Course Title: Language Learning & Technology Lecture 1:

Course code: 104481-2 Overview of new technologies in

language education
Course instructor: Ms. Najwa Alharthi
Reference: Li, L. (2017). New Technologies and Language Learning: Macmillan Education UK.
PART A: OVERVIEW
Chapter One: Overview of new technologies in language education
Contents of this chapter:

• What does using technology in language learning mean?

• Technology in education: the global picture
• Technology use in language education
• Learning theories
• Technology and pedagogy The method of teaching
• Technology development in language learning
What does using technology in language learning mean?

• First, what is technology? ‫تعريف‬

• Technology is generally defined as a tool for learning, creating,
communicating, thinking, representing, and researching. (Bell, 2001)

• How can we explain the concept of language learning and technology?

• We can say that it means integrating digital tools and resources into the
process of acquiring new languages. This integration includes computer-
assisted language learning (CALL), mobile applications, online platforms,
gamification, and even artificial intelligence. Also, technology can and should
be used by language educators to enhance language instruction, practice, and
assessment.
Cont.
• Therefore, Language Learning and Technology (LLT) investigates the intersection of second
language acquisition (SLA) and digital innovations, exploring how emerging technologies impact
language instruction, learner engagement, and communication.
• When technology is used in learning languages, it expands educational opportunities beyond
traditional methods (beyond the usual classroom methods).
• With technology, learners can access a wide variety of resources that help them
practice and improve their language skills.
• These digital tools make learning more engaging and personalized, and they can be integrated into
both classroom and independent study settings.

• Technology offers multimedia content (text, image, audio, video, animation, and interactive
elements). These forms of multimedia are often used together in educational materials, websites,
apps, and other platforms to create a richer, more engaging learning experience.
• Technology also offers online communication platforms that significantly support learners by
enabling them to engage with authentic language contexts, receive immediate feedback, and
interact with a global community, all of which foster better language acquisition.
Cont.
‫هذا التعريف اللي نعتمد عليه الباقي قالت ال‬
• CALL is commonly associated with using technology to facilitate language learning and
teaching. What is CALL?
• CALL (Computer-Assisted Language Learning) is a broad term that has been widely used to
refer to the areas of technology and both second language teaching and learning.

• Computer-Assisted Language Learning (CALL) is one of the most common approaches in

using technology to aid in the language learning process. It integrates various technological
tools, such as computers, software applications, and the internet to aid in language
instruction. These tools allow learners to practice skills like reading, writing, speaking, and
listening through interactive and engaging methods.
• This approach is particularly popular because it can be used in both formal (classroom) and
informal (self-study) settings, making language learning more accessible and effective for a
wide range of learners. Modern language learning, particularly in the digital age, benefits
from the widespread accessibility of technology, enabling learners to engage with resources
both in and out of the classroom.
Cont.

• Even though the term has been agreed and widely adopted, different scholars define the
term differently:

• Beatty defines CALL as “any process in which a learner uses a computer and, as a result,
improves his or her language” (Beatty, 2003, p. 7).

• Levy defines CALL as “the search for and study of applications of the computer in language
teaching and learning”(Levy, 1997, p. 1).

• So broadly speaking, the usage of CALL means .. the study of computer applications or
computer technologies in second or foreign language teaching and learning.
Cont.

❖ There are, of course, many other similar terms associated with technology use in language
learning, for example:

• TELL (Technology-Enhanced Language Learning): emphasizes using technology to improve

language learning.
• CELL (Computer-Enhanced Language Learning): focuses on computers as a tool for language
learning.
• NBLT (Network-Based Language Teaching): refers to teaching methods that rely on online
networks.
• WELL (Web-Enhanced Language Learning): involves using websites and internet resources to
support language learning.
• CMC (Computer-Mediated Communication): covers communication through digital tools like
emails, chat platforms, or video calls.
Technology in education: the global picture

❖ Other common terms include:

• ICT (Information and Communications Technology), e-learning (Learning done only online), and
blended learning (a mix of online and face-to-face teaching).
• Recently, m-learning (mobile learning) has gained popularity, focusing on using smartphones
and tablets to make learning more flexible and accessible (Pegrum, 2014).

