Language Learning Technology Research Articles

Unbias me! Mitigating Algorithmic Bias for Less-studied Demographic Groups in the Context of Language Learning Technology

Unbias me! Mitigating Algorithmic Bias for Less-studied Demographic Groups in the Context of Language Learning Technology

Primary Teachers’ Perspectives on Using Artificial Intelligence Technology in English as a Second Language Teaching and Learning: A Systematic Review

Artificial Intelligence in Education (AIEd) is an emerging education field. This paper explicitly investigates the use of AI technology in language learning specifically in English as a Second Language (ESL). As a robust cloud-computing solution, AI-powered technology can be used to aid teaching and learning processes and improve language learning. While students' perspectives on AI-related research are prevalent, teachers' perspectives are not extensively discussed. In addition, studies on the effects of AI technology in ESL primary education, are understudied. Using two databases, namely Google Scholar and the Educational Resources Information Centre (ERIC), 12 articles related to the use of AI technology in ESL teaching and learning in primary schools were extracted out of 672, from 2019 to 2022 by using the PRISMA review methodology. Teachers’ perspectives were discussed based on the effectiveness, convenience, motivation and challenges. It is found that teachers perceived the integration of AI technology positively due to its dynamic characteristics and effectiveness despite facing various challenges resulting in disadvantages associated with its use. This paper explores AI technology's impact on ESL primary education from the perspective of teachers as curriculum stakeholders. Future research should delve further into the challenges that impede the use of AI technology in ESL primary education. This is essential for sustaining the momentum of AI-powered education.

POSSIBILITIES OF APPLICATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGY IN TEACHING FOREIGN LANGUAGES IN UNIVERSITIES

This article deals with the features of using AI technologies in foreign language learning at universities, as well as its advantages for both students and teachers. Special attention is paid to neurolinguistic programming (an area that combines artificial intelligence and linguistics, and is associated with automated processing of human language), machine and deep learning (a method that uses artificial neural networks to learn from large datasets).

The Effects of the Communicative Approach and the Use of Information Technology on Students’ Motivation and Achievement in Indonesian Language Learning

This study aimed to explain the structural influence of the implementation of the communicative approach and the use of information technology in Indonesian language learning on students’ motivation and learning achievement. This research was conducted in Blitar, Indonesia, and 186 students were chosen as the samples. An explanatory research design was used in this research. The data collection techniques used questionnaires and documentation, while data analysis techniques used descriptive statistics and structural equation modeling. The results of the analysis showed that there was a direct effect of the communication approach and the use of information technology on students’ learning motivation. There was a significant direct effect of students’ learning motivation on students’ achievement in the Indonesian language class. The communicative approach had an indirect effect on students’ achievement and showed a stronger coefficient of the effect on learning motivation compared to the use of information technology. These findings were discussed in depth based on the theory and results of previous studies.

The Feasibility of Live Streaming DW English As Reading Instructional Technology Media For ESP (Learner Perspective)

The use of technology in learning English-reading skills has grown rapidly. One such technology is the computer-aided learning media. The use of computer media in the field of education has many advantages as they are easier to access, disseminate and store. The aim of present study is to investigate the impact of computer assisted language learning (CALL) technology on Indonesian learners' reading skills. This study applied quantitative research. The results of study found that the use of information technology in learning is marked by the interaction between students and materials through internet technology, the existence of programmed teaching, and flexibility in the process for learning both in terms of time and place. It can be concluded that it is very possible for us to be easily literate through various media; with this we can improve the quality of reading.

Planning for Sustainable Development through the Integration of Pedagogical and Psychological Technologies for Language Learning in the Context of Digitalization

Planning for Sustainable Development through the Integration of Pedagogical and Psychological Technologies for Language Learning in the Context of Digitalization

Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly

The use of educational technologies in English language teaching (ELT) has become widely accepted in the post-pandemic era, and, for better or worse, some of these technologies rely on artificial intelligence (AI). As an area of technological growth and increasing financial investment, we are likely to see more AI-driven technologies in teaching and learning in the post-pandemic ELT world. We are currently in the stage of ‘weak’ AI, which typically performs restricted tasks within specific domains relatively well. However, ‘strong’ AI, equivalent to human intelligence, is the long-term goal, and although this is no more than a theoretical construct at present, we can expect ‘stronger’ AI to emerge over time. ELT will not be immune to this development, and it behoves us as language teachers to be familiar with AI's current benefits and challenges, so that we can better prepare for that future. This article describes how AI is currently used in ELT, and explores some of the opportunities and challenges that AI can provide for learners, teachers and institutions. Ethical issues such as collecting learner data, surveillance and privacy are considered, as well as learner wellbeing and the digital literacies that teachers and learners will need to develop to co-exist in a brave new world of educational AI. Chatbots are examined as one example of AI-driven technology for language learning. There are of course many more, such as machine translation, intelligent tutoring systems and automated writing evaluation to name just a few; however, a detailed consideration of these is beyond the scope of this article.

Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic

The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen. As has been widely noted, lockdowns forced teaching into remote modes, making technology indispensable. Many teachers found themselves struggling to use technologies with little or no experience or training, and often in spite of earlier resistance to using it. The affective barriers to using technology may have decreased somewhat, but other potential problems have arisen as well. There has generally been a narrow view about the effectiveness of technology use in language teaching and learning. During the pandemic, teaching often entailed using videoconferencing tools as a means of emulating face-to-face teaching, albeit inhibited by the limitations and the affordances of the technologies. While research into mobile learning prospered prior to the pandemic, long periods of lockdown saw them being used as little more than a backup for when other technologies experienced technical difficulties. In this paper, we discuss not only the often-cited positive effects of technology usage in language learning during COVID, but also the possible negative implications for how technology has come to be used and viewed by learners, teachers, and administrators. Suggestions for a potential way forward in this ‘aftermath’ of the pandemic are discussed, along with some guidelines for making the most of what we have learned about using technology for language learning in the future.

Emerging technologies and language learning: mining the past to transform the future

AbstractThis paper is an expanded version of a keynote presentation for the 2022 ChinaCALL Conference on the theme of “emerging technologies”. Today’s emerging technologies—artificial intelligence, machine learning, conversational robots, virtual worlds, virtual reality, augmented reality, automated assessment, and so on—are full of promise and seem poised to revolutionize language teaching and learning over the next decade. However, rather than looking forward, I review lessons I have learned over a four-decade career in CALL, focusing on those lessons that have continuing relevance for accommodating these and future technologies as they emerge. In the first part, I present a simple model for technology-mediated language learning as a foundation for the remaining discussion. In the second, I review seven challenges that I worked on in CALL, starting in the 1980s. I describe how I came to be aware of the issues involved and how through a combination of reviewing research, collaborating with colleagues, and drawing on my own experience, I came to learn lessons of enduring value. The final part briefly explores the potential for converting these and other lessons learned into principles to guide current and future encounters with technologies for language teaching and learning.

PODCAST APPLICATION IN FOREIGN LANGUAGE LEARNING AND TEACHING: THEORETICAL ASPECT

The article is devoted to the theoretical aspects of using podcasting technology in foreign language teaching and learning. This communicative tool of social media has become an important educational instrument due to globalization and the rapid development of information and communication technologies in education. The author has analyzed the peculiarities of using podcasts as a means of mastering foreign languages both in a classroom and for independent work. Different classifications of podcasts have been specified. A thorough analysis of the benefits of using audio podcasts, video podcasts, and screencasts has been carried out. Thus, podcast media can be used as one of the alternative media in foreign language teaching and learning.

How Instagram as a MALL tool impacts EAP learners' technical vocabulary learning and perceptions in an electronic context.

Mobile-assisted language learning (MALL) technology and the link it creates with language education domains made researchers interested in the plausible effects of MALL tools on English for academic purposes (EAP) students' language development. Likewise, this study investigated the effect of Instagram as a MALL tool on technical vocabulary knowledge of Iranian EAP university students (physical education major) in an electronic course conducted via Adobe Connect as well as their perceptions and attitudes toward Instagram. In a pretest-posttest quasi-experimental research design, 60 EAP university students at the intermediate level were randomly assigned to a control group and an experimental group who practiced technical vocabulary in physical education via different tasks on Instagram. Both groups participated in an online pretest and posttest of technical vocabulary, yet only the experimental group completed a questionnaire about their perceptions and attitudes toward Instagram. The repeated-measures two-way ANOVA on the test scores indicated that the experimental group outperformed the control group in learning technical vocabulary. Further, analysis of the responses to the questionnaire revealed positive perceptions and attitudes toward Instagram as a supplementary MALL tool for learning technical vocabulary. The findings encourage EAP instructors to use Instagram as an accessible MALL application to share their teaching materials with learners.

Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study

AbstractThis study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers’ perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 English as a foreign language teachers in these three countries. The main findings indicate that there are several differences among the three countries, including institutional support regarding the use of mobile devices and the training provided to the teachers. Based on the data collected in these countries, it was found that mobile devices are mainly used for teaching and learning on online platforms. Smartphones were one of the most used devices in English language teaching, while computer labs at schools seem to have lost their popularity. Regarding the technologies available, the results of the study reveal that the participants are most familiar with online dictionaries, spell checkers, and online collocation dictionaries, and the participants’ qualifications are linked to certain differences in familiarity and use of technologies in the classroom. Variables such as gender, age, and years of experience do not show any difference in the familiarity or frequency of use of those technologies. The main findings of the study point out the importance of institutional support and training regarding the use of mobile devices and open educational resources, which are no longer a choice but a necessity in education.

Pre-service English Teachers’ Perception and Practices of Digital Literacy: The Case of Hong Kong

Computer-assisted language learning (CALL) plays a crucial role in second/foreign language education. Enormous changes in technology and the growing emphasis on 21st century skills, especially digital literacy, raise a concern about English as a second/foreign language (ESL/EFL) learners’ and teachers’ competence in CALL more than ever. In response to the mounting concern, this study investigates 92 pre-service English teachers’ digital literacy in Hong Kong. This study reports on the participants’ digital literacy level as well as factors affecting their use of digital technologies for teaching English. Results of the study uncover pre-service English teachers’ current practice and knowledge of digital literacy and attitude toward digital technology in language teaching and learning. Finally, the paper identifies limitations of the study and provides suggestions to improve digital literacy surveys as well as possible future research.

ДВА РЕЖИМА ПРОЦЕССА ОБУЧЕНИЯ УЗБЕКСКОМУ ЯЗЫКУ В ИГРОВОЙ ТЕХНОЛОГИИ

The importance of gaming technology in language learning is no secret. However, its effectiveness is determined by the relationship between the internal and external aspects of a given education. Scientists call it different things. The article describes the importance of these two modes in teaching the Uzbek language.Teaching the Uzbek language is carried out using two different approaches: teaching the Uzbek language in foreign language groups that have access to the language environment and teaching the Uzbek language as a foreign language. The article discusses the focus mode of both approaches in gaming technology. It is concluded that these modes affect the effectiveness of language education.

A Review on Technology Enhanced Language Learning (TELL)

Rapid advancement of technology brings an impact on many facets of human life. The advancement of technology has increased the variety of options for enhancing language learning at all educational levels. In an educational context, the presence of technologies in classrooms and at home provides new ways of engaging students in the field of language learning, as well as it creates opportunities for teachers to conduct lessons by integrating technology into their classes. Technology has proven to be useful in enhancing language learning. However, there are still few of obstacles of technology in language learning as students might misuse it. This study intended to identify the benefits and challenges of using Technology enhanced language learning (TELL). Thus, this study concludes that although technology might help with learning, it can also have detrimental consequences if used without supervision.

Investigating the effectiveness of bio-feedback techniques in improving English vocabulary learning in ESL learners.

This study investigated the effectiveness of bio-feedback techniques in improving English vocabulary learning in ESL learners. Bio-feedback is a technique that provides real-time information about an individual's physiological responses to external stimuli. In this study, bio-feedback was used to measure changes in skin conductance level (SCL) in response to English vocabulary learning tasks. The participants were 30 ESL learners from a language center at a university in China. They were randomly assigned to either an experimental group, which received bio-feedback during English vocabulary learning tasks, or a control group, which did not receive bio-feedback. Both groups received the same vocabulary learning tasks and were evaluated based on a pre-test and post-test design. The results showed that the experimental group had significantly higher improvement in English vocabulary learning than the control group. The findings suggest that bio-feedback techniques can be an effective tool in improving English vocabulary learning in ESL learners. Future studies could investigate the underlying physiological and psychological mechanisms of bio-feedback in English vocabulary learning and explore the potential of integrating bio-feedback into language learning technology.

