language educators should aim for “a dynamic complex in which technology, theory, and pedagogy are inseparably interwoven” (pp. 719-720).

The options for technology use have expanded considerably since the early days of CALL. In their review of over 350 empirical studies focused on language learning technologies, Golonka et al. (2014) examined the effectiveness of a diverse range of technologies, among them learning management systems (LMS), interactive white boards, e-Portfolios, electronic dictionaries, intelligent tutoring systems, grammar checkers, automatic speech recognition, network-based social computing, and mobile and portable devices. Presently, there is a keen interest in mobile-assisted language learning (MALL) and growing interest, as well, in robot-assisted language learning (RALL). These terms are briefly discussed in the following sections.

The literature reveals that learners at different levels of language proficiency use mobile devices, particularly smartphones, for language learning purposes. This usage appears likely to increase as more teachers learn how to better leverage mobile technology to achieve desired language learning outcomes and as learners become more adept at designing their own learning activities (Brick & Cervi-Wilson, 2015; Burston, 2014; Chwo, Marek, & Wu, 2016; Demouy, Jones, Kan, Kukulska-Hulme, & Eardley, 2016; Godwin-Jones, 2016, 2017b). Mobile devices offer convenient access to technology for all learners, but they are especially useful for distance language learners (Demouy et al., 2016; Godwin-Jones, 2017b); as well, they are a powerful tool for migrants and refugees (Godwin-Jones, 2017b; see also Jones et al., 2017). Yet, in spite of their many affordances, the most common use of mobile devices in language education has been described as behaviorist and teacher-centered (Burston, 2014; Godwin-Jones, 2017b), not unlike the use of computers in the early days of CALL. Many language teachers have not yet learned how to tap into the opportunities for communication, collaboration, project-based and task-based learning that mobile devices afford (Burston, 2014; Godwin-Jones, 2017b). Furthermore, due to lack of guidance (Brick & Cervi-Wilson, 2015; Godwin-Jones, 2016), learners generally limit the use of mobile devices, in terms of their language learning, to online dictionaries and translation tools (Brick & Cervi-Wilson, 2015).

Inspired by AI (artificial intelligence) technology (Kessler, 2018), the research and development of RALL started around 2004 in a small number of Asian countries (Han, 2012). Robots have since proven to be an effective tool for motivating children to learn in foreign language learning contexts where it is often difficult to find native-speaking teachers of the target language (Han, 2012; Hong, Huang, Hsu, & Shen, 2016; Vogt, de Haas, de Jong, Baxter, & Krahmer, 2017). One of the challenges with this technology, however, is its limited ability to recognize children’s speech (Vogt et al., 2017). Since the concept is still in its infancy, considerable research is needed in the area of RALL to ensure that robots are designed to meet the needs of learners and teachers in different language learning contexts (Han, 2012; Hong et al., 2016).

As the brief history and evolution of CALL above illustrate, technology use in language learning has progressed considerably since its humble beginnings, but it is still far from full integration. The sections below discuss the opportunities and challenges related to the use of various technologies in language education.

Opportunities

The following list offers an overview of some of the affordances of technology for language education:

• Enables multimodal language activities in which reading, writing, speaking, and listening skills are integrated, not isolated, thereby accommodating the strengths of different learners (Blake, 2016; Felix, 2008) • Reduces language learning anxiety (Hong et al., 2016) and increases motivation and participation (Felix, 2008; Kessler, 2018), e.g., through game-based activities and opportunities to be creative, such as via mashups and digital storytelling (Kessler, 2018) • Enables learners to collaborate, co-construct knowledge, and build communities (Kessler, 2018; Reinders & White, 2016) • Allows learners to construct a new social identity online which may give them confidence to interact with native speakers, i.e., to find a medium between their first language and the target language (Blake, 2016; Garrett, 2009; Godwin-Jones, 2015; Kern, 2006; Kessler, 2018) • Facilitates individualized learning experiences for learner-centered instruction (Kessler, 2018), in which learner analytics is expected to play an increasing role as the ability to monitor and track students’ progress increases (Adams Becker, Rodriguez, Estrada, & Davis, 2016; Kessler, 2018), e.g., with adaptive learning tools like the online language learning platform Busuu (Adams Becker et al., 2016) and intelligent language tutors like Chatbot Lucy (Wang & Petrina, 2013) • Enables access to big data such as corpora (large collections of authentic language) that can be used by teachers to create authentic learning activities (Godwin-Jones, 2017a; Kessler, 2018) • Enables immersion in authentic contexts via the use of immersive technologies such as virtual reality (VR), augmented reality (AR), online games and simulations, and telepresence or videoconferencing tools (Adams Becker et al., 2016; Blyth, 2018; Godwin-Jones, 2014) • Develops learner autonomy (Kessler, 2018; Reinders & White, 2016) and allows informal learning experiences that empower learners (Adams Becker et al., 2016; Godwin-Jones, 2017b; Jones et al., 2017) • Allows learners to explore and engage in meaningful, authentic language practice with native speakers via computer-mediated communication (CMC) tools (Blake, 2016; Garrett, 2009), such as texting, chats, e-mail, online discussions, blogging, wikis, and web-based word processing, e.g., Google Docs (Kessler, 2018) • Enables computer-adaptive testing, which improves test security and prevents cheating (Chapelle & Voss, 2016) • Allows for real-time feedback on assessments (Chapelle & Voss, 2016) • Enables automated feedback on written tasks via automated writing evaluation and chatbots, which can be created by teachers for text chat practice; also enables spoken feedback via automated speech recognition (ASR) (Golonka et al., 2014; Kessler, 2018), although a few reservations have been expressed concerning the effectiveness of ASR for some language learners (Blyth, 2018; Chapelle & Voss, 2016; Golonka et al., 2014; Vogt et al., 2017) • Enables localization (situated learning) and personalization via the use of mobile devices (Godwin-Jones, 2016), as with the MASELTOV project ( http://www.maseltov.eu/ ), which proved effective in accommodating the language learning and settlement needs of migrants in Europe (Jones et al., 2017) • Facilitates one-on-one language advising/language support between teachers and students via online access (Reinders & White, 2016)

