Strategies in technology-enhanced language learning

Abstract

The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people’s daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.

The use of technology in informal English language learning: evidence from Yemeni undergraduate students

“…However, even in informal learning settings, EFL students need more than just motivation and opportunity for learning. They need to adopt strategies to successfully advance their learning beyond the walls of the formal classrooms (Mahajaroenkul, 2017;Zhou and Wei, 2018).…”

“…Acquiring any language requires sufficient competence in the four language skills (listening, speaking, reading and writing) and related subsystems (vocabulary, grammar, pronunciation). Zhou and Wei (2018) conducted a meta-analysis of 60 research studies in the field of language learning with technology. They explained how both teachers and learners used technologies in learning language skills and subsystems and how such learning with technology can enhance learners' self-regulated learning.…”

Инновационные Подходы В Условиях Дистанционного Обучения Иностранному Языку

“…Серед стратегій навчання іноземної мови з використанням новітніх технологій, на основі аналізу результатів 66 досліджень різних вчених, Y.Zhou та M.Wei виділили першочергово стратегії для розвитку мовних навичок (читання, аудіювання, письма та мовлення) та стратегії для розвитку мовних підсистем (лексичних та граматичних умінь), що передбачають само-диктанти з YouTube відео, використання он-лайн анкетування з мотиваційних стратегій (MSLQ) та елементів гейміфікації заняття, е-читання мультимедійних текстів [2]. Використання Фейсбуку як засобу для вивчення іноземної мови всебічно досліджував Sherry A.Maggin [3].…”

Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode

“…With the advancement in technology, the 21 st century has witnessed the widespread integration of technology in language education, and researchers as well as practitioners, therefore, have directed their attention to the field of technology-enhanced language learning by thinking about optimizing the effects of technological tools (Zhou & Wei, 2018). As technologies offer diverse possibilities for EFL learning (van den Berghe, Verhagen, Oudgenoeg-Paz, Van der Ven, & Leseman, 2019), digital storytelling, rooted in the Experiential Learning Theory (Kolb, 1984), has been popular because it involves the combination of technology such as multimedia materials with story creation.…”