The case of EFL: does technology lead to learning?

Abstract

This paper reviewed a series of studies which investigated the validity of educational soft ware as tools to promote EFL learning. A metasummary approach was used to appraise and synthesize the main fi ndings of four studies. The results are presented in a comparative form, providing information extracted from each report in the following domains: objectives of the studies, instruments of data collection, sample composition, theoretical background, major fi ndings and conclusions and implications of the studies. It is concluded that the four studies reviewed do believe in the contribution of technology to EFL teaching and learning but express a concern about the integration of human-computer interaction and pedagogic features of educational soft ware for EFL learning.

Digital Technologies in L2 teaching-learning in Brazil: A Critical Content Analysis

“…If used indiscriminately, these applications can give the false sensation of knowledge acquisition, therefore, promoting the semi-formation. The data in the study corroborates Vieira and Finardi (2018) in that technology in and by itself does not lead to autonomous L2 learning.…”

“…The two authors of the present paper are Brazilian teachers of English who have developed research on the use of technologies in L2 within that context (e.g. Có, Amorim & , Mendes & Finardi, 2020, Castro, Hildeblando Jr. & Finardi, 2019, Finardi, Vieira & Leão, 2019, Leão, Taquini & Finardi, 2019, Castro, Mariano & Finardi, 2018, Vieira & Finardi, 2018, Finardi & Vieira, 2017, Finardi, Leão & Amorim, 2016, Finardi, Leão & Pinheiro, 2016, to cite a few). Moreover, the political and economic crisis in Brazil was aggravated during the pandemic because of the spread of fake news, showing that the Brazilian society was deeply impacted by the process of semiformation, as seen in the ways in which the Covid pandemic was treated in social medias and the news in that country, affecting the rate of social isolation and discreditation of the disease first and the vaccine's efficiency (Note 3) after.…”

“…The uncritical use of technology and digital tools for the teaching-learning of L2 can cause a false sense of appropriation of the language and its culture. Before the Covid-19 pandemic, studies (for example Vieira & Finardi, 2018) showed that though technology can aid the teaching-learning of L2, its use alone cannot guarantee L2 acquisition. Considering that the use and impact of digital technologies/internet in social and educational practices increased considerably during the period of social isolation imposed by the pandemic, we think it is important to reflect about how this use is aiding or preventing the critical education/formation of society.…”

Emotions of L2 Learners in Different Contexts and Modes

“…When asked in interviews, students responded by stating that they felt less anxious when talking to a computer than to a person. Indeed, in a series of studies (Prebicana, Finardi, & Momm, 2013;Prebianca, Vieira & Finardi, a, b, 210;Prebianca, Santos Jr., & Finardi, 2014;Prebianca, Cardoso, & Finardi, 2014;Finardi, Prebianca, Schmidtt, & Andrade, 2014;Cardoso, 2015 andVieira &Finardi, 2018), that analyzed different aspects of human-computer interaction in softwares for L2…”

University students’ perspectives on online English language learning: Implications for Ecuadorian educators

“…The transition from face-to-face to online learning mode sometimes happened overnight in some educational institutions while others took some time to reflect upon the best practices as they also were bound to establish an online learning setting. However, this movement proved to be somewhat bumpy, although the literature on the area had signaled much-needed attention to the role of technology in education for some time (Finardi et al, 2016;Finardi, 2017;Santos and Velez, 2020;Vieira and Finardi, 2018).…”