Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

Abstract

How can we leverage digital technologies to enhance language learning and bilingual representation? In this digital era, our theories and practices for the learning and teaching of second languages (L2) have lagged behind the pace of scientific advances and technological innovations. Here we outline the approach of digital language learning (DLL) for L2 acquisition and representation, and provide a theoretical synthesis and analytical framework regarding DLL's current and future promises. Theoretically, DLL provides a forum for understanding differences between child language and adult L2 learning, and the effects of learning context and learner characteristics. Practically, findings from learner behaviors, cognitive and affective processing, and brain correlates can inform DLL-based language pedagogies. Because of its highly interdisciplinary nature, DLL can serve as an approach to integrate cognitive, social, affective, and neural dimensions of L2 learning with new and emerging technologies including VR, AI, and big data analytics.

Fuzzy or Clear? A Computational Approach Towards Dynamic L2 Lexical-Semantic Representation

“…In a recent article, Li and Jeong, (2020) proposed the approach of Social L2 Learning (SL2) that focuses on grounding L2 learning in a social interaction framework, which focuses on "learning through reallife or simulated real-life environments where learners can interact with objects and people, perform actions, receive, use, and integrate perceptual, visuospatial, and other sensorimotor information, which enables learning and communication to become embodied." Most recently, Li and Lan (2021) also pointed out that digital language learning (DLL) may enable "L1-like representations in the L2, through the use of interactive and socially relevant contexts and multimodal/multisensory information", and such DLL approach may lead to brain changes in both function and structure. Social learning has been well accepted in L1 studies as an important contributor to successful language acquisition in children, and computational modeling research has also compared models with and without social cues.…”

Mobile-assisted language learning in older adults: Chances and challenges

“…As for the effect on user satisfaction, we speculate that multimedia-oriented seniors may enjoy learning via visually attractive multimedia language learning apps more than text-oriented individuals. Recently, it has been argued that multimodal, interactive, real-life L2 content increases engagement of different brain areas in both hemispheres, which helps to improve both L2 learning and cognitive abilities (Li & Jeong, 2020;Li & Lan, 2021). MALL, by allowing learners to access and interact with real-life content in multiple formats, may be especially beneficial for older learners.…”

Instructional media and instructional methods in digital language learning: Are we asking the right questions?

“…In their well-written and well-researched essay, “Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain”, Li and Lan (in press) pose the straight-forward question of how to use computer-based instructional technologies to foster second language learning. Rather than reviewing the existing literature on L2 learning with digital media, the authors offer fundamental issues, highlight fundamental concepts, and point to exciting trends in technologies intended to support second language learning.…”