Technology In Language Teaching Research Articles

Uncovering how in-service teachers are learning about technology in language teaching and learning

As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them in their language classrooms. A crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, much still remains unknown about what language teachers are doing to enhance their knowledge and skills in technology. The current study therefore examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19). The findings suggest that the language teachers were relying on a wide variety of online materials and tools—searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested.

EFL GRADUATE STUDENTS’ VOICES ON THEIR TECHNOLOGY-INTEGRATED CLASSROOM LANGUAGE TASKS

This qualitative study delves closely into graduate students’ reflective-evaluative voices on technology-integrated classroom language tasks they found useful and challenging in Introduction to Digital Technology (IDT) class in an English as a Foreign Language (EFL) setting at a private university in Central Java, Indonesia. The study also focuses on exploring the students’ practical recommendations to improve the quality of teaching and learning activities in the class. To meet the research goals, seven EFL graduate students participated in this study by answering closed and open-ended questions in a Google Form. For data triangulation, three of them participated in an in-depth semi-structured interview to clarify their responses to the questionnaire. The research findings inform that writing the literature review discussing realities of technology use in schools and districts in Indonesia and writing the report for technology workshop activities for school teachers seemed to be the most useful activities for the students in the IDT class. Besides the writing parts, conducting the technology workshop for the school teachers was another useful activity for the students. Although useful, the students considered the writing activities as one of the most challenging tasks in the course. Other findings, including reasons why the students found the tasks useful and challenging, as well as practical ways to improve the teaching and learning activities in the class, were then discussed in light of the relevant literature. The overall discussions might tell the success and challenges of the integration of technology in language teaching and learning, research, and community service activities in a higher education context in Indonesia. Recommendations for future research are presented.  

Pengaruh Teknologi Dalam Peningkatan Kemampuan Bahasa Indonesia Di Era Digital

The aim of this research is to determine the role of educational technology in changing the landscape of Indonesian language education in the digital era. The methodology used includes a literature review to identify recent developments in the use of educational technology in language teaching. The results of this research show that educational technology has contributed significantly to improving the quality and efficiency of learning, facilitating distance learning through platforms such as Zoom and Google Meet, and encouraging innovation in educational strategies. This study shows that the role of educational technology does not only focus on technical aspects, but also influences the learning paradigm by changing the perspective on the role of teachers and students. However, the use of educational technology also presents challenges, including accessibility and socio- psychological impacts on students. Therefore, sophisticated strategies are needed to effectively incorporate educational technology into the language teaching curriculum. This study provides insight into how educational technology influences the transformation of Indonesian language education in the digital era. The methods and results of this research provide a better understanding of the complex role of educational technology in shaping education that is more adaptive and relevant to current developments.

The effect of planning time on vocabulary acquisition in a task-based environment: the mediating roles of working memory and field (in)dependence

This research investigated the impact of planning time, working memory (WM), and cognitive styles on language learning outcomes within the framework of Task-Based Language Teaching (TBLT). Drawing on a diverse sample of language learners, the study employed a pretest-posttest control group quasi-experiment to examine the effects of providing pre-task planning time on language performance. Participants engaged in communicative tasks, with a focus on vocabulary acquisition and task complexity, while their cognitive processes were assessed through measures of WM and cognitive styles. The findings revealed significant interactions between planning time and cognitive styles, particularly field dependence, influencing language production and proficiency such that learners with planning time outperformed learners without planning time; high-WM learners outperformed their low-WM peers, and field independent learners outstripped their field-dependent counterparts. Moreover, the study contributes to the broader understanding of the nuanced relationship between planning time, WM, and cognitive styles in the context of TBLT. The implications of these findings for language teachers, materials developers, syllabus designers, curriculum developers, and policymakers are discussed, offering insights into the design of effective language learning environments. Despite certain limitations, the study provides a foundation for further research exploring cross-cultural variations, longitudinal effects, and the integration of technology in language education, with the aim of advancing pedagogical practices tailored to diverse learner profiles.

