Internet-Based Technology Use in Second Language Learning

Guan, Shuyi

doi:10.4018/ijcbpl.2014100106

Cited by 4 publications

(4 citation statements)

References 63 publications

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“…There were 12 studies that did not specify research duration. Regarding this finding, there is a lack of attention in previous retrospective studies (Guan, 2014;Duman et al, 2015;Persson and Nouri, 2018).…”

Section: Methodsmentioning

confidence: 91%

“…According to scholars, PRISMA has been widely and successfully applied in educational research. In addition to PRISMA, this review followed the general guidelines for searching and selecting research articles proposed by Avgousti Based on general recommendations from previous review studies (Guan, 2014;Duman et al, 2015), this review used keywords such as 21st century skills, language learn * , and technology. 21st century skills were also included to widen the search results (e.g., creativity and innovation, critical thinking, problem solving, communication, collaboration, digital literacy, information literacy, media literacy, ICT literacy, flexibility and adaptability, initiative and self-direction, social and crosscultural interaction, productivity and accountability, leadership and responsibility).…”

Section: Methodsmentioning

confidence: 99%

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A Review of Research on Technology-Supported Language Learning and 21st Century Skills

Shadiev

Wang

2022

Front. Psychol.

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Modern society needs people to be equipped with 21st century skills (e.g., critical thinking, creativity, communication, digital literacy, or collaboration skills). For this reason, teaching and learning nowadays should promote not only students' knowledge acquisition in various learning contexts but also their 21st century skills, and language learning context is no exception. This study reviewed research on technology-supported language learning and 21st century skills. The reason is that earlier studies reviewed only articles related to language learning supported by technology and mostly focused on languages, language skills and technologies used. That is to say, 21st century skills were not considered in earlier review studies. The present study selected and reviewed 34 articles published between 2011 and 2022 (February) and focused on the following dimensions: (1) research focus such as language skills and 21st century skills; (2) theoretical foundations; (3) technologies; (4) learning activities; (5) methodology; and (6) findings. The present research found that reviewed studies had focused most frequently on such language skills as speaking and writing and on such 21st century skills as communication and collaboration. The social constructivism theory was often used by scholars to base their studies on. Facebook, Google Docs, and Moodle were popular technologies in reviewed studies to facilitate language and 21st century skills. Scholars in reviewed studies reported that technology-supported language learning activities provided learners with good learning experiences and enhanced their learning motivation, engagement, and confidence. However, some challenges that learners faced during learning activities were also reported. Based on the results of the review, this study made several recommendations for stakeholders such as educators and researchers in the field.

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Section: Methodsmentioning

confidence: 91%

Section: Methodsmentioning

confidence: 99%

A Review of Research on Technology-Supported Language Learning and 21st Century Skills

Shadiev

Wang

2022

Front. Psychol.

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“…With its effective learning methods, e-learning is also used in teaching English as a second language. In language learning environments, the use of computers and the internet make way to design computer programs for language learning and teaching, which came to be known as Computer-Assisted Language Learning (CALL) (Guan, 2014). So, the use of computers and the internet in language learning and teaching created terminologies like CALL, e-learning, web-based learning, distance-learning or online learning (Gluchmanova, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

E-learning: An effective mode of teaching English as a Second Language

Yumnam

2021

JTLS

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The benefits of e-learning in teaching English as a Second Language (ESL) are huge. The outbreak of the dreaded COVID19 pandemic has forced schools, colleges and universities to temporarily remain closed to fight the contagion. E-learning or online learning is a learning method which has been employed in such a difficult scenario to continue the teaching-learning process. E-learning uses various tools and systems to optimize the teaching-learning process through online platforms. For teaching ESL, the teachers should explore collaborative learning, communicative language teaching, and communicative task-based language teaching to enable learners to effectively participate in the e-learning process. The use of these approaches engages the students to interact and perform the assigned tasks enabling them to effectively learn the language in the online platform. The paper explores the various e-learning practices into making effective teaching of English as a second language. Various e-learning tools like the internet, video conferencing platforms like Zoom, Google Meet and Webex, Google Classroom, YouTube, podcast and vodcast, online-boards, mobile phones, and social networking sites like WhatsApp, Facebook and Twitter are explored to efficiently teach English as a second language. Further, the study investigated and analyzed an ESL classroom where various e-learning tools are used.

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“…There is abundant research literature detailing the many ICT applications and their practice in the foreign language classroom (Blake, 2016; Guan, 2014;Huang, 2014;Kessler, 2018;Levy, 2009;Park, Yang & Hsieh, 2014). The younger generations of language instructors who are now very familiar with the latest gadgets in technologies do not hesitate to put to test a variety of public and private programs and software.…”

Section: The Foreign Language Reading Brain: Reading On Screen and Pementioning

confidence: 99%

The foreign language reading brain: connecting the dots in the age of paper and pixel

Elkabas

2018

Matices Leng. Extranj.

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Since the early eighties, numerous experiments have been conducted in order to answer the following question: How does reading on paper differ from reading on screen? Our article presents a brief review of comparative studies in this field of research. We then look at reading models in L1 and L2, and posit that digitally displayed language actually provides a rich source of comprehensible input, and that foreign language readers can benefit from digital presentation of texts, in particular by way of eBook readers. We also highlight the inevitable and profound impact of Information and Communication Technologies (ICT) on the reading brain and, as digital literacy is fast becoming the norm in today’s modern society, we draw attention to the pedagogical implication for foreign language teaching and learning.

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Internet-Based Technology Use in Second Language Learning

Cited by 4 publications

References 63 publications

A Review of Research on Technology-Supported Language Learning and 21st Century Skills

A Review of Research on Technology-Supported Language Learning and 21st Century Skills

E-learning: An effective mode of teaching English as a Second Language

The foreign language reading brain: connecting the dots in the age of paper and pixel

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