Technology disrupting learners' and teachers' practices in Computer-Assisted Language Learning: an overview of the literature
Date Issued
2015
Author(s)
Abstract
Abstract
Amid the flurry of web, mobile and virtual technologies researchers and practitioners in the second
language classroom strive to explore their affordances and challenges in the learning process. Yet,
the efforts to explore the impact of technology remain disparate and unconnected unless we broaden
our understanding on how teachers, policy makers and institutions support the use of such
technologies. Attention is now focusing on what instructors and students know and what they need to
acquaint with regard to technology – that is, the competences and understanding they need to develop
if they are going to use technology efficiently and critically. In other words, the discussion now is about
learners’ and instructors’ digital literacy. This study explores the research development with regard to
learners’ variability and teacher training in the field of Computer-Assisted Language Learning (CALL).
A systematic search of the published research was performed. Articles assessed for inclusion were
published between January 2009 and September 2010 in four major journals devoted to CALL and
had to meet subject-specific review criteria. The search provided a total of 163 articles of which 17
articles met the inclusion criteria. Moreover, articles published in the first quarter of 2013 were also
included, in order to keep the review as up to date as possible. The review revealed the imperative to
broaden our understanding of the new literacies that learners need to develop. These literacies relate
to a specific language skill, to a specific technology or to the need to enhance self-directed techniques
and strategies in order for learners to gain higher control over their learning. In this sense,
researchers’ approach towards learners’ variability and the connected concept of digital literacy can be
summarised in their effort to broaden learners’ strategies and deepen their autonomy. Research
conducted with regard to teacher training focuses on how teachers can develop strategies,
mechanisms and techniques for successfully dealing with teaching and managing online learning
environments. Moreover, the emergence of new technologies raises the need for teachers to become
aware not only of traditional paper-based teaching material but also to make effective use of the
emerging technological tools, such as corpora, videoconferencing and webcamming. Still,
identification and prioritization of key strategies and literacies that learners and instructors need to
develop in order to achieve higher control in their learning lacks researchers’ attention. This study
suggests that successful use of emerging technologies relies on maintaining relationship with learners
and teachers, and continuing to give them the strategies and techniques that will allow them to
confront with new instructional opportunities and challenges.
Amid the flurry of web, mobile and virtual technologies researchers and practitioners in the second
language classroom strive to explore their affordances and challenges in the learning process. Yet,
the efforts to explore the impact of technology remain disparate and unconnected unless we broaden
our understanding on how teachers, policy makers and institutions support the use of such
technologies. Attention is now focusing on what instructors and students know and what they need to
acquaint with regard to technology – that is, the competences and understanding they need to develop
if they are going to use technology efficiently and critically. In other words, the discussion now is about
learners’ and instructors’ digital literacy. This study explores the research development with regard to
learners’ variability and teacher training in the field of Computer-Assisted Language Learning (CALL).
A systematic search of the published research was performed. Articles assessed for inclusion were
published between January 2009 and September 2010 in four major journals devoted to CALL and
had to meet subject-specific review criteria. The search provided a total of 163 articles of which 17
articles met the inclusion criteria. Moreover, articles published in the first quarter of 2013 were also
included, in order to keep the review as up to date as possible. The review revealed the imperative to
broaden our understanding of the new literacies that learners need to develop. These literacies relate
to a specific language skill, to a specific technology or to the need to enhance self-directed techniques
and strategies in order for learners to gain higher control over their learning. In this sense,
researchers’ approach towards learners’ variability and the connected concept of digital literacy can be
summarised in their effort to broaden learners’ strategies and deepen their autonomy. Research
conducted with regard to teacher training focuses on how teachers can develop strategies,
mechanisms and techniques for successfully dealing with teaching and managing online learning
environments. Moreover, the emergence of new technologies raises the need for teachers to become
aware not only of traditional paper-based teaching material but also to make effective use of the
emerging technological tools, such as corpora, videoconferencing and webcamming. Still,
identification and prioritization of key strategies and literacies that learners and instructors need to
develop in order to achieve higher control in their learning lacks researchers’ attention. This study
suggests that successful use of emerging technologies relies on maintaining relationship with learners
and teachers, and continuing to give them the strategies and techniques that will allow them to
confront with new instructional opportunities and challenges.