Technology and Language Teaching
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Everyone agrees that the world has evolved significantly in this ever-changing technology era. One of the great technologies in the modern day is the creation of the internet. The internet has affected every aspect of life, and modern education is no exception. However, there have been opinions on both sides as to how its impacts should be perceived and whether or not the internet should be used to aid foreign language education. This paper aims to create a better understanding of the use of internet-based tools to address some of the challenges that those tools bring, and finally to provide some suggestions for a more effective application of those tools in a foreign language classroom.
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Nowadays there is a large number of online language programs and websites that facilitate foreign language education, such as Duolingo, Memrise, Blackboard, Skype, Google Classroom, and FaceTime. The common feature that they all share is that they enable participants, both teachers and learners, to connect and interact in the teaching and learning process. The use of the online platform in a foreign language classroom allows other pedagogical approaches to also be employed rather than just the traditional Grammar-Translation, which was popular decades ago. Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) have prevailed in the modern time. These approaches focus on the improvement of communicative competence, and the internet-based platforms allow teachers and learners to communicate for such purposes.
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The Internet-Based Tools and Distance Learning
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Certainly, distance learning (DL) would not be possible without the existence of the internet. As defined in Blake (2008, p.105), “DL has been loosely applied to different types of learning environments including teleconference, hybrid blended, or virtual." Distance learning is specifically designed to be carried out remotely by using electronic communication. Because it is not constrained by geographic considerations, it offers opportunities in situations where traditional education has difficulty operating. Students with scheduling or distance problems can benefit because distance education can be more flexible in terms of time and can be delivered virtually anywhere. As discussed in Evans (2009, p.153), technology allows different forms of foreign language classrooms where learners can communicate with teachers and peers, either asynchronously or synchronously. According to Warschauer (1977), Computer-Mediated Communication (CMC) has become more and more popular in language education. It facilitates collaboration and promotes communication among class members both asynchronously and synchronously.
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As for less commonly taught languages (LCTLs) such as Vietnamese, internet-based tools are even more desired as they tackle many challenges that LCTL teachers have to face. As discussed in Blake (2008), “LCTLs often suffer from another curriculum dilemma: the need for quality pedagogical materials at all levels which typically goes unmet due to low commercial profit margins at the publishing houses. Publishers project small enrollments for these languages and consequently have little motivation to produce print materials for them." By employing internet-based tools, educators would definitely be able to design DL language courses that allow learners to participate from wherever they are as long as they have access to the internet. This will offer more opportunity to promote the teaching and learning of LCTLs.
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Another researcher, Godwin-Jones, also discussed the increase of possibilities for students of LCTLs to enroll in a language program, which is enhanced by the application of various online platforms and websites. As cited by Tabatabaei and Gui (2011) the needs for CMC and DL are increasing rapidly in the modern world and because of technology, more and more individuals have become interested in learning foreign languages.
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Hismanoglu (2008) suggests that the internet can also be used as a pedagogical tool for enhancing language learning and teaching. Not only can teachers and learners use the internet as a platform to interact during the DL courses, they can also use the internet as a resource to search for information, to acquire teaching materials, and to design linguistic and communicative tasks as appropriate to the course.
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The results of various surveys, discussed in Blake (2012), reveal that most students’ perceptions of the DL experience are positive. Research suggests that “computer assisted language learning (CALL) may make language learning less stressful for some students” and “working with online materials causes less anxiety."
The Internet and Distance Learning Challenges
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Although DL undeniably brings many opportunities to language learners, it presents certain drawbacks. By nature of working on screen, especially in the case of asynchronous classrooms, students are not able to have person-to-person interactions with their teacher and peers and are, therefore, unable to develop the rapport that they would in a face to face (F2F) learning environment (Blake, 2008). Moreover, unlike traditional F2F settings DL requires a great deal of autonomy, commitment, motivation, and self-discipline from students. It offers students more independence than a traditional classroom; however, it does not guarantee success without a high level of commitment from students. DL might not be the solution for everyone and so might discourage a number of online learners and limit the development of online programs.
Moreover, in order to succeed in online learning, students need to have acquired a certain level of technological proficiency. Teachers also need to be trained on technical skills in order to conduct these online classrooms. Sometimes, technological issues can also lead to a delay or cancellation of class, in the case of synchronous learning formats. In my years of teaching experience, I have had to cancel a number of synchronous classes due to low speed internet and other computer issues from both learners and myself, the teacher.
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One of the concerns with using technology in language programs is that “there is a lack of confidence in teachers' technological expertise and time constraint in preparing for lessons” (Evans, 2009, p.158-159). The cost of using internet-based programs and the time it takes to train teachers are considered negative impacts of technology application. Training definitely requires time and effort and creates financial impacts on institutions and participants alike.