The Use of TED Talks to Enhance EFL Students’ Public Speaking Skills: English-Majored Seniors’ Practices and Perceptions

The integration of technology in language education is now standard in the 4.0 era of industry, with TED Talks aligning seamlessly with this trend. This study investigates how EFL students at Van Lang University use the TED Talks platform to enhance their public speaking. Using both quantitative and qualitative methods—online questionnaires and interviews—the study involved sixty-one senior EFL students. Results reveal that these students regularly turn to TED Talks as a learning tool to refine their speaking skills. Beyond aiding learning, students perceive TED Talks as crucial in enhancing their public speaking performance. The research suggests further exploration into EFL teachers' perspectives on integrating TED Talks, the platform's effectiveness in enhancing various language skills, and the factors contributing to its optimal use in EFL classrooms.

Digital Technologies in Language Education: A Comprehensive Review and Analysis

This systematic literature review examines the role and efficacy of digital storytelling (DST), the robot-DST strategy, and the normalization of computer-assisted language learning (CALL) in language education. The review is based on a range of studies published between 2019 and 2023 and follows the PRISMA approach for systematic reviews and meta-analysis. The analysis includes the evaluation of training, validation, and testing stages, with the search employing the keywords "educational technologies" to identify relevant articles. The review's findings highlight the potential of digital storytelling as a multimodal approach to language education. However, the limitations of traditional DST methods are also scrutinized. To address these limitations, the study proposes a robot-based DST approach, robot-DST, to enhance student engagement and promote interaction. The effectiveness of this approach is evaluated through a quasi-experimental study conducted in an English as a Foreign Language (EFL) course, comparing it with the conventional animation-based DST approach. Furthermore, the review explores the normalization of computer-assisted language learning (CALL) and the evolving communicative competencies needed for the digital generation. It also delves into the role of digital technology in reshaping academic journals and emphasizes the importance of integrating digital tools in reading instruction within university curricula. While acknowledging the existing inadequacies in current methodologies, the study serves as an inspiration for future researchers. It provides a solid foundation for developing and implementing innovative solutions in language education. In conclusion, this systematic literature review sheds light on the transformative role of digital technologies in language education. It highlights the potential of digital storytelling, introduces the robot-DST strategy as an alternative approach, and explores the normalization of CALL. The review emphasizes the need for integrating digital tools and fostering evolving communicative competencies to meet the demands of the digital generation. It also underscores the importance of further research and innovation in developing effective solutions for language education.

Technologies for using interactive artificial intelligence tools in the teaching of foreign languages and translation

The article explores the potential of artificial intelligence technologies in teaching foreign languages and translation. It explores the advantages and possible challenges of using such technologies in language education and provides practical examples. The article also discusses perspectives on the future development and use of interactive artificial intelligence tools in the field of language teaching and translation. The integration of artificial intelligence into higher education has ushered in a new era of transformation in educational processes, reforming various aspects of the educational experience. The advantages of introducing artificial intelligence into higher education are numerous, ranging from personalized learning paths to intelligent assessment tools. The tools are classified into categories for students, teachers, and the education system. It identifies key results of such processes and examines various technologies, including Linguatech Learning Assistant, Linguatech Translation Tool, and Linguatech Language Lab, which help students improve their language and translation skills. The research examines the effectiveness of interactive tools in education, comparing their use in classroom and distance learning formats. The article’s conclusions are significant for the development and improvement of language and translation education programs that use innovative artificial intelligence technologies.

Integrating Modern Technology in English Language Teaching: Innovations and Outcomes in School Education

Modern technology plays a pivotal role in education, particularly in the teaching of the English language in schools. This paper explores the impact of integrating innovative technologies into the English language teaching process, with a focus on effectiveness and outcomes. Utilizing both qualitative and quantitative analysis, the study assesses how digital tools such as interactive whiteboards, mobile applications, and online platforms are transforming teaching and learning methodologies. It also examines how these technologies contribute to enhancing students' language skills, including speaking, writing, reading, and listening. The paper discusses the benefits of approaches such as gamified learning, project-based learning, and collaborative learning, and analyzes their impact on student motivation and engagement. Furthermore, it evaluates potential challenges and limitations in the use of technology in language teaching. In conclusion, the article offers recommendations for optimizing the use of technology in the educational setting and discusses prospects for future research in this field.  

