1. Eduardo De Jesus Hernandez Herrera
Ed 633 Research and Writing
December 3, 2012,
2. Introduction
Technology helps students acquire knowledge and fluency in a foreign language when
web 2.0 tools are used in a collaborative learning environment, promoting learning autonomy and
socialization through blogs, wikis and online discussions. (Pellet, 2012) Students may rely on
technology in order to review phonetics that are unique to a foreign language. One of the main
advantages of using videos, audio, multimedia and mobile based technology when learning a
foreign language is having the opportunity to play and repeat phonetics as many times as needed
in order to master pronunciation and listening comprehension. Furthermore, when provided
appropriate software, students have the opportunity to record their own voice and compare their
pronunciation and fluency with that provided by language teachers.
Even though technology helps with ear training and fluency in a foreign language, social
interaction is also necessary in order to provide opportunities to practice verbal communication.
Therefore, integrating technology in a foreign language curriculum, along with social interactions
that occur in existing face-to-face foreign language classrooms, may be one of the best resources
for foreign language students and teachers.
The US Department of Education in the Learning: Engage and Empower (2011)
acknowledges that technology plays a huge role in the life of the population. An average 18 year
old spends an average of 7.3 hours a day using technology. Therefore, the US Department of
Education recommends the education system be adjusted to leverage technology to create
meaningful learning environments that mirror people’s daily lives in the digital age. (Learning:
Engage and Empower, 2011) This literature review provides summaries of findings in which
foreign language specialists advise to incorporate technology because it helps foreign language
learners acquire fluency and improve not only their pronunciation but their listening
comprehension as well. The focus of this literature review is to: 1) identify possible effects of
technology, both negative and positive of technology when learning a foreign language learning
2) review teaching strategies that should be incorporated when technology is used in foreign
3. language learning and 3) discuss the benefits and challenges of using technology in education.
Review of the Research
In the past ten years enrollment in online classes has increased dramatically due to
advancements in technology, as well as financial restrictions of working adults returning to
college and spatial reasons in college campuses (Kellogg, S., Oliver, K., & Patel, R. 2012) and
(Karabulut, A., LeVelle, K., Li, J., & Suvorov, R. 2012). Identifying the positive outcomes and
findings of different online learning studies across the world in order create awareness of which
teaching strategies need to be implemented and reinforced can help online teaching be more
efficient in helping students succeed. On the other hand, identifying negative aspects can also be
an opportunity for teachers and students in order to help them achieve academic success. The
literature reviews included in this study bring up four different topics that need to be taken into
account when taking and teaching an online class: a) Socialization through Technology in
Foreign Language Learning, b) Ear Training, Comprehension and Pronunciation With
Technology, c) Knowledge of Technology when Learning a Foreign Language and d)
Integrating Emerging Technologies in the Classroom.
Socialization through Technology in Foreign Language Learning
DeHaan, J., Johnson, N. H., Kondo, T., & Yoshimura, N. (2012) in Wiki And Digital Video Use
In Strategic Interaction-Based Experiential EFL Learning study the incorporation of technology
in foreign language learning through Strategic Interaction (hereafter, SI). SI is an approach of
foreign language instruction that organizes scenarios based on real life events based on
experiential learning theory and sociocultural theories of development. SI was incorporated
through technology in a foreign language class to thirteen undergraduate students from a public
urban Japanese university. According to the findings, English communication skills improved
because of workshops that promoted social interaction through technology. Students said that that
they preferred language learning through technology over their regular university English classes.
In the findings of the study it was discovered that students developed confidence, creativity and
4. critical thinking in each one the SI technology based stages. The conclusions suggest that
classrooms lacking cameras, computers and online technologies could still be a stage for
experiential SI-based learning if teachers and students are willing to use mobile technologies,
such as iPads, smart phones and so on. Video-recording cell phones have full capacity to record
interactions, and therefore students can transcribe the verbal interactions on paper. SI tasks
increases students' practice of real life communication, increases motivation, and provides
opportunities for peer interaction as well as teacher feedback and support. Certainly,
emphasizing students’ participation increases opportunities and even enhances creativity. On the
other hand, not including social interaction in foreign language classes can be negative because it
may cause students feel isolated and have negative perceptions of online learning. For example,
Kellogg, S., Oliver, K., & Patel, R. (2012) in An Investigation Into Reported Differences Between
Online Foreign Language Instruction And Other Subject Areas In A Virtual School found
negative perceptions from both students and teachers regarding foreign language online education
at North Carolina Virtual Public School mainly because of lack of social interaction. Surveys for
559 students and 32 teachers were administered in order to obtain the desired data. NCVPS offers
online courses to students enrolled in public schools, Department of Defense Schools, and Bureau
of Indian Affairs' Schools. The courses are intended to serve students who are unable to enroll in
a traditional classroom at their regular school either because it is either not offered or because of
scheduling problems. A survey was administered in order to identify the reasons why students
and teachers ended up with such a low perception of foreign language courses taught online.