Second Language Acquisition (SLA) theory has always played a tremendous role in the development and use of CALL, but this is perhaps the greatest hindrance to the use of technology in the teaching of languages other than English, particularly less commonly taught languages. Because SLA theory originated in the field of English as a Second Language (ESL), it applies to some extent to commonly taught languages like Spanish and French that are closely related to English, but it does not apply to languages that are very different, especially those with a non-Roman script (Garrett, 2009; Godwin Jones, 2013).

According to Sauro (2016), studies published in four CALL journals during the four-year period from 2012 to 2016 focused on 16 languages, including one artificial language and one Native American language. English was identified as the focus of 64% of the studies. In her commentary, Sauro, a teacher and CALL practitioner in a teacher education program in Sweden, referred to a 2015 influx of about 163,000 refugees, over 35,000 of whom were unaccompanied minors, and all of whom needed to learn Swedish. Much existing CALL research did not apply to teaching Swedish; as a result, the pre-service teachers with whom she worked were not convinced of the relevancy of the literature to their context. Sauro and her pre-service teachers were further disappointed to find that although Swedish was one of the languages featured on the popular, free language learning platform, Duolingo, the user interface was English, making it inaccessible for anyone who did not know English. An overwhelming focus in CALL literature on technology use for the purpose of English language instruction has been viewed by others as a prevailing issue (Garrett, 2009; Golonka et al., 2014).

The following presents additional challenges with technology use in language education, a few of which are common to other teaching disciplines.

• Godwin-Jones (2016) observed that exposure to different types of online genres provides opportunities for learners to become acquainted with informal language not typically found in textbooks. Kern (2006) found this somewhat problematic in that “CMC language is often less correct, less complex, less coherent than other forms of language use” (p. 194) and that learners might lack the ability to distinguish between standard and non-standard uses of language; thus, he advised teaching students appropriate registers (levels of formal and informal language) for different communicative contexts. Chapelle and Jamieson (2008) offered similar advice. Blyth (2018) further suggested that the dynamic nature of speaker identity in online cultural interaction requires teachers to help learners make sense of such language exchanges. Somewhat related, Haugh (2017) cautioned against learner reliance on translation tools that might miss cultural nuances. • As learning becomes more personalized, teachers in all disciplines are increasingly required to take on new roles such as facilitating and guiding (Adams Becker et al., 2016; Blyth, 2018; Godwin-Jones, 2015; Kern, 2006; Kessler, 2018; Reinders & White, 2016). Adoption of new roles may be disruptive for some (Reinders & White, 2016), particularly those who lack the know-how to effectively adapt technology for use in their specific context (Godwin-Jones, 2015; Kessler, 2018); yet, they will need to take on the responsibility of researching and testing tools for learners to use inside and outside the classroom (Godwin-Jones, 2015, 2016). Godwin-Jones (2015) suggested that these tasks might be facilitated by a basic working knowledge of the design and coding of certain digital tools (Godwin-Jones, 2015). Such expectations of teacher autonomy (Reinders & White, 2016) may seem daunting, but enrolment in a MOOC or active participation in a community of practice (CoP) are two recommended ways to gain the skills and knowledge to ease the process (Godwin-Jones, 2015). • To reasonably assess the use of the technologies they wish to incorporate into their teaching, teachers need to acquire practical knowledge of such tools (Brick & Cervi-Wilson, 2015; Godwin-Jones, 2016); as well, they should be prepared to train learners, even the most tech-savvy ones, to use various tools effectively, to reduce anxiety and cognitive load, and enable achievement of language learning goals (Chapelle & Jamieson, 2008; Chwo et al., 2016; Felix, 2008; Garrett, 2009; Godwin-Jones, 2015, 2016; Hubbard, 2013; Kern, 2006; Sydorenko, Hsieh, Ahn, & Arnold, 2017). This is critical for learners of less commonly taught languages, who should be provided with resources and training early in their language learning experience (Garrett, 2009; Godwin-Jones, 2013).

