English Language Learning and Technology (review)

Abstract

Reviewed by: English language learning and technology by Carol A. Chapelle Caroline M. L. Ho English language learning and technology. By Carol A. Chapelle. Amsterdam: John Benjamins, 2003. Pp. 211. ISBN 1588114481. $39.95. Carol Chapelle’s book, drawing on selected lectures over the past several years, provides a welcome contribution to the field of language learning and teaching with a central focus on the impact and influence of technology on the English language. C’s exploration of the close nexus between technology and applied linguistics is impressive in both breadth in scope of coverage and depth in specificity and attention to detail. C considers fundamental issues that concern how a multiplicity of research designs and theoretical underpinnings inform and affect technology-based language learning practices. Ch. 1, ‘The changing world of English language teaching’ (1–33), maps out various perspectives—of the technologist, the social pragmatist, and the critical analyst, respectively—as to how technological changes influence language teaching and research. Ch. 2, ‘The potential of technology for language learning’ (35–68), considers implications of research on second language acquisition for technology-mediated learning tasks. Examples of research cited reflect the significance of an understanding of second language acquisition theories. These enable a more critical and analytical perspective on technology-based language learning tasks. Ch. 3, ‘Evaluating language learning’ (69–96), discusses approaches to research on CALL, particularly methods and results benefiting language learning. Audience and the purpose of research are acknowledged as critical motivations that drive this research. Ch. 4, ‘Investigating learners’ use of technology’ (97–126), focuses on methodological issues in data arising from analysis of computer-mediated interactions with a focus on processes involved in CALL. Research in applied linguistics, covering topics from interaction and discourse to conversation analysis, offers useful perspectives for studies on these processes. Both Ch. 5 (127–50) and Ch. 6 (151–72) on advancing applied linguistics extend the discussion to two key areas in second language learning, namely, how technology influences language learning tasks and assessment, respectively. Ch. 7, ‘The imperative for applied linguistics and technology’ (173–81), concludes with a clarion call to address theoretical issues underlying applied linguistics with technology. The value of technology as a tool when used for applied linguistics research cannot be overestimated. The need for considering theoretical issues of language use, acquisition, and assessment with technology underscores the underlying theme running through the book, that theory-focused research complements practice-focused research. C’s synthesis of insights carefully balances practical realities and perspectives drawn from personal experience with salient theoretical underpinnings. These insights provide a useful platform for charting out future directions in the field. The result is a scholarly offering that is skillfully presented in a lucid style and is a timely reminder to consider the multiple perspectives on technological changes affecting language teaching and research. At the heart of all the studies, research, and examples is the recurring theme of how technology and applied linguistics are inextricably linked, and the need to see the two not as disparate fields but as a unified whole, one complementing the other. Caroline M. L. Ho Nanyang Technological University Copyright © 2006 Linguistic Society of America