2. Significance of Technology Enhanced Language Learning (TELL) in Language Classes --- Patel

1. Introduction

It is rare to find a language class that does not use some form of technology. In recent years, technology has been used to both assist and enhance language learning. Teachers have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms. Further, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. In addition, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students. Technology can play an important role in supporting and enhancing language learning, the effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment.

2. Literature Review

The distinction between CALL and Technology-Enhanced Language Learning (TELL) is that the computer simultaneously becomes less visible yet more ubiquitous. The change in emphasis from computer to technology places direct importance on the media of communication made possible by the computer, which itself often remains unseen, rather than on the computer itself (Bush & Roberts, 1997). Whereas in CALL, the computer assisted learning, it might be said that in TELL, the computer supports learning. This third phase of technology use in second- and foreign-language teaching is characterized by the use of multimedia and the Internet. It can also be characterized by a clearly delineated move away from behaviourist, drill and practice type software and a move towards more constructivist uses of the tool. Warschauer (1996a) refers to the third phase of use of computers in teaching second languages as Integrative CALL. He uses the term integrative to refer to efforts at developing models which would integrate various aspects of language learning for example using task- or project-based approaches. Multimedia computers can provide an accurate portrayal of the target language and provide learners with control and feedback. More importantly though they facilitate a methodological and theoretical advance that shifts the emphasis away from the traditional production of sentences common with CALL to an emphasis on "input and intake" (Pusak & Otto, 1997). Computer-mediated communication (CMC) using the Internet has the power to allow learners to collaborate and to construct knowledge together (Warschauer, 1997a). Online learning, explains Warschauer, breaks the pattern of teacher-centred discussion in the classroom. In his review of studies on CMC, the author notes that the social dynamics of CMC result in more equality of participation than what would be typical in face-to-face communication Hanson-Smith (1997) examines the pedagogical practices that have benefitted or will benefit from technological enhancement. The World Wide Web allows for an instantaneous exchange of information to and from sites and between individuals. Use of the Internet demands a level of student engagement in authentic language encounters that would barely be possible face-to-face (Hanson-Smith, 1997). Singhal (1997) explains how use of the Internet can promote higher-order thinking skills. Smith (1997) uses the term virtual realia to refer to authentic material or, more specifically, "(in language teaching) digitized objects and items from the target culture which are brought into the classroom as examples or aids and used to stimulate spoken or written language production"

3. Technology-enhanced language learning (TELL)

(TELL) or Technology-enhanced language learning deals with the impact of technology on teaching and learning a second language also called the L2. Technology-enhanced language learning refers to the use of the computer as a technological innovation to display multimedia as a means of complementing a teaching method language teacher. What's important to note is that TELL is not a teaching method but rather an approach that can be used alongside a teaching method to help teach. TELL is very supportive of Computer Mediated Communication (CMC). CMC has been researched and supported as being very useful to helping students speak and write in a foreign language which is important to teaching process using TELL. "The process can be described as effectively bridging the gap between written and oral expression for the linguistically limited student whose oral skills are not adequate to allow for full expression of ideas in the target language. By slowing down the process of communication and allowing the students to reflect and compose a message (similar to an "utterance"), electronic interaction in the classroom encourages student use of the target language?" (Bush1997)

Technology-enhanced language learning uses computer technology, including hardware, software, and the internet to enhance the teaching and learning of languages by,

§ Using a hand-held electronic dictionary to look up a word in class

§ Chatting with a friend on Instant Messenger using a little English

§ Reading news website

§ Creating a video and posting it on Youtube

§ Participating in an online discussion board

§ Listening pop song and reading the lyrics online

§ Doing a computer-based language exercise from the CD that comes with a textbook

§ Searching for a word in a corpus to see how it’s used.

§ Playing World of Warcraft in English

§ Texting a classmate in English

TELL conceptualized according to activity (fill-in-the-blank, create a video, chat with a classmate), skills (reading, writing, listening, speaking, grammar), location (blended, distance, online) and technology (computer, Internet, chat, blog, wiki, gaming, video)

a. Approach & Design

Technology is theoretically neutral, but a TELL activity: (1)reflects a theory of teaching, learning, and foreign language learning of the designer and/or instructor (2)reflects a theory of technology as:

• • Drillmaster: behaviorist

  • Tutor: cognitive

  • Tool: constructivist

  • Mediator: socio-cultural

  • Part of an ecology: socio-cognitive

    • A TELL activity has goals and objectives like any other language learning activity It can be integral or peripheral to the lesson or curriculum. It an integrate skills or treat them separately

    • b. Preparation & Implementation

    • A TELL activity: requires instructor technological literacy, requires (but can also develop) student technological literacy , requires class access to technology, sometimes requires technical support

    • During a TELL activity, the instructor may be monitoring, guiding, facilitating, assisting, and evaluating, the students may be working individually, in pairs, or in groups , the students are clicking, dragging, and scrolling, but also listening, speaking, reading, and writing

    • c. Assessment & Evaluation

    • A TELL activity has processes, products, and actions that can be assessed. These should be assessed in a way that matches the activity objectives and approach

    • A TELL activity should be evaluated during and after implementation. It can be altered during implementation based on evaluation to meet student needs. It reflects principles of language learning

    • 3.2 Advantages of TELL

• Using TELLprovides a lot more flexibility and caters to more learning styles of the language learners compared to traditional styles of teaching.

• TELL can be used alongside textbooks for a much more in depth learning experience

• TELL turns the classroom into a student centred environment. Students can:

  • Select order in which material is presented to them (ex. grammar program first and vocabulary building game last)

  • Control the material presented to them (ex. Visit the Coliseum in Rome, Italy on CD-ROM or learn about the 2006 Olympics in Torino, Italy)

  • Control the pace of progress (ex. students can work through level 1 & 2 on grammar today and then level 1 on vocabulary the following day)

• TELL improves motivation and develops better attitudes in students towards learning.

• Learning is not confined to the area within the classroom environment, it is enlarged Students can learn about language at home and practice language in class.

3.4 Disadvantages of TELL

• Cost of technology

• Cost of training

• Cost of media

• Teacher or instructor must be comfortable with using technology

• Technology not 100% fault proof

• Access issues outside the classroom

• Problem of too much work done by the computer. The langauge student must not rely entirely on the help system of langauge software to guide them htrough exercises but must make conscious effort to attempt exercises for a better learning experience.

3.5 Main types of media using TELL

1. Sound (audio)

• • Radio broadcasts

  • Recorded playback of speeches

  • Recorded storytelling

    • 2. Films (video + audio)

  • Short films

  • Interviews

  • Full length full feature movies

    • 3. Images/Graphics

  • Charts

  • Paintings

  • Photos

    • 4. Texts

  • Essays

  • Journals

  • Articles

  • Email

  • Chatting

  • Books

3.6 Examples of Activities using TELL

4. Conclusion

This paper has attempted to outline some of the trends developing in technology-enhanced language learning. With increasing sophistication in both the technology and the users of that technology, it is sure that more appropriate technology-based second language learning systems will emerge.