• But do these terms mean different things? Or are they just different terms referring to the same
concept?
• While each term has a specific focus, they often overlap in meaning and refer to the same
concept, which is using technology to enhance language learning.
• Ultimately, all these terms describe how technology enhances and supports the language
learning process, making it more effective, interactive, and accessible.
Cont.

❑ It’s fair to say that technology has changed our lives in every way, such as shopping,
communicating, entertaining, teaching and learning, and even in the way we think.
❑ Computer technologies have for some time now played a significant role in improving
education and reforming curricula across countries all over the world (Pelgrum, 2001;
Kozma and Anderson, 2002).
❑ Governments, education authorities, and schools have all made major investments into
providing schools with computer equipment (Pelgrum, 2001; Macaro, Handley and
Walter, 2012).
❑ Globally, technology integration into education is an important feature of the education
landscape. Most of us, if not all, support learning and teaching powered by technology.
Technology use in language education
• Technology has been used in second language teaching and learning since the 1960s, initially
serving as a mechanical tutor; its primary role was to support the drill-and-practice method,
where learners performed repetitive exercises to strengthen their understanding of vocabulary
and grammar structures.
• While this approach focused on memorization through repetition, technology has since
developed to enable more interactive and communicative ways of learning.

-Minicomputers were introduced in the 1960s, marking a

significant step in technological advancements.

-These smaller and more affordable computers made

computing power accessible to educational institutions and
businesses, paving the way for the integration of
technology into various fields, including language teaching
and learning.
Cont.
• Computer technology has been largely used in language teaching since 2000, especially in areas
like reading, writing, and cultural awareness. (Chapelle,2003).
• With the development of multimedia tools and the internet, technology has become a crucial
part of second/foreign language classrooms, affecting how we teach and research language
learning.
• Chapelle, who is an applied linguist, mentions that using technology in language teaching and
research isn’t something completely new. Instead, it’s just an updated version of what language
experts have always done, using modern tools to enhance learning and research. (p. 31)
• There are millions of English learners and the development of technology is embracing these
learners. And the advantage of the Internet is that it allows language to come to the learner,
rather than a learner having to go to a special place to learn the language.

• In institutional contexts, such as higher education sectors, secondary schools, and primary
schools, teachers face a generation that has grown up in an environment in which they are
constantly exposed to computer-based technology; therefore, their methods of learning are
different from those of previous generations.
The Role of Technology in Language Teaching
• There are various technological tools used in language teaching, including websites, videos
(e.g. YouTube), PowerPoint, images and sound files (e.g. podcasts), mobile phones, virtual
learning environments, and social networking sites. These tools help improve different
aspects of language learning, but some are more popular or widely used than others.
• Teachers are highly creative in using different technologies to meet their students’ needs
and improve their language skills, using both stand-alone computer tools and Web 2.0
technologies.

❖ Note:
• Stand-alone computer tools are software or apps that work on a computer without needing
the internet. Examples include word processors or language learning programs.
• Web 2.0 technologies are online tools that let users interact, share, and collaborate with
others. Examples include blogs, social media, wikis, and podcasts. These tools help students
learn together and engage with content online.
The Role of Technology in Language Teaching

• According to surveys done in different countries, common technologies used in classrooms

include word processing software, multimedia, email, and PowerPoint. Research has shown
that teachers use technology for both informative (e.g., web browsing) and expressive (e.g.,
writing) purposes.
• Email is one of the most used tools in Computer-Mediated Communication (CMC).
• The Internet is often used for accessing resources like websites or research materials.

• Technology plays a vital role in modern language classrooms, helping students practice and
develop key language skills, vocabulary, speaking, writing, reading, and intercultural
awareness.
Task 1:

Now, think about what software, apps or

technological tools you or people around you have
used to learn English (or any language). Is it a good
example for you? Why?
Learning theories
❑ What are learning theories?
▪ Learning theories aim to explain how learning happens and provide guidance for effective teaching practices.
▪ Learning theories help educators understand the process of learning and improve their teaching strategies
(how to teach more effectively), considering factors like motivation, memory, behavior, and cognitive
processes.
▪ These theories often influence educational practices, shaping how lessons are designed, how students engage
with content, and how teachers support student growth.

