The Use of Technology for Second Language Learning and Teaching: A Retrospective

Abstract

As one of the oldest and most influential foreign language pedagogical journals, The Modern Language Journal (MLJ) offers valuable insights into how technological advances have affected language teaching and learning at various points in history. The present article will review the proposed pedagogical use of technological resources by means of a critical analysis of articles published in the MLJ since its first edition in 1916. The assessment of how previous technical capabilities have been implemented for pedagogical purposes represents a necessary background for the assessment of the pedagogical potential of present‐day technologies. In this article I argue that, whereas most “new technologies” (radio, television, VCR, computers) may have been revolutionary in the overall context of human interaction, it is not clear that they have achieved equal degrees of pedagogical benefit in the realm of second language teaching. I further claim that the pedagogical effectiveness of different technologies is related to four major questions: (a) Is increased technological sophistication correlated to increased pedagogical effectiveness? (b) Which technical attributes specific to new technologies can be profitably exploited for pedagogical purposes? (c) How can new technologies be successfully integrated into the curriculum? and (d) Do new technologies provide for an efficient use of human and material resources?

Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assisté par la technologie (TeLL): mise à jour et énoncé de principes pour les cours

“…Additionally, the results of this study draw attention to four aspects that corroborate those in prior research (Levy, 2009;Liu et al, 2003;Salaberry, 2001;Zhao, 2003). First, evaluation of the pedagogical effectiveness of technological applications in language learning seems to rely mostly on surveys, questionnaires, and self-reports, often with a lack of convincing evidence showing whether or how language skills were improved.…”

Successful Learning of Academic Word List via MALL: Mobile Assisted Language Learning

“…The advent of any method of teaching language has always been accompanied by the use of different technologies (Salaberry, 2001). In other words, any act of teaching necessitates using a kind of technology (Warschauer & Meskill, 2000).…”

The Effect of Using Cell Phone Dictionary on Improving Male and Female Iranian EFL Learners’ Spelling

“…As Colpaert (2004) has rightly argued, before using mobile technologies a learning environment should be fostered. Likewise, Salaberry (2001) has argued against "technology driven pedagogy" emphasizing the fact that despite their considerable benefits nothing to date has proved that any type of technology can necessarily act better than traditional forms of teaching. Finally, as Beatty (2003) has asserted, "Teachers need to be concerned about investigating time and money in unproven technology" (p. 72).…”