Article Review – Effects of Technology on Second Language Learning

A. Introduction

The article entitled “Effects of Technology on Second Language Learning” is a research article by Deborah Gill from Pennsylvania State University, DuBois. The article was found in Volume 3, Number 2 of Journal of College Teaching and Learning, edition February 2006. The purpose of the article is to present preliminary findings regarding the implementation of technology in the foreign language classroom; as in this paper the foreign language is Spanish. The paper also aims to investigate and present the effects of technology on second language learning. In terms of designation, the paper is divided into two parts;

1) the implementation of a technology-enhanced syllabus and,

2) the effects of technology on writing using a number of different methods. However, the writer also included brief findings on the effects of technology on other language skills such as reading and listening.

B. Summary of the article

The paper is a replicate and also extensive study referring to a research done by Gonzalez-Bueno and Perez (2000). The aims of the paper is to find groundwork findings regarding the implementation of technology in foreign language classroom, Spanish classroom to be specific and the effects of the technology on second language learning. The paper concentrates on the development of linguistic skills and overall improvement in writing. The author presents an introduction of the implementation of technology in Spanish language curriculum. According to Biggs and Telfer (1987), learning is fostered due to the increase of the role of technology in second language learning in the past decade. Therefore some materials and methods that incorporated technology were introduced in foreign language classroom.

At the beginning of Fall 2000, a technology-enhanced syllabus was put into the Spanish language curriculum. The syllabus included three components that are 1) electronic workbook, 2) free writing, and 3) virtual community. Electronic workbook provides more time for students to practice oral communicative skills and learn grammar in a more contextual way rather than teaching it explicitly in points. Free writing allows the students to practice their writing skills in a non-threatening environment where the students will receive more time to write with no fixed subject and length. On the other that, “virtual community provides an opportunity for creativity”, (Gill, 2005). It provides forums and discussions for the students to participate and it is believed to be less intimidated since it does not require face-to-face interaction.

The second part of the paper presents the effects of these three components on foreign language classroom. The subjects consist of students from eight classes, aged between 18-55 years old who enrolled in Elementary Spanish II and Intermediate Spanish I. The subjects come from three branch campuses of the same university and using the same textbook. Four of the classes were provided a technology-enhanced syllabus while the other four classes did not use a technology-enhanced syllabus. The study was administered for 15 weeks.

The findings show that subjects in technology-enhanced syllabus took more chance to be outside the realm of textbook while subjects in non-technology enhanced syllabus were more likely to stick with the textbook provided. In free writing component, subjects in technology enhanced-syllabus wrote a longer work than subjects in non-technology-enhanced syllabus. This is because students enrolled in the technology-enhanced syllabus sent their free writings electronically and thus could spend as much time as necessary. On the contrary, subjects in non-technology-enhanced syllabus were constrained by the ten minutes in one specific class period. In terms of grammar and vocabulary accuracy, it is also proven that subjects in technology-enhanced syllabus possess better accuracy than non-technology-enhanced subjects. Other than that, the initial results of the study shows that there is a relevant increase in listening and reading comprehension among the subjects of technology-enhanced course due to the their tendency to pull out the “drill and kill” activities in order to participate in more communicative activities. Finally, the study shows that students who are not actively participating in oral discussion in real classroom prefer to be involved in a virtual community situation. Overall, the author concludes that technology is a powerful teaching and learning tool. It gives tremendous effects in language skills as well as providing opportunities for students to become more global and develop higher level of critical thinking skills.

C. Reaction

The research keeps me engaged to know more about the effects of technology in foreign or second language learning. However, in my personal opinion, the way the author presented the findings is a bit confusing. Table 3 is not explained clearly as I always get confused about the meaning of “free”. Other than that, the writer’s elaboration on the accuracy of grammar and vocabulary use is insufficient for my understanding. The subjects in technology-enhanced syllabus wrote a longer free writing and there had been grammatical mistakes found too. Compared to the subjects of non-technology syllabus, they wrote a shorter yet in example 3, the student did follow the theme and grammar point. So how is it being said that subjects of technology-enhanced syllabus are more accurate when there are also grammatical errors found in their free writing? However, the paper has presented a well-written introduction to the three components of technology-enhanced syllabus. The effects and the conclusion are also well-presented because it is written in simple yet clear and sufficient terms.