ICT Engagement and Digital Competence of Preservice English Teachers

The study on ICT Engagement and Digital Competence of Preservice English Teachers was a descriptive correlational study conducted among 103 preservice English teachers at the University of Mindanao-Matina Campus, Davao City. This study aimed to identify the levels of ICT engagement and digital competence of preservice English teachers and examine the prevalent relationship between the variables. In gathering the data, this study adopted questionnaires and sampled the total population. The data collected were analyzed using mean, standard deviation, and Pearson's r correlation. Based on the findings, the preservice English teachers have a high level of ICT engagement and a very high level of digital competence. Moreover, the correlation between the variables is moderate, positive, and direct with r-value of 0.427, which suggests that ICT engagement is a construct of digital competence—the more regulated to engage in ICT a person is, the more competent they would become in using ICT. Moreover, the results specify that ICT-related training and support given to language teachers must revolve around troubleshooting digital issues and digital content creation. This study, as a whole, further explored, quantified, and discussed emerging interests in the role of technology in language education, addressing its empirical gap.

Meta‐analyses of anxiety, motivation, performance, satisfaction, and self‐efficacy in virtual reality‐assisted language education

AbstractThe popularity of virtual reality (VR) technologies has increased since the onset of the COVID‐19 pandemic. However, there is a paucity of meta‐analytic studies that have investigated the use of VR technologies in language education. This current study addresses this gap by conducting a systematic analysis of 41 randomized controlled studies conducted between 2008 and 2021, examining the effects of VR technologies on language educational outcomes. The findings indicate that VR technologies reduce anxiety levels while enhancing motivation, performance, satisfaction, and self‐efficacy in language learning when compared to traditional learning methods. These outcomes are observed regardless of whether learners engage with immersive or nonimmersive environments and whether they use head‐mounted displays or nonhead‐mounted displays. Future research can investigate the impact of VR on intercultural communicative competence and collaborative problem‐solving abilities.

Tech-Driven Transformation: Improving English Language Instruction With Technology

This article focuses on exploring the transformational impact of technology on English Language Teaching (ELT) in the 21st century. The progress of educational technology and its role is facing challenges confronted by traditional ELT methods. The technologies include virtual reality, audio listening tools, video software tools, grammar tech, mobile applications, and personalized learning. Utilizing technology in language education enhances instruction, practice, and evaluation, as per the World-Readiness Standards for Learning Languages. Technology can support language learners as they use the target language in an interactive, meaningful way. Language educators are responsible for the planning, instruction, assessment, and facilitation of any language course, influencing technology to support language learning. This article emphasizes the need of the significance of teachers’ professional development, digital literacy, and pedagogical training for effective technology incorporation. Augmented Reality (AR) and Virtual Reality (VR) technologies are revolutionizing language education by offering immersive and interactive experiences that engage learners in ways which are unimaginable. Finally, the article emphasizes that by implementing technology considerately, educators can produce inclusive and lively learning environments that empower learners with essential language skills for the digital age.

Assessing text comprehension proficiency: Indonesian higher education students vs ChatGPT

AI has developed rapidly. However, AI research in applied linguistics in the field of language education in Indonesia still needs to be expanded to reading and writing skills. This research aims to explore students' skills in writing summaries and understanding the historical theme of the development of the Indonesian language with AI based on gender and university aspects. The quantitative method uses descriptive statistical analysis techniques, independent sample t-test, and Welch One-Way ANOVA. The research sample was 288 students from Makassar State University, Timor University, and Makassar Health Polytechnic. The results show that ChatGPT is significantly better at reprocessing text than students based on the aspects measured. ChatGPT outperforms almost every aspect of the assessment. However, in the MCT_Score aspect, the average for Universitas Negeri Makassar students is slightly higher than ChatGPT and the other two universities. Meanwhile, the Makassar Health Polytechnic almost matches the average ChatGPT score. Apart from that, the Universitas Timor average seems significantly different, with a score range of only 6.00 – 7.00. This research contributes to developing the Indonesian curriculum using Artificial Intelligence (AI) technology. The government can use these findings as a basis for making better policies to improve the quality of education. This research implies that Indonesian students have a gap in understanding texts compared to ChatGPT. The first implication is the need to revise and develop the educational curriculum. Therefore, future research can examine text comprehension abilities in more specific contexts, such as scientific texts, journalism, literature, or specific scientific disciplines. It can provide more detailed insight into students' strategies for overcoming difficulties in understanding texts. In addition, future research will be conducted on the broader impact of using Artificial Intelligence technology in language education on the development of student text comprehension and the potential social and ethical impacts.