Interestingly, participants in online foreign language courses expressed lower perceptions than
students in other subject areas, such as math and science. Findings of the study describe
challenges inherent in teaching foreign language classes online as well as recommendations from
both teachers and students about how those challenges can be overcome. Only 18.9% of foreign
language students reported they were learning more or much more online than in face-to-face
classes. Foreign language was the lowest of six subject areas queried including mathematics,
5. science and others. However, findings of the study not only reveal that 92.3% of students agreed
or strongly agreed that a lack of support was an issue, but also that they needed more interaction
in their online foreign language courses. Students recommended teachers to hold more group
discussions. Two teachers also recommended further group discussions. Students expressed they
needed asynchronous and synchronous discussion tools including chat, instant messaging, and
Wimba Pronto in order to facilitate interaction. Conclusion of the study include that a high degree
of student-teacher interaction is a necessity in virtual high school classrooms, otherwise students
may feel ignored, lonely, and without guidance. Lack of prompt feedback and immediate
assistance were also found by to be a major source of frustration among students. On the other
hand, teacher support and interaction showed to counter these feeling of isolation and lack of
support. While Kellogg, S., Oliver, K., & Patel, R. (2012) found that lack of social interaction can
be negative, Blattner, G., & Fiori, M. (2011) focused implementing one of the biggest Web 2.0
tools in a higher education environment, Facebook and identified positive outcomes. Blattner, G.,
& Fiori, M. (2011) in Virtual Social Network Communities: An Investigation Of Language
Learners' Development Of Sociopragmatic Awareness And Multiliteracy Skills studied the
efficiency of Social Networking Communities (SNC) as a source of learning for an intermediate
foreign language class in order to promote competent and literate foreign language learners. The
study mentions that since our daily communication incorporates technology, learning a foreign
language through technology should also be a priority. In the study intermediate learners searched
for groups in Facebook that were linked to class units in order to learn greetings, different ways
of interacting and vocabulary selection used by native speakers. The main goal of the study was
to determine if Facebook group applications facilitated multiliteracy and sociopragmatic
awareness in foreign language learning. In the study, 13 undergraduate students enrolled in an
intermediate-level Spanish culture at a private college. Findings showed that students were able
to experience different intercultural experiences, gained cultural knowledge, and learned to
interact through slang and idiomatic expressions. For instance, students learned that people in
6. Latin American countries greet saying “kisses and hugs”. Since both teachers and students were
able to have successful learning experiences through Facebook, it is recommended to do further
research to find out the exact learning outcomes of Social Networking Communities.
Ear Training, Comprehension And Pronunciation With Technology
According to the findings of East, M., & King, C. (2012) in L2 Learners' Engagement
With High Stakes Listening Tests: Does Technology Have A Beneficial Role To Play? big
modifications need to occur in foreign language teaching, including not only changes in
pedagogical practice, but also to incorporate technology in the curriculum in order to help
learners master listening comprehension and pronunciation as well. The study explains that
listening proficiency of foreign languages for Second language students is a basic expected task
when assessing communication skills. The main purpose of the research was to help students be
more successful at the IELTS (International English Language Testing System) since taking the
test is difficult when a foreign language sound is presented only one time at a normal speed. The
study investigated the impact of using computer software in language learning with ear training
and comprehension. Computer software is used to slow down the tempo of listening input
without reducing its pitch in order to facilitate comprehension. Students were given the
opportunity to listen certain foreign language sounds in their tests with a slower tempo, and as a
result they demonstrated higher levels of performance than those students that did not have the
opportunity to listen to the test at a slower tempo. The study points out that slowing down the
delivery makes the input easier to assimilate and comprehend. Furthermore, findings assure that
slowing down the audio not only helps with test delivery, but also helps the outcome of formative
assessments. Findings recommend using free software such as Audacity ™ audio editor because
enables one to download audio files in several formats including mp3, wav and others. Findings
point out that many user friendly portable media devices and computer-based media players such
as Windows Media Player and Quicktime enables users to slow down the tempo of audio files
without changing the pitch. In conclusion, slowing down the audio helps students both in a
7. classroom and in self-directed study contexts.