❑ Major learning theories:

1. Behaviorist learning theory
2. Cognitivist learning theory
3. Constructivist learning theory
4. Online collaborative learning theory
▪ These theories were all developed in the late nineteenth and twentieth centuries, and they have had
strong influences on the nature of language, language learning pedagogy, technology use, and the role of
the teachers and learners.
 Cont. 1- Behaviorist learning theory

• The behaviorist learning theory was a major breakthrough in the late nineteenth century.
• The behaviorist learning theory focuses on an observable behavior and pays little attention to what
happens in the mind.

❑ Definition:

• Behaviorist Learning Theory focuses on how people learn through external stimuli and responses. This theory
suggests that learners acquire knowledge by responding to stimuli in their environment, and their behavior is
shaped through practice and reinforcement, where rewards encourage correct actions and punishments
discourage mistakes or unwanted actions.
• In language learning, this theory of behaviorism is used in methods like repetitive drills and practice, where
learners memorize and practice vocabulary or grammar repeatedly until it becomes automatic. The main idea
here is that successful learning is achieved through habit formation and reinforcing correct responses!
 2- Cognitivist learning theory
The cognitivist learning theory emerged as a response to behaviorist theory, which focused on the
simple link between stimulus and response (e.g., learning through repeated practice).
• This theory argues that it believes the direct link between stimulus and responses is not enough
to explain how people learn because the responses are also influenced by internal factors like
motivation, age, aptitude, cognitive ability, and so on.
• Cognitivist learning theory does not reject the ‘stimulus-and-response’ theory completely, but
rather, it shifts the focus more to the cognitive process (what happens in the mind) between the
stimulus and response.

• In the context of language learning, this means it looks at what occurs in a learner's mind
between hearing (or seeing) information (input) and using it (output).
• In other words, a cognitive perspective is interested in how information is processed.
2- Cognitivist learning theory

• Cognitivist theory suggests that learners are active processors of information. They don't
just react to external stimuli but also think about, organize, and store the information they
learn.
• This approach is connected to information-processing theory, which studies how factors
like attention, memory, and prior knowledge affect how we learn.

• So, in simple terms,

cognitivism emphasizes how the brain processes and understands information, rather
than just reacting to it. It helps teachers understand how to support learning by focusing
on mental processes and not just external behaviors.
3- Constructivist learning theory

• Constructivist learning theory sees learning as ‘an active process of constructing rather than
acquiring knowledge’ (Duffy and Cunningham, 1996, p. 177).
➢ What does this mean?
It means that this theory is based on the idea that learning is an active process. Instead of
just being given information, learners actively construct their own knowledge and
understanding of the world through experiences and reflecting on them.

❖ There are two important theorists in constructivism, and they are Piaget and Vygotsky.
▪ 1- Piaget's View:
He believed that learning happens in stages as we grow. People can’t just be handed
knowledge; they need to build it themselves through experiences. For Piaget, learning is
most effective when it is meaningful and connected or related to real-life situations,
reflecting a process of active engagement with the environment.
3- Constructivist learning theory
▪ 2- Vygotsky's View:
- He focused on the social side of learning. He believed that we learn best by
interacting with others.
- He introduced the idea of the Zone of Proximal Development (ZPD), which is the gap
between what a learner can do independently (on their own) and what they can do
with help.
▪ For Vygotsky, learning occurs within the Zone of Proximal Development (ZPD). In this
zone, learners grow with guidance from others, such as teachers or more
knowledgeable peers. This interaction helps them reach a higher level of understanding.

❖ Scaffolding:
▪ This concept, based on Vygotsky’s ideas, means that learners get temporary support
from others while they learn new skills. As they become more confident, the support
then is gradually reduced.
3- Constructivist learning theory

▪ Cont.
▪ Sociocultural Theory: based on Vygotsky’s work, he emphasizes that learning is a social
process, and people develop cognitive skills through interaction with others and by
using cultural tools.

▪ In language learning, constructivism means that learners need both personal experience
and social interaction to truly understand and master a new language.
▪ By working with more knowledgeable individuals who guide them through tasks,
learners can improve their skills and reach new levels of understanding, especially in
second-language learning contexts.
4- Online collaborative learning theory

• In recent years, a new learning theory called Online Collaborative Learning (OCL) has
emerged, and it was proposed by Harasim (2012).
• This theory focuses on collaborative learning, knowledge building, and Internet use to
reshape formal and informal education for the Knowledge Age.

