Abstract
With recent advancements in information technologies and language learning models, rapid innovations of technology-enhanced language learning have been widely witnessed by research communities and educational institutions globally. Powerful new technologies, such as social media and networks, mobile applications, wearable computing, cloud computing, and virtual reality have been integrated into language learning to facilitate various aspects, such as interactivity, immediacy, and authenticity. In this study, we present the Future TELL Model considering learning objectives, theories, and strategies by briefly reviewing recent progresses in this area. Future trends and research issues in technology-enhanced language learning are also discussed in relation to cutting-edge technologies, such as deep neural networks, which have not yet been fully recognized by education technology communities.
Highlights
With the rapid advancement of information technologies, such as augmented/virtual reality (Wu, Lee, Chang, & Liang, 2013), wearable computing (Ngai, Chan, Cheung, & Lau, 2010), mobile applications (Hwang & Wu, 2014), cloud-computing applications (Bora & Ahmed, 2013), social media (Dizon, 2016; Sun, Lin, You, Shen, Qi, & Luo, 2017) and big data processing (Picciano, 2012), great innovation and transformation of technology-enhanced learning have occurred in recent years
The fast development of various technology-enhanced pedagogies, including the flipped classroom (Chen Hsieh, Wu, & Marek, 2017), gamification (Calvo-Ferrer, 2017) and socio-cultural contexts (Wang, Liu, & Hwang, 2017) that have been adopted in language learning, has become another important aspect for augmenting the ubiquity of technology-enhanced language learning (TELL)
Collaborative learning in TELL refers to the use of technology to support collaboration between students and teachers in language learning activities (Lin, Zheng, & Zhang, 2017)
Summary
With the rapid advancement of information technologies, such as augmented/virtual reality (Wu, Lee, Chang, & Liang, 2013), wearable computing (Ngai, Chan, Cheung, & Lau, 2010), mobile applications (Hwang & Wu, 2014), cloud-computing applications (Bora & Ahmed, 2013), social media (Dizon, 2016; Sun, Lin, You, Shen, Qi, & Luo, 2017) and big data processing (Picciano, 2012), great innovation and transformation of technology-enhanced learning have occurred in recent years. The fast development of various technology-enhanced pedagogies, including the flipped classroom (Chen Hsieh, Wu, & Marek, 2017), gamification (Calvo-Ferrer, 2017) and socio-cultural contexts (Wang, Liu, & Hwang, 2017) that have been adopted in language learning, has become another important aspect for augmenting the ubiquity of technology-enhanced language learning (TELL). Golonka, Bowles, Frank, Richardson, and Freynik (2014) found that technologies that support instant feedback can improve students’ language learning efficiency These investigations may focus only on a specific new trend of TELL, and no unified framework has yet been provided as a roadmap to identify different trends of future development of TELL. Another important aspect is that a gap exists between the development of technologies and education technology applications, as identified by Goldin and Katz (2009).
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