Innovation in Teaching English with Digital Tools

The technology is omnipresent and indispensable at present era. Due to the technology, the education of teaching English is undergone an enormous transformation. The recent technology signifies the major development in the English language teaching and learning methods. The English teachers are very energetically integrating the technological teaching materials planned to make possible and through this, it helps the most advantageous in teaching delivery. According to the language teaching, the digital virtual media is occupied the classroom. At present era, the teaching is too interesting because of the digital media. The language teachers are creating a visualized of innovative in approach. “Technology in Education” is being an important role in educational field. The students need for technology in the education system. The conventional methods are based on lecturing but the present learning is foundation on interactive learning method. The modern technologies like Internet, Skype, Interactive Boards, Blogs, Android phones, Twitter, YouTube are used for the learner’s interactive session in the classroom. The research paper attempts to establish the use of technology in language teaching and it brings new teaching technique and to make sure the effective and quality based teaching.

Un repertorio di siti e risorse online per l’apprendimento/insegnamento del russo

Starting from the assumption of the added value of using information technology in language teaching, this work presents a vast inventory of sites and online resources for learning/teaching Russian. The resources have been divided into different sections according to the skills (phonetic, phonological, lexical, morphosyntactic, textual) that are intended to be practised and developed. In addition, a section is specifically dedicated to various tools, useful for inserting the graphic accent, for nominal and verbal inflection and for checking the declension of anthroponyms, toponyms and numerals, aspects that usually present difficulties for learners. The aim of the description and analysis of the resources is to put the user, teacher or learner, in a position in which they consciously and safely choose supports that are functional to the teaching objectives. Selected sites, resources and tools are aimed at learners of different levels of language proficiency, from absolute beginners to advanced learners.

The Compleat Lextutor Application Tool for Academic and Technological Lexical Learning: Review and Bibliometric Approach

This research aims to portray the current representation of the term “technology” in association with other related terms in language education. The method used for this study is the combination of content analysis representation of both compleat lextutor analytical tool and bibliometric approach. The finding of the research is that four basic areas relate to language and technology in language training: multiculturalism and technology become a central theme; the technology in language skill, knowledge, and assessment; technology and thinking; and technology in language and linguistics. This research implies that educators should be able to utilize available practical technological tools for teaching, learning, analyzing, and modeling language education. Further, this research has been limited to the area of published manuscripts of language education which may cover specifically non-empirical primary data. Therefore, further empirical research may bolster the current findings of the bibliometric research on language and technology in language education.

Importance of Blogging in Language Teaching

It is widely acknowledged that teachers should support student autonomy and encourage learners to develop foreign language skills outside the classroom to keep learners motivated enough to show the possibility of using languages in the immediate future outside class. Incorporation of technology in classrooms is considered one of the effective tools that brings a lot of opportunities and fun in language teaching and learning. However, applying technology in language teaching shouldn’t be only fun. Following paper introduces how blogging can be used as an instructional tool for language learning and teaching considering several important basic benefits such as effects on building intercultural competence, enhancing student interaction and communication , improving basic language skills, boosting learner motivation and language authenticity, as effective assessment technique and a great learner autonomy builder. Wrede (2003) states that if teachers want students to become autonomous, creative, and cooperative individuals, educational institutions must actually allow them to practice exactly these skills by incorporating blogging into curriculum since it fosters dynamic motivation for learning through authentic practice of language learning.

