Language learning and technology: A conceptual analysis of the role assigned to technology

Marina R. Zheltukhina 1 * , Natalia N. Kislitsyna 2, Evgeny G. Panov 3, Anastasia Atabekova 4, Tatyana Shoustikova 5, Nina I. Kryukova 6
More Detail
1 Doctor of Philology, Professor of the Institute of Foreign Languages, Volgograd State Socio-Pedagogical University, Volgograd, RUSSIA
2 Doctor of Philology, Head of the Foreign Languages Department № 1, V.I. Vernadsky Crimean Federal University, Simferopol, RUSSIA
3 PhD in Philosophy, Associate Professor of the Department of Humanities, Financial University under the Government of the Russian Federation, Moscow, RUSSIA
4 Doctor of Comparative Linguistics, Professor of Foreign Languages Department, Peoples’ Friendship University of Russia (RUDN university), Moscow, RUSSIA
5 Doctor of Education, Professor of Foreign Languages Department, Peoples’ Friendship University of Russia (RUDN university), Moscow, RUSSIA
6 Doctor of Law, Professor of the Department of State and Legal Disciplines, Plekhanov Russian University of Economics, Moscow, RUSSIA
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 13, Issue 1, Article No: e202303. https://doi.org/10.30935/ojcmt/12785
OPEN ACCESS   2544 Views   2076 Downloads   Published online: 01 Jan 2023
Download Full Text (PDF)

ABSTRACT

As technology advances, the teaching-learning process becomes more robust. In addition to technological possibilities and opportunities, the functions that academics give to technology have an impact on its effective application in the field of education. In this study, it is intended to investigate technologically based studies in the field of English language instruction. The study evaluated research articles published in the journals "Language Learning & Technology" "The Journal of the European Association for Computer Assisted Language Learning" and "Computer Assisted Language Learning" in 2020 and 2021 and indexed by the Web of social science. The articles were thematically analyzed. Examined were the study's objective, methods and approaches, technological instruments, and data collection tools. The primary factor is how technology is utilized in the study. Particularly in language education, the role of technology in teaching English as a second language has been investigated. Technology helps EFL students learn. This study will try to conceptualize technology's role. Technology is supposed to develop writing and language abilities first. Quantitative research predominated, followed by mixed-methods. Most research sampled college students. The study mostly used learner-centered and task-based instruction. Language-learning websites are chosen. Second-tier mobile apps. Technological tools are employed directly as teaching tools individually or in groups, but their use as a communication tool between students and teachers and as a tool for student cooperation is highlighted.
Keywords: EFL, technology Integration, technology roles

CITATION

Zheltukhina, M. R., Kislitsyna, N. N., Panov, E. G., Atabekova, A., Shoustikova, T., & Kryukova, N. I. (2023). Language learning and technology: A conceptual analysis of the role assigned to technology. Online Journal of Communication and Media Technologies, 13(1), e202303. https://doi.org/10.30935/ojcmt/12785

