Using Technology in the Languages Classroom from the 20th to the 21st Century: A Literature Review of Classroom Practices and Fundamental Second Language Learning Theories

By Hess, Cherie | Babel, February-May 2012 | Go to article overview

Using Technology in the Languages Classroom from the 20th to the 21st Century: A Literature Review of Classroom Practices and Fundamental Second Language Learning Theories


Hess, Cherie, Babel


Abstract

In this paper, the literature related to the use of technology m the languages classroom will be explored, n relation to the teaching and learning methodologies and approaches past and present as well as current research, comparisons are mace between the audio-lingual/visual classroom and the digital classroom by way of describing and comparing the language laboratory classroom and the iPod Touch classroom. Particular attention will be given to the use of the language laboratory in the 20th century and the use of the iPodTouch in me 21st century. The notion of information communication technology (ICT) in the language classroom as it relates to COT outer assisted language learning (CALL), where relevant to the use of iPodTouch devices is also explored. It is hoped that the study will assist teachers schools, systems and sectors as they make decisions about their language programs/courses and how they are resourced

Key Words

behaviourism, audio-lingual/audiovisual approach computer assisted language learning (CALL). creative construction theory, constructivism, teaching tecnnologies. second language teaching and learning, language learning outcomes

[ILLUSTRATION OMITTED]

Introduction

Education in the 21st century has seen technology being embraced with some schools implementing 1:1 laptop policies, where each student and teacher in a school is supplied with a laptop computer. As outlined by Scarino and Liddicoat (2009), information and communication technologies have become significant in social and economic development and increasingly important in education (Scarino & Liddicoat, 2009). While it can be stated that online learning encompasses a range of technologies such as the world wide web, email, chat, newsgroups and text, audio, or video conferencing delivered over computer networks (Dixon & Siragusa, 2009), this short study will focus its attention on the use of the language laboratory and the iPod Touch. Firstly, we will look at the ways in which information technologies enhance second language teaching and learning and also explore some of the research. This will be followed by an outline of the theories of learning, together with a description of the characteristics of a language laboratory classroom and an iPodTouch classroom as a practical example of how behaviourism, creative construction theory and constructivism are relevant to the use of technologies. Finally, a comparison will be made between the two learning contexts and conclusions drawn.

Information technologies and second language learning

Many students in the 21st century are very computer savvy and their love of technology is obvious. Teenagers today are using various software applications and platforms during their leisure time and this allows them to adapt to technological advancements. They are able to transfer this knowledge to the use of technology within the school setting. Online social networks, instant messaging and SMS texting, blogging and sending electronic messages are an integral part of the social interactions of teenagers. Students enjoy using communication tools which allow for collaboration (Rose, 2007).

[ILLUSTRATION OMITTED]

Gruba establishes the connection between computers, students and teachers when he writes 'CALL [computer assisted language learning] is made possible through an interdependent relationship among computers, students and instructors' (Gruba, 2006, p. 630). He also argues that 'although claims are still being made that computers in education are 'oversold and underused', many educators now see their use as an expected and necessary part of learning' (Gruba, 2006, p. 630). Scarino and Liddicoat, make an important point when they write 'our students use contemporary technologies to create a language and communication unique to themselves and their sub-cultural group' (Scarino & Liddicoat, 2009 p. 56). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Using Technology in the Languages Classroom from the 20th to the 21st Century: A Literature Review of Classroom Practices and Fundamental Second Language Learning Theories
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.