DeHaan, J., Johnson, N. H., Kondo, T., & Yoshimura, N. (2012) in Wiki And Digital Video Use
In Strategic Interaction-Based Experiential EFL Learning found through the study of 13
voluntary participants from a public Japanese University that their listening comprehension skills
improved because of workshop activities delivered through technology, including wikis, videos
and so on. Findings also revealed the preference to use technology based social environments
over traditional classes because listening comprehension was easier through technology. Since
the findings also revealed that students developed confidence, creativity and critical thinking
when learning a foreign language through technology based on SI, teachers need to consider
implementing mobile technology when technology is not available in a classroom, because
modern mobile technology has video-recording and audio recording capacity in addition to
incorporate mobile application for foreign language learning.
Knowledge of Technology when Learning a Foreign Language
Karabulut, A., LeVelle, K., Li, J., & Suvorov, R. (2012) in Technology For French Learning: A
Mismatch Between Expectations And Reality point the negative impact of technology on student
learning in online classes due to high levels of anxiety at the beginning of a course. However,
these anxiety levels tend to drop later during the course of the class. Therefore, lack of knowledge
of the use of technology when learning can produce anxiety, and impact student learning
negatively. Findings of the study show that students need to have similar knowledge in the use of
technology when learning a foreign language. For instance, while some students said that
technology helped them learn French, others assured that they lacked the time of using
technology. It is important to mention that students acknowledged that technology did not help
their learning because they did not have to use it. Therefore, the problem is not the use of
technology, but the lack of time to explore the benefits of using it and how to use it. Certainly, it
is a clear contradiction that some students said that using technology helped them in being more
efficient; other students said that they did not have time to explore the benefits that can be
8. obtained from the use of technology. For instance, Thomas, Alex, and Jane, students that
participated in Technology For French Learning: A Mismatch Between Expectations And Reality
pointed out that that they did not have time to explore opportunities offered by technology when
learning a foreign language. Thomas, Alex, and Jane expressed that they needed more time to
explore technology before they could decide how to use it. Thomas expressed his concerns saying
that if he had more free time, he would spend it learning French online. One of the major finding
was the mismatch between students' and instructor's rationale for using technology. Findings
revealed that teachers need to be aware about what types of technology students use voluntarily
outside of the class, as well as technical problems that students may run into when they use
technological tools. Undoubtedly, training needs to be provided before an online class starts in
order to assure that all students have similar knowledge of technology. Kellogg, S., Oliver, K., &
Patel, R. (2012) in An Investigation Into Reported Differences Between Online Foreign Language
Instruction And Other Subject Areas In A Virtual School investigated the reasons why students
and teachers reported low satisfaction and low learning gains from online learning in the foreign
language field. One of the areas that limited students from taking full advantage from on-line
learning was the lack of computers and lack of Internet access. Students reported that lack of
support at the school level was a strong issue that prevented them from succeeding, and only 18.9
% of foreign language students said that they were learning more or much more online than in
face-to-face classes. Teachers also acknowledged that online learning requires more modeling
and clear explanations from the teachers. 28.3% of students stated that their teachers were not
appropriately prepared to teach an online class. In addition, 36.3% of students did not agree that
their teacher did a good job teaching in an online environment. A student stated that teachers
were not able to respond timely through the Blackboard messaging system, since teachers took
hours or even days to clarify students’ questions.
