Technology is just a tool, but if used appropriately, it can bring so many benefits to the language learning classroom. It can offer support in the acquisition of knowledge about language and the application of that knowledge both in discrete and in mixed skill activities (Davies 2012).
Engagment
Technology-supported learning activities in the L2 classroom have been associated with improved levels of learner engagement, which in turn result in a higher production of the target skill.
Below are some examples of digital tools which support learning activities designed to increase engagement, foster agency and promote positive L2 identities.
Below are some examples of digital tools which support learning activities designed to increase engagement, foster agency and promote positive L2 identities.
- Online chat rooms: adjusted rates of communicative exchanges which afford the “speaker” more time to reflect, modify and produce communication in the target language (compared to spoken face to face interactions)
- Interactive video games: The removal of social cues, which reduces anxiety and inhibition associated with language expression and experimentation (Kozlova & Priven 2015).
- Video supported classrooms: The ability to manipulate the learning environment can promote agency as it affords the learner a sense of control. Through direct interaction, they feel more engaged in content and class (Bouchard 20016).
- Robotics: programming adds relevance to the class and provides another point of entry to engage with the subject matter and different means of representation. This interdisciplinary tool also allows for social collaboration (Schwartz 2016).
- Electronic Storyboards: the creation of personally meaningful artifacts engenders a high degree of engagement, motivation, and emotional investment (Kozlova & Priven 2015).
Accessiblity
Hybrid Robotic Foreign Language Classroom (Bouchard, J., December 16, 2016)
The video clip above highlights how the use of technology can open us opportunities for participation to students who would have been unable to access language instruction due to logistical limitations such as geographic proximity to institutions, the availability of skilled instructors and so on.
In addition to dissolving logistical barriers which prevent students or teachers from participating in the learning process, technology opens up access to a larger community of language speakers. For example, virtual realities which are open access to external users, which allows students to interact with a broader range of interlocutors than are would be available a traditional language classroom (Kozlova & Priven 2015). This provides exposure to more authentic dialogues with a variety of speakers.
Another benefit of technology-supported language instruction is that the learners are able access learning material online, through a flipped, blended or hybrid course design. In this scenario, material is posted and accessed through an electronic platform. Learners can view and review the material at their own pace and according to their own needs (Muldrow 2013). This affords student who may be struggling opportunity to practice the material independently, exercising control of their learning and success. These affordances would not be available within a traditional classroom, as much of the material is presented only once.
In addition to dissolving logistical barriers which prevent students or teachers from participating in the learning process, technology opens up access to a larger community of language speakers. For example, virtual realities which are open access to external users, which allows students to interact with a broader range of interlocutors than are would be available a traditional language classroom (Kozlova & Priven 2015). This provides exposure to more authentic dialogues with a variety of speakers.
Another benefit of technology-supported language instruction is that the learners are able access learning material online, through a flipped, blended or hybrid course design. In this scenario, material is posted and accessed through an electronic platform. Learners can view and review the material at their own pace and according to their own needs (Muldrow 2013). This affords student who may be struggling opportunity to practice the material independently, exercising control of their learning and success. These affordances would not be available within a traditional classroom, as much of the material is presented only once.