• One main drive for OCL theory is that learners today are part of a collaboration generation
because they spend time ‘searching, reading, scrutinizing, authenticating, collaborating
and organizing’ (Tapscott and Williams, 2006, p. 47), and therefore a new mindset is
needed.
• The Knowledge Age mindset seeks the best solutions to problems, and knowledge is not
static, fixed or universally true; rather it is dynamic, and context-specific.
4- Online collaborative learning theory

• Harasim (2012) defines OCL theory as a learning model where students are encouraged to
work together to create knowledge, solve problems, and invent, rather than simply recalling
information.”
• By so doing, ‘they seek the conceptual knowledge needed to solve problems rather than
recite what they think is the right answer’ (p. 90).
• Harasim further explains that the teacher’s role in OCL is not as a fellow learner but as a
guide to the knowledge community, helping students access current knowledge in the
subject area.

• Like online distance learning, OCL can take place asynchronously (not occurring at the same
time), is independent of location, and often involves text-based online communication.
• The unique characteristic of OCL is the emphasis on online discourse—the interactive, group-
based discussions that drive learning and help develop group cognition—and it is led by an
instructor.
Task 2: Can you explain the following by using a learning theory?
When I was small, I lived in the countryside with my grandparents. They
kept chickens in order to have eggs. My grandma used to chop some cabbage
leaves for chickens in the afternoon, and I noticed that every time my grandma
started to chop, the chickens would gather around her, waiting. I thought it was
quite funny, so one day I decided to trick the chickens. I made some chopping
noises, and all the chickens gathered around me. Of course, this time, they
didn't get cabbage leaves. I was very pleased with my little experiment, and of
course the chickens were very disappointed (and perhaps puzzled!).

▪ Can you explain this using a learning theory? Does cognitive theory account
for this? Why or why not?
Task 2: Can you explain the following by using a learning theory?

This situation can be explained by behaviorist learning theory.

Here's why:
• The chickens learned that the sound of chopping meant they would get food. This is a type of
classical conditioning, where the chickens linked the sound of chopping with receiving food
(which naturally causes them to gather around). So, when they heard the chopping noises,
they gathered, expecting food, even though there wasn't any.

• Cognitive theory doesn't fully explain this because it focuses on how we process information in our
minds, like thinking, remembering, or solving problems.
• In this case, the chickens are not really thinking about the sound, they’re simply responding to it
because they’ve learned the connection over time.

• Overall, behaviorism explains why the chickens gathered around (they were conditioned to do
so), but cognitive theory doesn't explain this because it looks more at how the mind works
internally, not just learned behaviors.
 Technology and pedagogy (teaching method)

❑ In education, technology can support different teaching methods:

• One method is instruction, where the teacher is the main source of knowledge, and students
passively receive information. This traditional approach is based on behaviorism.
• Another method is construction, where technology helps students actively build their knowledge
and think for themselves, which requires a new way of teaching and learning.

• MacGilchrist et al. (1997), in their book The Intelligent School, describe two models of learning. The traditional
model sees the teacher as the main person who provides information, while the progressive model focuses on
students discovering knowledge for themselves.
• In the traditional model, the teacher is the main source, but with technology, things change; technology can
both present information and help organize learning experiences. Learning then becomes an active process
where students engage with content and interact with others, guided by mental processes and social
interactions.
 Cont.

• In summary, using technology in education requires a shift from passive learning to active
learning, where students interact with content, collaborate with others, and build their own
understanding.
• Technology use in education has evolved. Early on, technology acted as a tutor that provided
information to students, but now, it is seen more as a tool to help students learn and
explore actively.

• This shift is influenced by learning theories like behaviorism (which focuses on external
stimuli and responses) and constructivism (which emphasizes active learning and
interaction).
Technology development in language learning

• The twenty-first century underwent the rapid development of technology and a growth in
the number of technology users.

