Perceived Benefits of Technology Enhanced Language Learning in Beginning Language Classes

Carr, Nathan T.; Crocco, Kyle; Eyring, Janet; Gallego, Juan Carlos

doi:10.17161/iallt.v41i1.8480

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…In this study, the most-frequently cited reason for technology-based projects was slow internet connection. This finding was similar to that in Carr at al. (2011).…”

Section: Discussionsupporting

confidence: 93%

Students as Producers: A Case Study of Technology-Based Projects

Murniati

Sanjaya

2017

celt

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The existent literature on the integration of technology in language classrooms has addressed the issues of effective teaching strategies, the types of technologies students use, and teachers’ preparedness in adopting technology for the classrooms. Some scholars argue that the effectiveness of technology largely relies on the teaching strategies that teachers utilize. The findings of some studies shed light on the impact of technology on students’ attitude and engagement. Despite the unresolved debates about the use of technology in the classroom and its impact on student learning, the author’s current projects using games, YouTube, blog, and microblogging services indicated that students benefit from the projects in several ways. The participants of this study were students in the English Department in a private university in Semarang. The data for this study were collected from interviews, observation, and students’ learning reflective journals that students submitted upon the completion of the projects. The findings indicated that students felt more confident in applying their knowledge in real life situations. Interactions with teachers and peers, bridged by technology, contribute to their development as the creator of knowledge.

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“…In this study, the most-frequently cited reason for technology-based projects was slow internet connection. This finding was similar to that in Carr at al. (2011).…”

Section: Discussionsupporting

confidence: 93%

Students as Producers: A Case Study of Technology-Based Projects

Murniati

Sanjaya

2017

celt

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“…This dearth of online pedagogical material for LCTLs is particularly critical in light of the recent trend of increase in enrollments in the LCTL courses (Thompson & Schneider, 2012). The use of online technologies can also be an effective way to reduce costs involved in language instruction, particularly in LCTL, which are being threatened even more by current spending cuts across campuses (Carr, Crocco, Eyring, & Gallego, 2011).The three case studies in this paper describe the creation of online authentic material for three less commonly taught language and culture courses (considering that a course on Quebec culture is taught in English). By providing valuable insights about creating online authentic material we believe that our study makes an important contribution for those looking to integrate online language modules into their language and culture instruction, particularly for LCTL courses.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Enhancing Student Engagement through Online Authentic Materials

Erbaggio¹,

Gopalakrishnan²,

Hobbs³

et al. 2012

IALLT Journal

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Students exposed to authentic materials in the foreign languageclassroom are better able to process foreign language input in real-lifesituations and have a more positive attitude towards learning theforeign culture. However, exposure to authentic materials can alsoresult in reactions of anxiety and frustration on the part of the foreignlanguage learner. By providing access to authentic content online, thepedagogical benefits of the use of authentic material can be maximized,while some of the drawbacks inherent in such use can be mitigated. Inthis article, we discuss how the use of online technologies offersopportunities to provide access to authentic material that is engaging,appropriate, and affordable. By using the multi-media capabilities of aCourse Management System (CMS) to deliver authentic materialsonline, instructors of French, Italian, and Chinese were able to bothpositively impact student attitudes toward the subject matter and todesign learning and evaluation activities that increased studentengagement. We find that using technology to deliver authentic materials can help alleviate student anxiety associated with being exposed to authentic foreign language. Furthermore, students becomeactive participants in the learning process and are able to employ theirown learning style. We conclude by discussing the limitations andimplications of our findings and making suggestions for futureresearch.

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“…TELL has both advantages and disadvantages. TELL offers many advantages regarding language teaching and learning (Carr et al, 2011;Chirimbu & Tafazoli, 2013;Patel, 2014;Yang & Chen, 2007). It provides a lot more flexibility than textbooks and in-depth learning experience for learners, addressing different learning styles and learner needs.…”

Section: A Technology-enhanced Language Learning (Tell)mentioning

confidence: 99%

An Examination on EFL Preservice Teachers’ Development of Core Competencies Through Technology-Enhanced Language Learning

Park

2022

jltr

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The use of technology in language teaching and learning has become more and more significant in recent years. Technology-enhanced language learning (TELL) has been highlighted due to the rapid changes in the field of education. This study investigated how TELL affected preservice teachers’ perceived competencies in teacher education. Thirty-one preservice teachers at a medium-sized university in South Korea participated in this study. Survey questionnaires were the major data sources to check correlations between core competencies and see any differences in the participants’ competencies through the TELL environment. The results showed that all the five core competencies (i.e., self-directed learning, challenge, convergence, communication, and problem solving) are correlated. Among them, the correlation between competencies in convergence and problem solving showed the strongest relationship. From the t-test analyses, All the core competencies except for self-directed learning were statistically significant, which indicates TELL was an effective instruction for preservice teachers. This study discusses the importance of developing TELL strategies to increase competencies in convergence and problem solving and promoting reflective practice in TELL.

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Perceived Benefits of Technology Enhanced Language Learning in Beginning Language Classes

Cited by 5 publications

References 15 publications

Students as Producers: A Case Study of Technology-Based Projects

Students as Producers: A Case Study of Technology-Based Projects

Enhancing Student Engagement through Online Authentic Materials

An Examination on EFL Preservice Teachers’ Development of Core Competencies Through Technology-Enhanced Language Learning

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