REFERENCES

  • Abdulmajeed, R. K., & Hameed, S. K. (2017). Using a linguistic theory of humour in teaching English grammar. English Language Teaching, 10(2), 40. https://doi.org/10.5539/elt.v10n2p40
  • Abdulrahman, T., Basalama, N., & Widodo, M. R. (2018). The impact of podcasts on efl students’ listening comprehension. International Journal of Language Education, 2(2), 23-33. https://doi.org/10.26858/ijole.v2i2.5878
  • Abe, M. (2021). L2 interactional competence in asynchronous multiparty text-based communication: Study of online collaborative writing. Computer Assisted Language Learning, 34(4), 409-433. https://doi.org/10.1080/09588221.2019.1614070
  • Aldukhayel, D. (2021a). The effects of captions on L2 learners’ comprehension of vlogs. Language Learning and Technology, 25(2), 178-191.
  • Aldukhayel, D. (2021b). Vlogs in L2 listening: EFL learners’ and teachers’ perceptions. Computer Assisted Language Learning, 34(8), 1085-1104. https://doi.org/10.1080/09588221.2019.1658608
  • Alemi, M., & Haeri, N. S. (2020). Robot-assisted instruction of L2 pragmatics: Effects on young EFL learners’ speech act performance. Language Learning and Technology, 24(2), 86-103.
  • Alharbi, M. A. (2019). Integration of video in teaching grammar to EFL Arab learners. CALL-EJ, 20(1), 135-153.
  • Alofi, R. A., & Almalki, M. S. (2022). Conceptualizing Communicative Language Teaching (CLT) in the EFL Context: Ethnographic experiences of CELTA and Non-CELTA Holders. English Language Teaching, 15(5), 14. https://doi.org/10.5539/elt.v15n5p14
  • Alsied, S. M., & Pathan, M. M. (2013). The use of computer technology in EFL classroom: Advantages and implications. The Use of Computer Technology in EFL Classroom, 1(1).
  • Andujar, A. (2020). Mobile-mediated dynamic assessment: A new perspective for second language development. ReCALL, 32(2), 178-194. https://doi.org/10.1017/S0958344019000247
  • Andujar, A., & Salaberri-Ramiro, M. S. (2021). Exploring chat-based communication in the EFL class: Computer and mobile environments. Computer Assisted Language Learning, 34(4), 434-461. https://doi.org/10.1080/09588221.2019.1614632
  • Appel, C., & Pujolà, J. T. (2021). Designing speaking interaction in LMOOCs: An eTandem approach. ReCALL, 33(2), 161-176. https://doi.org/10.1017/S0958344021000045
  • Artyushina, G., & Sheypak, O. A. (2018). Mobile phones help develop listening skills. Informatics, 5(3), 3-9. https://doi.org/10.3390/informatics5030032
  • Bárkányi, Z. (2021). Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs. ReCALL, 33(2), 143-160. https://doi.org/10.1017/S0958344021000033
  • Branch, W. T., Khatoony, S., & Branch, C. T. (2020). Virtual reality assisted pronunciation training (VRAPT) for young EFL learners. Teaching English with Technology, 20(4), 59-81.
  • Brudermann, C., Grosbois, M., & Sarré, C. (2021). Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course. ReCALL, May, 1-17. https://doi.org/10.1017/S095834402100015X
  • Canals, L. (2020). The effects of virtual exchanges on oral skills and motivation. Language Learning and Technology, 24(3), 103-119.
  • Chang, Y. H. (2020). The effect of ambiguity tolerance on learning English with computer-mediated dictionaries. Computer Assisted Language Learning, 33(8), 960-981. https://doi.org/10.1080/09588221.2019.1604550
  • Chen, C. W. Y. (2019). Analyzing online comments: A language-awareness approach to cultivating digital literacies. Computer Assisted Language Learning, 0(0), 1-20. https://doi.org/10.1080/09588221.2019.1569068
  • Chen, H. J. H., & Hsu, H. L. (2020). The impact of a serious game on vocabulary and content learning. Computer Assisted Language Learning, 33(7), 811-832. https://doi.org/10.1080/09588221.2019.1593197
  • Chen, J. C. C. (2020). The effects of pre-task planning on EFL learners’ oral performance in a 3D multi-user virtual environment. ReCALL, 32(3), 232-249. https://doi.org/10.1017/S0958344020000026
  • Cong-Lem, N., & Lee, S.-Y. (2020). Exposure to L2 online text on lexical and reading growth. Language Learning & Technology, 24(3), 87-102. http://hdl.handle.net/10125/44740
  • Dandee, W., & Pornwiriyakit, P. (2022). Improving English pronunciation skills by using English phonetic alphabet drills in EFL students. Journal of Educational Issues, 8(1), 611. https://doi.org/10.5296/jei.v8i1.19851
  • Demir, M. D., & Tavil, Z. M. (2021). The effect of technology-based materials on vocational high school students’ listening skill. Journal of Language and Linguistic Studies, 17(1), 448-457. https://doi.org/10.17263/jlls.903469
  • Dinçer, N., & Polat, M. (2022). The use of flipped learning in EFL grammar instruction. Asian Journal of Distance Education, 17(1), 88-108.
