Technologies for Foreign Language Learning: A Review of Technology Types and Their Effectiveness

Autor/inn/en	Golonka, Ewa M.; Bowles, Anita R.; Frank, Victor M.; Richardson, Dorna L.; Freynik, Suzanne
Titel	Technologies for Foreign Language Learning: A Review of Technology Types and Their Effectiveness
Quelle	In: Computer Assisted Language Learning, 27 (2014) 1, S.70-105 (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2012.700315
Schlagwörter	Educational Technology; Teaching Methods; Second Language Instruction; Second Language Learning; Social Networks; Telecommunications; Handheld Devices; Pronunciation Instruction; Speech; Feedback (Response); Learning Motivation; Metalinguistics; Affective Behavior; Electronic Publishing; Management Systems; Dictionaries; Portfolios (Background Materials); Intelligent Tutoring Systems; Grammar; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Zweitsprachenerwerb; Social network; Soziales Netzwerk; Telekommunikationstechnik; Ausspracheübung; Speaking; Sprechen; Motivation for studies; Lernmotivation; Metalanguage; Metasprache; Affective disturbance; Active behaviour; Affektive Störung; Elektronisches Publizieren; Dictionary; Wörterbuch; Intelligentes Tutorsystem; Grammatik; Computerkonferenz
Abstract	This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amount of learners' language production and its complexity significantly increased. The literature revealed moderate support for claims that technology enhanced learners' output and interaction, affect and motivation, feedback, and metalinguistic knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10