Technology integration in English language teaching and learning: Benefits and challenges

The aim of the paper is gathering evidence of the series of benefits of technology integration in English language teaching and learning, if there are so, what obstacles and challenges emerge and how they are overcome. This study investigates series of experiences, benefits of integrating technology in English Language learning in Indonesia. Moreover, this work explains what challenges that need to be overcome in integrating technology in language learning. Data is obtained through interview technique. This study employs qualitative analysis in order to obtain information about what experiences, benefits and challenges in using technology in language learning. This study involves seven participants. The results show that some benefits of integrating technology in English language learning are learners can do some coding, practice online quizzes or tests, improve speed of answering questions, improve scores in English tests, learn another foreign language, do some collaborative learning, encourage independent learning, have opportunities to write, speak, listen, and read in English, do online learning, get online references, use of multiple computer application, obtain the latest information, translate, have opportunities to use multi-media presentation as well as demonstrate new method of teaching. Some challenges in technology integration are type of technology used, the rapid changes of technology development, the number of classes taught, class size, cost, time, age, lecturers’ workload, ability to use technology as well as availability the technology to use.

The Effect of Using AR Technology on Language Learning

The recent emergence and popularity of digital tools related to Augmented Reality (AR), such as Roar or Aumentaty, has facilitated the integration of this breakthrough technology in Language Learning, particularly in English as a Foreign Language (EFL). Thanks to the recent worldwide availability of new technological devices, such as tablets and smartphones, AR applications can be effectively used today in language learning with different learning purposes, such as grammar or enhancing the student’s listening skills, among others. Thus, the main purpose of this study aims to examine the use of AR in Language Learning thoroughly and evaluate the possibility of including the tool in today’s education by analyzing the possible advantages and limitations that researchers may have found in their studies.

Penerapan flipped classroom dalam pembelajaran tata bahasa: Sebuah tinjauan pustaka tematik

The development of information technology in language learning has encouraged teachers to switch from traditional learning methods. One of the learning methods that utilize information technology is the flipped classroom method which combines learning methods in the classroom and outside the classroom. This method can also be applied in learning grammar. This study aims to identify the benefits and constraints of implementing the flipped classroom in teaching grammar in foreign language classes. This research is a literature review using the thematic literature review method. The data sources for this literature review are 29 research articles found in the Google Scholar, ResearchGate and FreeFullPDF databases based on keywords and criteria determined by the researchers. The results of the thematic literature review show that the application of the flipped classroom method has a positive impact on students' mastery of grammar, encourages teachers to be more creative in making materials, and makes students more independent, confident and active in class discussions. However, the implementation of this method has several obstacles, including the problem of internet network stability, the preparation of teaching materials which is quite time-consuming, and the difficulty of adapting the application of this method for both students and teachers. Keywords: Flipped classroom, grammar, thematic literature review

Sustainable EFL Blended Education in Indonesia: Practical Recommendations

The establishment of a sustainable world, ecology, and economy cannot be accomplished without the success of social relations among the world’s inhabitants. In the context of globalisation, which fosters the blending of various people’s characters and cultures, English as an international language plays a paramount role in sustaining human relations as a tool for negotiation; it functions as a signifier of social engagement for international collaboration. Therefore, Indonesian EFL teachers should incorporate sustainable education goals into their classes so students can actively produce and use the language for real-life problem solving. This paper aims to explore a conceptual study on sustainable development integration, utilising information and communications technology (ICT) for English language teaching and learning. Through library research, the notions of sustainability are investigated and the necessity of its integration into EFL instruction is explored. Furthermore, this study recommends ICT optimisation strategies that can be employed to promote sustainable development in Indonesian EFL classrooms. This study contributes to the theory by integrating a context-based and culturally appropriate blended framework towards sustainable EFL teaching and learning in Indonesia. The integrated framework and feasible recommendations should provide practical implications for the sustainability of blended language education practices in Indonesia and in countries/regions where there are contextual similarities.