  • Each, N., & Suppasetseree, S. (2021). The effects of mobile-blended cooperative learning on efl students’ listening comprehension in cambodian context. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 143-170.
  • Fang, W. C., Yeh, H. C., Luo, B. R., & Chen, N. S. (2021). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL, 33(1), 71-87. https://doi.org/10.1017/S0958344020000208
  • Fouz-González, J. (2020). Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app. Language Learning and Technology, 24(1), 62-85. https://doi.org/10.125/44709
  • Gu, P., Zhang, Y., & Gu, H. (2020). Creating a technology-enhanced constructivist learning environment for research ability development in a BA Thesis Writing course. Computer Assisted Language Learning, 33(5-6), 538-566. https://doi.org/10.1080/09588221.2019.1576735
  • Harmer, J. (2007). The practice of English language teaching. Pearson Education.
  • Hsieh, Y. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33(5-6), 567-589. https://doi.org/10.1080/09588221.2019.1577898
  • Hsieh, Y. C. (2019). Learner interactions in face-to-face collaborative writing with the support of online resources. ReCALL, 1-21. https://doi.org/10.1017/S0958344019000120
  • Hwang, G. J., & Fu, Q. K. (2019). Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567-581. https://doi.org/10.1080/10494820.2018.1486861
  • Jaakkola, E. (2020). Designing conceptual articles: Four approaches. AMS Review, 10(1-2), 18-26. https://doi.org/10.1007/s13162-020-00161-0
  • Kalyaniwala, C., & Ciekanski, M. (2021). Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL. Language Learning & Technology, 25(3), 106-131.
  • Kam, E. F., Liu, Y. T., & Tseng, W. T. (2020). Effects of modality preference and working memory capacity on captioned videos in enhancing L2 listening outcomes. ReCALL, 32(2), 213-230. https://doi.org/10.1017/S0958344020000014
  • Kılıçkaya, F. (2022). Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction. Computer Assisted Language Learning, 35(1-2), 62-87. https://doi.org/10.1080/09588221.2019.1668811
  • Klimanova, L. (2021). The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self. Language Learning & Technology ISSN, 25(3), 186-204. http://hdl.handle.net/10125/73455
  • Knight, J., Dooly, M., & Barberà, E. (2020). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 32(1), 25-46. https://doi.org/10.1017/S0958344019000132
  • Kusuma, I. P. I. (2022). EFL Preservice Teachers’ Technology Integration in Managing and Teaching Speaking Skills During Emergency Remote Teaching. Profile: Issues in Teachers’ Professional Development, 24(2), 149-165. https://doi.org/10.15446/profile.v24n2.97497
  • Lai, S. L., & Chang, J. S. (2020). Toward a pattern-based referencing tool: Learner interactions and perceptions. ReCALL, 32(3), 272-290. https://doi.org/10.1017/S0958344020000105
  • Lee, C. (2020). A study of adolescent English learners’ cognitive engagement in writing while using an automated content feedback system. Computer Assisted Language Learning, 33(1-2), 26-57. https://doi.org/10.1080/09588221.2018.1544152
  • Lee, S. M. (2020). The impact of using machine translation on EFL students’ writing. Computer Assisted Language Learning, 33(3), 157-175. https://doi.org/10.1080/09588221.2018.1553186
  • Lee, S. M., & Park, M. (2020). Reconceptualization of the context in language learning with a location-based AR app. Computer Assisted Language Learning, 33(8), 936-959. https://doi.org/10.1080/09588221.2019.1602545
  • Lin, C. C., Lin, V., Liu, G. Z., Kou, X., Kulikova, A., & Lin, W. (2020). Mobile-assisted reading development: a review from the Activity Theory perspective. Computer Assisted Language Learning, 33(8), 833-864. https://doi.org/10.1080/09588221.2019.1594919
  • Lin, C., Hwang, G., Fu, Q., & Cao, Y. (2020). Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach. Computers & Education, 152(March), 103876. https://doi.org/10.1016/j.compedu.2020.103876
  • Lu, F.-C., & Chang, B. (2016). Role-play game-enhanced English for a specific-purpose vocabulary-acquisition framework. Journal of Educational Technology & Society, 19(2), 367-377.
  • Luo, H., & Gui, M. (2021). Developing an effective Chinese-American telecollaborative learning program: an action research study. Computer Assisted Language Learning, 34(5-6), 609-636. https://doi.org/10.1080/09588221.2019.1633355
  • Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33(3), 197-216. https://doi.org/10.1080/09588221.2018.1556703
  • Martin, I. A. (2020). Pronunciation development and instruction in distance language learning. Language Learning and Technology, 24(1), 86-106. https://doi.org/10.125/44711