TEACHING LANGUAGES IN TECHNICAL UNIVERSITIES

Main issue: This article examines the problem-based language teaching technology at a technical university. Designing a problem-based situation helps to increase motivation in language learning. The introduction and use of new educational technologies has a positive effect on the quality of language learning. The project method contributes to the development of cognitive competence of technical university students. Purpose: to analyze the problem-based teaching technology, design method for the process of teaching Kazakh and Russian languages ​​in technical universities. In order to realize this goal, it is necessary to use a communicative approach, problem situation design, problem formulation, problem solving process, proof of the correctness of the solution, project proposal form in the educational process. Methods: descriptive method, analysis and synthesis methods were used during the research. Results and their importance: introduction of problem teaching technology and the project method into the educational process improves the quality of language teaching, and most importantly, teaches thinking, reasoning, finding creative, rational solutions, gets used to working individually and in small groups. The authors presented a practical experience of using the project activity method in language classes held at a technical university. It was determined that the project method can be used in the study of any subject of the work study program by carrying out a test. Active teaching methods are the main core of the lesson. The project method allows to form communicative competence and develop students' ability to think creatively

The road System travelled: Five decades of technology in language education

Given that System is an internationally recognized journal dedicated to “the applications of educational technology and applied linguistics to problems of foreign language teaching and learning”, it is interesting to examine the role that technology has played in the journal’s evolution. Furthermore, investigating the interdependence between the development of computer-assisted language learning (CALL) and the evolution of System could provide valuable insights on the dynamic relationship between the advancements in educational technology and the scholarly discourse within System, illustrating how technological advancements have influenced the content and focus of the journal over time.

Technology Enhanced Learning: Applying Padlet, VoiceThread and Microsoft Teams in online university courses

The use of technology in language teaching and learning has been rising in popularity with rapid developments in technology as well as increased need due to the recent coronavirus pandemic. Moreover, the sheer number of technologies available and the choices with how to implement them can be quite daunting for educators.
 In this article, three technologies implemented in Master of TESOL university online courses are presented and explored with regards to their enhancement of learning: Padlet, VoiceThread (video recordings) and Microsoft Teams (chat forum). Firstly, the applications of these technologies were mapped to the TPACK framework (Mishra & Koehler, 2006) along with educator observations on their implementation. Secondly, data from surveys and interviews provided students’ perspectives on the use of technology and the benefits and challenges they experienced. Thematic analysis of this data revealed six themes: Engagement and interactivity, Peer learning, Flexibility, Record of work, Usability, and Challenges.
 The findings of the study demonstrate how technologies can enhance learning through increased motivation and participation, shared learning and self-directed learning. The goal of this article is to inform TESOL educators on the potential of these technologies and inspire them to explore options for integrating technologies in their own classrooms and contexts.

Teaching with Technology: Putting the 'enhanced' into Technology Enhanced Language Learning (and Teaching).

The use of technology in language teaching and learning has been rising in popularity with rapid developments in technology as well as increased need due to the recent coronavirus pandemic.  Moreover, the sheer number of technologies available and the choices with how to implement them can be quite daunting for teachers, particularly those who are new to teaching, or have limited experience with technology.  Within the field of Technology Enhanced Language Learning (TELL), it is essential to establish the meaning of ‘enhanced’ and understand how digital practices can be effectively implemented to indeed ‘enhance’ pedagogical practices and contribute to student learning. 
 In this article, specific technologies implemented in a Master of TESOL university course are presented and evaluated using the TPACK framework (Mishra & Koehler, 2006).  Padlet, Video recordings, chat forums and shared documents were effectively implemented to ‘enhance’ the learning through the potential increase in motivation, increased opportunities for participation and through applying language skills to higher order thinking tasks.  Additional activity ideas for TELL in TESOL contexts are presented along with considerations for classroom teachers.   The evaluation and discussion of these technologies highlight the benefits of TELL and the importance of purposefully choosing technologies based on pedagogical goals.