The results might be useful for future teachers to improvise on their methods in teaching. Technology has become a very reliable and effective alternative of language teaching. The findings prove that technology can be a great help for teachers to make learning more effective and fun. This is because, from the study we can see that by using technologies, the students will feel less intimidated. They can have more opportunities to respond and express opinions, especially in the virtual community. Some passive students might feel more comfortable to communicate virtually than having to give out opinions in actual classroom. The study emphasizes the importance of technology as a good alternative for second language classroom. It provides useful ideas for teachers to incorporate the methods in the classroom in order to make learning more fun, communicative and meaningful. The best part is that students will be given the chance to participate, whether they are active or passive in the classroom, thus provide positive possibilities for teachers and students to have a more interactive and effective second language learning.

This is the link to access the article:

http://www.cluteinstitute-onlinejournals.com/PDFs/200651.pdf

Tips to Prevent Heart Disease

Click to listen to the podcast 🙂

It is a listening activity suitable for students aged 13 to 15.

My podcast

A Hole in the Wall

The whole concept about “Hole in the Wall” really amazes me. It strikes me in the inside to know that there existed such effort to promote computer literacy and also language learning at large scale. Even though the name is “Hole in the Wall”, I’m glad that it isn’t any kind of ‘hole’ but a ‘hole’ full of vast information and opportunities.

“Hole in the Wall” was a project done in India to promote computer literacy among children aged 6-14 years old. It put forward the hypothesis “if given appropriate access and connectivity, groups of children can learn to operate and use computers with none or minimal intervention from adults”. Computers were provided in urban slum and rural area in 17 locations across India. The computers were located in a public place so that children were free to assess the computers. It also tried to prove that the method enabled the children in such area to learn to use computer with little or no guidance from adults and experts at considerable low costs. The experiment proved that at the end of the experiment period (9months), children were able to use computers besides knowing the functions of icons only by exploring the computers by themselves and probably with help from other children/ peers.

In my opinion, it could be implemented in Malaysia, especially in the rural areas. In certain parts of Malaysia, it is hard to get access to computer, let alone the Internet access. Given there is strong support from the government, we can provide public computer access to such area. This is important to promote computer literacy and introduce the magnificent advantages a computer and Internet can give you. Children from rural areas will not be bounded by their isolated location to explore the world without boundaries to gain knowledge. Of course the issue of vandalism will come first to your mind if we are actually implementing it. However, let’s look at this investment from a more positive side. Besides exposing the children to computer, it also allows to instill responsibility in the children. They can learn how to keep the public property in safe condition so that they can get full benefits from the item.  We should not underestimate the values of the children; instead we should give it a shot and see how it will turn up later.

Children are able to learn together and help one another

When computers can be easily accessible, it motivates the children to try it by themselves and thus promote self-learning. Besides being able to gain knowledge, they can hold discussion with their friends and also with people outside their territory. This will be a great eye-opener for them. Minimally Invasive Education (MIE) gives them opportunity to be the students and also play the role of teachers. In should be reminded that in certain cases, guidance from adults could be helpful. This assistance plays a role to clarify some difficult functions of computers and also important to give suggestion on interesting program that the children can participate in.

It would be delightful if the project could be done and be used to its potential. It takes the technology development of Malaysia to a step ahead from the current development. There is no boundary in learning and absolutely it is worth even a single penny to offer such opportunity to every corner of the country.

Ready for CALL?

Yes!

I hope I can say it out loud on the first day of the class. However, to be frank, I haven’t the slightest idea of what CALL is. Maybe because of its name ‘Computer Assisted Language Learning’ seems too fancy for me.

But I am glad that now, at least I get the gist of here and there about CALL. It is basically learning language through computer. May it be through courseware which is available in schools, SAC and at the back of a language book or through uncountable numbers of websites freely available on the Internet.

So, am I ready for CALL now? I think I am, with help from my dear friends and lovely lecturer, Pn Begum 😉 of course. So thank you in advance, all!

Crossing my fingers and hoping this will turn up great for me!

Hello world!

Welcome to WordPress.com. This is your first post. Edit or delete it and start blogging!