  • Moussalli, S., & Cardoso, W. (2020). Intelligent personal assistants: Can they understand and be understood by accented L2 learners? Computer Assisted Language Learning, 33(8), 865-890. https://doi.org/10.1080/09588221.2019.1595664
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
  • Ningsih, S. K., Suherdi, D., & Purnawarman, P. (2022). Secondary school teachers’ perceptions of mobile technology adoption in English as a foreign language learning: Trends and practices. International Journal of Education and Practice, 10(2), 160-170. https://doi.org/10.18488/61.v10i2.3004
  • Pardede, P. (2019). Print vs digital reading comprehension in EFL: A literature review. JET (Journal of English Teaching), 5(2), 77. https://doi.org/10.33541/jet.v5i2.1062
  • Peng, H., Jager, S., & Lowie, W. (2021). Narrative review and meta-analysis of MALL research on L2 skills. ReCALL, 33(3), 278-295. https://doi.org/10.1017/S0958344020000221
  • Persson, V., & Nouri, J. (2018). A systematic review of second language learning with mobile technologies. International Journal of Emerging Technologies in Learning (IJET), 13(02), 188. https://doi.org/10.3991/ijet.v13i02.8094
  • Prensky, M. (2001). Digital natives, digital immigrants Part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
  • Rao, C. S. V. (2020). Trends in the theories of language learning and methods of teaching ESL/EFL/ESP. Journal for Research Scholars and Professionals in English Language Teaching, 4(19), 1-8. www.jrspelt.com
  • Sariani, S., Yaningsih, Y., & Rozi, F. (2022). Implementing Content-Based Instruction (CBI) on EFL student’s writing through technology-enhanced language teaching. Education Quarterly Reviews, 5(1). https://doi.org/10.31014/aior.1993.05.01.429
  • Saricaoglu, A., & Bilki, Z. (2021). Voluntary use of automated writing evaluation by content course students. ReCALL, 33(3), 265-277. https://doi.org/10.1017/S0958344021000021
  • Selcuk, H., Jones, J., & Vonkova, H. (2021). The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners. Computer Assisted Language Learning, 34(8), 1040-1060. https://doi.org/10.1080/09588221.2019.1650781
  • Shadiev, R., Wu, T. T., & Huang, Y. M. (2020). Using image-to-text recognition technology to facilitate vocabulary acquisition in authentic contexts. ReCALL, 32(2), 195-212. https://doi.org/10.1017/S0958344020000038
  • Subaveerapandiyan, A., & Sinha, P. (2022). Digital literacy and reading habits of the DMI-St. Eugene University students. Journal of Indian Library, 58(3), 195-208. https://hcommons.org/deposits/item/hc:49135/%0Ahttps://hcommons.org/deposits/download/hc:49136/CONTENT/digital-literacy-and-reading-habits-of-the-dmi-st.-eugene-university-students.pdf/
  • Tan, C. C., Chen, C. M., & Lee, H. M. (2020). Effectiveness of a digital pen-based learning system with a reward mechanism to improve learners’ metacognitive strategies in listening. Computer Assisted Language Learning, 33(7), 785-810. https://doi.org/10.1080/09588221.2019.1591459
  • Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34(3), 511. https://doi.org/10.2307/3587741
  • Wong, K. M., & Samudra, P. G. (2021). L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners. Computer Assisted Language Learning, 34(8), 1182-1204. https://doi.org/10.1080/09588221.2019.1666150
  • Wrigglesworth, J. (2020). Using smartphones to extend interaction beyond the EFL classroom. Computer Assisted Language Learning, 33(4), 413-434. https://doi.org/10.1080/09588221.2019.1569067
  • Wrigglesworth, J., & Harvor, F. (2018). Making their own landscape: Smartphones and student designed language learning environments. Computer Assisted Language Learning, 31(4), 437-458. https://doi.org/10.1080/09588221.2017.1412986
  • Wu, M. H. (2021). The applications and effects of learning English through augmented reality: A case study of Pokémon Go. Computer Assisted Language Learning, 34(5-6), 778-812. https://doi.org/10.1080/09588221.2019.1642211
  • Yamashita, T. (2021). Corrective feedback in computer-mediated collaborative writing and revision contributions. Language Learning and Technology, 25(2), 75-93.
  • Yang, Y., & Qian, D. D. (2020). Promoting L2 English learners’ reading proficiency through computerized dynamic assessment. Computer Assisted Language Learning, 33(5-6), 628-652. https://doi.org/10.1080/09588221.2019.1585882
  • Zeinali Nejad, M., Golshan, M., & Naeimi, A. (2021). The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement. Cogent Psychology, 8(1). https://doi.org/10.1080/23311908.2021.1872908
  • Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning: Where are we and where are we going? Computer Assisted Language Learning, 34(5-6), 751-777. https://doi.org/10.1080/09588221.2019.1640745