Integrating Emerging Technologies in the Classroom
Grgurovic, M. (2011) in Blended Learning In An ESL Class: A Case Study points out
9. how blended learning, is one of the most recent advances in educational technology. The study
points out that previous research does not deeply describe the positive outcomes and challenges
that occur when a blended class is being taught. Findings of the study have the capacity to inform
and modify existing teaching models of blended learning, as well as compare the model used with
other instructional methods of blended learning. The study investigates a blended model in a
listening and speaking English class that used the CALL model as well as the Learning
Management System for the first time. Nineteen students from a Intensive English program
participated, two from China and two from Korea. A survey was administered in order to assess
technology knowledge before the class was delivered. 74% of students assured that they had
previously used computers for English study. Furthermore, the first two lab meetings were used
to train students about how to use online materials. One of the strengths was the knowledge of the
instructor, since he had been teaching English for 20 years and he described himself as a daily
computer user. The instructor used MyNorthStarLab, using materials that were already created,
so he did not have to create teaching materials from scratch. MyNorthStarLab provides teachers
the ability to respond orally when providing student feedback using Wimba recorder, a plug-in
feature included. When students were in the computer lab, students worked on individual tasks,
and the teacher was able to help students not only answering language questions but also
technical issues. The teacher was able to focus on students individually, more so that in the
traditional classroom. The study found that technology enhanced learning in the foreign language
class. The use of MyNorthStarLab helped students practice their foreign language knowledge in
both online and face-to-face classes. Harrison, R., Kitamura, S., Nakahara, J., Shigeta, K.,
Shimada, N., Utashiro, T.,Yamauchi, Y. (2011) in Development And Evaluation Of English
Listening Study Materials For Business People Who Use Mobile Devices: A Case Study studied
the effectiveness of the integration of Mobile Technology for teaching a foreign language.
Different groups of business people, including employees from the sales department incorporated
mobile technology in their learning. The results showed that the use of mobile technology helped
10. increasing the motivation of the learners. Employees acknowledged that materials delivered
through mobile technology were effective because they were applicable to their daily work.
Smart phone software was used in order to help improve language fluency of language
learners. The methodology used in the study included user interface of learning environments
with video players, question parts, feedback, editing, and learning history data. 47 employees
participated in the project but only 30 were included in the data analysis due to some
employees being unable to complete the study. As far as results, both sales and no sales
personal scored higher in the post-test than in the pre-test. Additionally, the findings reveal
that employees were successful at acquiring knowledge through the materials delivered
through mobile technology, partly because they were highly motivated since the materials
were useful because of the direct impact in their work environment. Peterson, M. (2011) in
Towards A Research Agenda For The Use Of Three-Dimensional Virtual Worlds In Language
Learning points out that many users of CALL have been interested in using software that helps
them participate in virtual worlds and simulations. Active Life, Virtual Worlds and Second life
provide multimedia communication features such as audio and virtual 3D realities. The study
explains how virtual worlds help second language acquisition. The major findings of the study
revealed that Second Language and Active Worlds promoted interaction, motivation and
participation. Second Life provided users the opportunity to create a character, which is called
Avatar. According to the study, Avatars helped students be more engaged and motivated. The use
of Avatars also increased the sense of presence of students in the school environment. Second life
offers the option of using real time audio. Furthermore, Second Life also offers multiple
communication channels that allow users interact with each other simultaneously, which helped
students not only to participate but also to actively interact with other students. Findings also
bring up the need for learner and educator training when implementing new technologies in
education. Bollen, M., Gaff, J., Jr., & Goertler, S. (2012) in Students' Readiness For And
Attitudes Toward Hybrid FL Instruction assess the institutional preparedness for implementing
11. hybrid language classes, focusing on students’ computer literacy and access. The study analyzes
how students selected hybrid courses not because they were technologically inclined but because
of financial and spatial reasons. The findings reveal that the students that did not enroll in hybrid
classes showed higher levels of computer literacy and access in comparison with the population
that enrolled in hybrid language classes. A survey was given to students who were enrolled in
the online of hybrid option and it was found that some students that preferred the hybrid or
online option already owned more computer equipment including software, microphones and
cameras, but most students lacked enough knowledge to use them. Unfortunately, older
students quit participating when they encounter technological problems. As a conclusion,
most students did have basic computer skills but lacked knowledge of specialized software. Even
hybrid students lacked skills to take full advantage of the blended classes. The study recommends
building hybrid courses that are engaging, interactive. In addition, hybrid classes need to give
special priority to individual feedback and several community building components, such as
blogs, wikis, speaking activities, podcasts, and speech recognition software among others. The
main suggestions for future teacher is to include a training component as part of the hybrid class
in order to take full advantage of the instruction.
Conclusion
One of the main focus of this literature review was to find strengths and weaknesses in
current teaching strategies in online learning. By identifying strengths and weaknesses this
literature review hopes to create awareness of opportunities and threats that may affect not only
students but online instructors as well in foreign language learning. Four areas were selected:
a) Socialization through Technology in Foreign Language Learning, b) Ear Training,
Comprehension and Pronunciation With Technology, c) Knowledge of Technology when
Learning a Foreign Language and d) Integrating Emerging Technologies in the Classroom.