Applications

Given the indications in the literature as to the need for increased leveraging of mobile devices, a tool such as VoiceThread ( https://voicethread.com/ ), which allows users to create and share images and videos (among other files) on their smartphones, and to comment by microphone, phone, or webcam, might be used following a field trip to enable students to present photos and/or videos related to the trip and comment on files uploaded by their peers. Applied in such a manner, VoiceThread would encourage creative expression, allow student-to-student interaction, and enable learner-centered, multimodal language activities. VoiceThread can also be integrated with a number of LMS such as Moodle, Canvas, and Blackboard; and learner usage can be monitored and tracked, facilitating assessments of each learner’s progress.

Conclusions and Future Recommendations

To provide the reader with some helpful background on the use of technology in foreign and second language education, this chapter commenced with a brief history of CALL and its evolution over the years. The succeeding sections focused on the various opportunities and challenges of CALL, some of which are shared in common with other subject areas. Factors that are generally considered in discussions of technology use in education were omitted, e.g., institutional policies, infrastructure, teacher permanency (or lack thereof), student ownership of mobile devices (Chwo et al., 2016), financial considerations, and hardware constraints (Burston, 2014).

The greatest challenges with technology use in language education appear to relate to a lack of studies on a diversity of languages in CALL research. Also, more studies on technology use for younger language learners are needed. Perhaps future research will bring increased focus on these areas.

In spite of the hurdles that have yet to be surmounted, this much is evident: in this age of automation, language teachers need not fear being replaced by technology. Even as their traditional roles evolve, they will still be needed to help learners make sense of the cultural nuances of language. And such skills will be indispensable as people worldwide continue to realize the value in learning languages to increase their options for business and employment in a globalized economy.

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This course provides students with insights into existing and emergent technologies and how these can be utilized in producing fast, creative, and efficient yet meaningful educational experiences that enrich and enhance the language learning experience. A culminating output is a compendium of strategies that utilize technology appropriately and resourcefully in the classroom and a sample module for teaching language/literature class using technology.

Language, Education and Technology

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The text of each review is followed by a reference list containing about 30 key references mentioned in the text

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In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

Table of contents (34 entries)

Complexity approaches to computer-assisted language learning.

Mathias Schulze

Computer-Assisted Language Assessment

Paula M. Winke, Daniel R. Isbell

Computer-Mediated Communication and Conversation Analysis

Vincenza Tudini, Anthony J. Liddicoat

Critical Approaches to Online Intercultural Language Education

Francesca Helm

Data-Driven Learning and Language Pedagogy

Alex Boulton

Dialogicality, Ecology, and Learning in Online Game Worlds

Dongping Zheng, Kristi Newgarden

Digital Games and Second Language Learning

Hayo Reinders

Digital Literacies in Teacher Preparation

Mirjam Hauck, Malgorzata Kurek

Distance Education for Second and Foreign Language Learning

Robert Blake

Ecologies of Digital Literacies: Implications for Education

Karin Tusting

Educationally Designed Game Environments and Feedback

Frederik Cornillie

Elementary Language Education in Digital Multimodal and Multiliteracy Contexts

Heather Lotherington

Eye-Tracking Research in Computer-Mediated Language Learning

Marije C. Michel, Bryan Smith

Fandom and Online Interest Groups

Shannon Sauro

History and Key Developments in Intelligent Computer-Assisted Language Learning (ICALL)

Trude Heift

Identity in Mediated Contexts of Transnationalism and Mobility

Wan Shun EVa Lam, Natalia Smirnov

Language and Identity on Facebook

Brook Bolander

Language, Ideology, and Critical Digital Literacy

Learner corpora in foreign language education.

Sylviane Granger

Multilingualism and Multimodality in Language Use and Literacies in Digital Environments

Sirpa Leppänen, Samu Kytölä, Elina Westinen

Editors and Affiliations

Steven Thorne

Stephen May

About the editors

Bibliographic information.

Book Title : Language, Education and Technology

Editors : Steven Thorne, Stephen May

Series Title : Encyclopedia of Language and Education

DOI : https://doi.org/10.1007/978-3-319-02328-1

Publisher : Springer Cham

eBook Packages : Springer Reference Education , Reference Module Humanities and Social Sciences , Reference Module Education

eBook ISBN : 978-3-319-02328-1 Due: 26 February 2018

Number of Pages : 350

Topics : Language Education , Applied Linguistics , Literacy , Educational Policy and Politics

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