Evolutionary Trajectories, Internet-mediated Expression, and Language Education

Abstract

This article describes the evolution of communication technologies, accompanying transformations in everyday communicative activity, and pedagogical possibilities these tools support in second and foreign language (L2) settings. We begin with an overview of synchronous computer-mediated communication (SCMC) and uses of the Internet to mediate intercultural communication for purposes of L2 learning. We then describe generational shifts in Internet technologies and their proliferation and uses, with the majority of our efforts focused on contemporary environments such as blogs, wikis, podcasting, device-agnostic forms of CMC, and advances in intelligent computer-assisted language learning (ICALL). Throughout, we engage in a discussion of praxeological fusions of various media technologies and the implications of this nexus of practice for the transformation of what it means to teach, learn, and communicate in L2 contexts.

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

“…They may provide oral history archiving and on-demand distribution and foster the integration of in-class and out-of-class activities (Meng, 2005). In language classes they make authentic foreign language materials available for download (Thorne & Payne, 2005); combine the advantages of radio and cassettes (McLoughlin & Lee, 2007); and increase creativity, independent learning and collaboration (Clothey & Schmitt, 2008). Podcasts empower students by giving them opportunities to create and publish for a real audience (Salmon et al, 2008), create intrinsic and extrinsic motivation (O-Bryan & Hegelheimer, 2007), provide students with group and personal feedback (France & Wheeler, 2007), facilitate revisiting of teaching/learning materials (Brittain et al, 2006), and encourage active learning (Jenkins & Lynch, 2006).…”

“…Podcasting enables learners to do the listening activities at their own pace and at suitable time and place, as well as practicing individually. In this way, learners are provided with informal language learning out of the classroom while flexibility, portability, time-shifting and multitasking are added to learning (Thorne & Payne, 2005).…”

L’immersion à l’Université d’Ottawa : une innovation héritée du passé

“…29 Plusieurs études ont suggéré la baladodiffusion comme outil pédadogique pour améliorer les compétences d'écoute en langue seconde au niveau universitaire (O'Bryan & Hegelheimer, 2007). En effet, les étudiants peuvent écouter les cours magistraux avant ou après la classe ; ils peuvent aussi écouter des émissions radiophoniques authentiques reliées aux contenus des cours de discipline ; ils ont également la possibilité d'accéder à des balados spécifiquement dédiés à des objectifs linguistiques en grammaire ou en vocabulaire (Abdous, Camarena, & Facer, 2009 ;Thorne & Payne, 2005).…”

Technology and the Language Teacher

“…Research by Thorne et al (2005, cited in Thorne andPayne 2005) suggests that language students prefer blogging to traditional essays. Students also reported frequently looking back over their own and other students' earlier blog postings, and majority noticed significant progress in their writing over time.…”

“…Therefore, these sites can be a very good platform for extensive writing, reading and interaction. Moreover, they are enjoyable, highly motivating and lower anxiety generators than the formal classrooms (Kern 1995, cited in Thorne and Payne 2005). Integration of social network based activities with regular classes will provide optimum results.…”