Another side impact of using technology such as internet-based learning tools in classrooms is that it can create stress in learners who engage in online collaborative learning, according to Jung, et al. (2012). As online learning platforms allow learners to communicate beyond time and space constraints, they promote the diversity and richness in the student’s learning experience. However, since leaners are not able to build the kind of rapport as they would in F2F learning environments, “the lack of trust can be a key obstacle to online collaborations” (Jung, et al. 2012). In a foreign language classroom, collaboration usually takes place either in oral or written form, or in both. The key to learning any language in most cases is to communicate with other interlocutors. Therefore, interaction with others is critical and should be promoted to improve the success of the learning process overall.
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In addition, in many parts of the world where the teacher-centered approach is dominant, there can be challenges to the success of online language learning. In Asia, for example, many countries value collectivism, (Jung, et al. 2012) which has become the core of their national identity. These learners often do not feel confident to express themselves in the same way western learners do. They tend to prefer being guided and led by their teacher while completing tasks in class. In online language programs where learners are required to be more independent, willing and able to take initiative in their own study, teachers might face challenges when trying to adopt the learner-centered approach.
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Effectiveness of Internet-Based Instruction
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There have been questions on the effectiveness of DL versus F2F in language classroom. Blake (2008, p.109-113), although admitting that there has been “very little empirical research” on the “effectiveness of online language learning or compared the progress of students participating in such courses with that of those enrolled in traditional classes”, the student outcomes have "given rise to no significant differences”. The form of instruction does not produce a significant difference but the “great deal of language practice” does. This suggests that it is the pedagogical approach, the classroom activities, the motivation, the commitment, and the aptitude of students that decides the success of students.
Not What Technology Is but How It Is Used
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As discussed in Blake (2008, p.131) “there exists no single best technological tool, just as there is no single pedagogical approach that everyone should follow”. It is evident that educators should thoroughly think of what technology to use and how to incorporate it in their curriculum as the key to the success of technology application. There are several things that educators should plan for a DL course. First, the educators should consider whether the course should be conducted in asynchronous or synchronous format. Second, the educators should consider whether the course it should be launched via teleconference or hybrid. Third, one should consider what pedagogical approach should be applied and how it supports the overall goals of the course.
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The pedagogical approach to be employed in an online program should also be thoroughly considered. In my opinion, an online language course should be teacher-led where teachers are available to work with learners and provide assistance where necessary. Teachers should design language tasks that are clear and appropriate to the student’s proficiency level, and provide guidance and quality feedback in a timely manner. For an online language course, if possible, a combination of both asynchronous and synchronous format would be ideal because students will be able to develop their intercultural and pragmatics competences more effectively through live oral interaction.
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An online language program should include clear and measurable objectives. Instructions for every task should be organized and concise in order to avoid confusion. There should also be periodic assessments throughout the course that capture students’ progress and outline what they need to work on in the future. This kind of feedback is critical to the success of learners as well as to the effectiveness of the program.
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As discussed earlier in this paper, online language learning requires autonomy and self-motivation from learners. Teachers should adopt the learner-centered approach and encourage as much participation by students as possible. Students should be given opportunities to collaborate and exchange ideas through communicative tasks. This will enable students to engage in discussion and to develop relationships with their peers and with the teacher, which in turn will enrich and diversify their learning experience.
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The availability of technical supports is also critical to the success of an internet-based language program. Each and every online language program should ensure that students are able to get help around the clock. A detailed and user-friendly handbook should be developed and distributed to learners. This will save a lot of time for program administrators, teachers, and students during the course.
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Conclusion
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Technology has become an integral part of modern life without a doubt; it has played a large role in foreign language learning. It may present both positive and negative impacts and it is the responsibility of educators to decide if and how to apply internet-based tools in their educational programs. It is not what technology to use but how technology should be used that is the question that requires thoughtful consideration and a well thought out answer by educators. In order to optimize the success of an internet-based language program, it is necessary to highlight the role of learners where their own autonomy and motivation play a very important part in the success of their learning.
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References
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Blake, R. J. (2008). Brave new digital classroom: Technology and foreign
language learning. Washington, D.C: Georgetown University Press.
Evans, M. (2009). Foreign language learning with digital technology. New York:
Continuum International Publishing Group.
Godwin-Jones, R. (2013). Emerging technologies: The technological imperative
in teaching and learning lesson commonly taught languages. Language Learning and Technology, 17, 7-19.
Hismanoglu, M. (2008) The Internet in foreign language education: Benefits,
challenges, and guidelines for language teachers. The CATESOL Journal. 20(1).
Jung, I., Kudo, M., Choi, S. (2012). Stress in Japanese learners engaged in online
collaborative learning in English. British Journal of Educational Technology, 43(6). doi: 10.1111/j.1467- 8535.2011.01271.x
Tabatabaei, M., Gui, Y. (2011). The impact of technology on teaching and
learning languages. Education in a technological world: communicating current and emerging research and technological efforts. http://www.formatex.info/ict/book/513-517.pdf
Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and
Practice. The Modern Language Journal, 81(4), 470-481.
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