Several findings that produce implication in teaching, online teaching and hybrid/blended
teaching were identified. DeHaan, J., Johnson, N. H., Kondo, T., & Yoshimura, N. (2012) found
12. that one of the main elements that helps students be motivated and promotes students’
participation is social interaction. Because SI is based on social interaction, students had the
opportunity to socialize with other students, and because of that social interaction they preferred
to have online foreign language classes over their traditional university classes. Kellogg, S.,
Oliver, K., & Patel, R. (2012) found that one of the main reasons why students were disappointed
about online learning was because of the lack of social interaction not only with students but also
with the instructor. Blattner, G., & Fiori, M. (2011) found that implementing one of the biggest
social networks, Facebook in an education setting created outstanding results. Students were not
only able to experience intercultural communication but they also learned slang and idiomatic
expressions. According to the findings of East, M., & King, C. (2012) found that technology is
useful not only to promote interpersonal dialogue and interaction, but also to help students
acquire ear training and improve their pronunciation through the use of free user friendly
software. The findings of East, M., & King, C. (2012) suggest a revolution in education since the
improvements were outstanding for both teachers and students. Karabulut, A., LeVelle, K., Li, J.,
& Suvorov, R. (2012) found that Wikis are a powerful tool because they promote students’
participation through interaction and allow students have access to audio of foreign language
learning. Wikis are one of the most important tools in collaborative education. Certainly, the
more interaction tools are included in an online language class, the more successful students and
teachers can be. On the other hand, Grgurovic, M. (2011) in Blended Learning In An ESL Class:
A Case Study found that a combination of online learning with face to face instruction can be one
of the most advanced methods of instruction. However, both teachers and students need to have
enough knowledge and direction in order to have a successful experience. Harrison, R., Kitamura,
S., Nakahara, J., Shigeta, K., Shimada, N., Utashiro, T.,Yamauchi, Y. (2011) found that one of
the most important elements that help learners being success when learning a foreign language
was that the materials that were taught were useful in their daily lives. Therefore, the more
meaningful and applicable is the knowledge that is taught in a class, the more chances that
13. students will be motivated to use it. One of the most important findings is that instructors need to
adapt their instruction to daily needs of society. Since technology changes have been incorporated
in the last ten years, teachers need to quickly adapt and be successful in using technology in order
to be role models in the digital age.
Bibliography
Bollen, M., Gaff, J., Jr., & Goertler, S. (2012). Students' readiness for and attitudes toward hybrid
FL instruction. CALICO Journal, 29(2), 297-340
Blattner, G., & Fiori, M. (2011). Virtual social network communities: an investigation of
language learners' development of sociopragmatic awareness and multiliteracy skills. CALICO
Journal, 29(1), 24-43
DeHaan, J., Johnson, N. H., Kondo, T., & Yoshimura, N. (2012). Wiki and digital video use in
strategic interaction-based experiential EFL learning. CALICO Journal, 29(2), 249-268
East, M., & King, C. (2012). L2 learners' engagement with high stakes listening tests: does
technology have a beneficial role to play? CALICO Journal, 29(2), 208-248
Grgurovic, M. (2011). Blended learning in an ESL class: a case study. CALICO Journal, 29(1),
100-131
Harrison, R., Kitamura, S., Nakahara, J., Shigeta, K., Shimada, N., Utashiro, T.,Yamauchi, Y.
(2011). Development and evaluation of English listening study materials for business people who
use mobile devices: a case study. CALICO Journal, 29(1), 44-66
Karabulut, A., LeVelle, K., Li, J., & Suvorov, R. (2012). Technology for French learning: a
mismatch between expectations and reality. CALICO Journal, 29(2), 341-368
Kellogg, S., Oliver, K., & Patel, R. (2012). An investigation into reported differences between
online foreign language instruction and other subject areas in a virtual school. CALICO Journal,
29(2), 269-296
Pellet, S. H. (2012). Wikis for building content knowledge in the foreign language classroom,
14. CALICO Journal, 29(2), 224-268
Peterson, M. (2011). Towards a research agenda for the use of three-dimensional virtual worlds in
language learning. CALICO Journal, 29(1), 67-99