Przetechnologizowanie w nauczaniu języków obcych

Abstract

The continuous development of modern information and communication technologies (ICT) is reflected in foreign language education, resulting in a plethora of multimedia tools, mobile applications and similar solutions. Although their use in the educational process may contribute to increase of the effectiveness of language class, their excess may lead to overstimulation and blur the primary goal of language tasks. In order to ensure the attractiveness and innovation of lessons and the activation of their participants, teachers may fall into the trap of unjustified use of modern technologies. This paper analyses the potential consequences of excessive use of ICT for participants of language class as well as for the educational process itself, situations where it is worth reaching for traditional tools, and the issue of how students perceive ICT. The research focused on the concept of “overtechnologisation” in foreign language teaching, involving 47 bachelor's students majoring in Dutch Studies at the University of Wrocław. The data collected in the study underwent both quantitative and qualitative analysis, revealing that while students are largely aware of the disadvantages of using ICT in language class, the benefits of digital tools in foreign language lessons clearly outweigh the potential challenges they pose to students. What is more, students do not experience the effect of “overtechnologisation” and this is mainly due to the fact that they view ICT as mere entertainment.