• Learners in the twenty-first century are digital natives, who have grown up with digital
technology and who inevitably see this technology as part of their life rather than as an
add-on. Indeed, they are the ‘mobile generation’ who spend more time on their mobile
devices and have mobile learning experience rather than with textbooks and learning in a
classroom.
Technology development in language learning

• The development of Computer-Assisted Language Learning (CALL) has evolved over time
through different stages, each influenced by various educational theories.
• According to recent research, there are three main stages in the history of CALL:
1. Structural CALL (1970s–1980s): this stage was influenced by behaviorism. It
focused on repetitive drills and practice, where learners interacted with computers
for exercises based on behaviorist principles. The computer was mainly used for
tasks like practicing vocabulary or grammar.

2. Communicative CALL (1980s–1990s): this phase adopted a cognitive/constructivist

perspective, where the focus shifted from just practicing drills to engaging with real
communication. Technology began to be used for more interactive activities,
helping learners improve language skills through meaningful exchanges, like chats
and simulations.
Cont.

3. Integrative CALL (1990s-2000s): this stage integrated technology into all aspects of
language learning, combining cognitive and social aspects. It focused on using technology
to connect learners to authentic language use in real-world contexts, making learning
more integrated and immersive.

• Students need to be given a maximum number of opportunities to engage in authentic

social interactions; they need to be provided with not only grammatical structures and
comprehensible input but also practice in the kinds of ‘real’ communication they will
later engage in within the society. In the learning process, learners must finish authentic
tasks and projects collaboratively with the others while learning both content and
language.
 TELL (technology—enhanced language learning)
➢ Uses of technology in the language classroom have advanced from the structural CALL to the
communicative CALL, the integrative CALL … and finally the collaborative TELL in the 21st
century.

➢ The key characteristics of collaborative TELL are as follows:

• Students are encouraged and supported to work together to create knowledge,
• learning therefore is collaboration-oriented and community-based.
• Knowledge is multifarious, and therefore there is no single form of knowledge.
• Learners are encouraged to push the boundary and challenge thinking.
• Group cognition rather than individual cognitive development is valued.
• Learning is not restricted by place and time.
• Learners are not left alone in learning —the teacher plays a key role.
• Online discourse is the form of communication.
• There is a rich blend of cultures, languages and dynamic use of media.
Cont.

• Today, we are moving beyond traditional CALL with newer ideas like TELL (Technology-
Enhanced Language Learning) and also MALL (Mobile-Assisted Language Learning).
• These new movements reflect how technology use in education has shifted. Instead of just
relying on computers, we now use a variety of devices such as mobile phones, game
consoles, and handheld gadgets for learning.
• The key point is that technology is no longer seen as just an "extra" tool; it is now a central
part of the learning process, enhancing the overall learning experience.
• In today’s educational context, the focus is on using all kinds of technology (from
computers to mobile devices) to support and improve language learning in various ways.

Overall, the shift from CALL to TELL and MALL shows how we are now using a wider range of
technological tools in language learning, and how these tools help integrate and improve the
learning experience for students.
Assignment 1: discussion Post (one mark)

Exploring Collaborative Learning Tools

What are collaborative tools? Collaborative tools are technologies that enable students to work together, share ideas,
and complete tasks collectively. These tools support communication, teamwork, and the sharing of resources.

Word Count: 200-250 words + cite the references below your discussion
❑ Instructions:
▪ Choose one or two collaborative learning tools from the list below. Write a short discussion post explaining:
1.Why do you think the tool(s) could enhance language learning?
2. How you would use it in a classroom or learning activity?

▪ Tools to Explore: (refer to your textbook, task 1.5, page 24)

•Google Docs: a tool for collaboration where multiple people can edit a document at the same time.
•YouTube: a platform for creating and sharing videos, which can be used for group projects or as a resource for learning.
•WordPress (or other blogging platforms): a blogging tool for creating and sharing class blogs or posts.
•Wikispaces Classroom: a platform for collaborative writing and team projects.
•Twitter: a space to hold debates, discussions, or share learning in short, impactful posts.
•Facebook Groups: a collaborative tool for discussions, sharing documents, and managing group projects.

• In your response, focus on how the tool encourages collaboration, creativity, and active participation in learning.
(i.e., how could this tool help you as a student engage with language learning in a fun and meaningful way?)
Next Lecture:
Chapter 2. The role of technology, motivation and SLA

We will look at the specific relationship between second

language learning and the affordances of technology, in
particular in relation to enhancing student motivation