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
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