On the Varying Effectiveness of Computer/Mobile-Assisted Language Learning

Educational technology has evolved tremendously over the past fifty years. Computer- and mobile-assisted tools have enabled language learning to take place anytime and anyplace. This paper examines the effectiveness of computer/mobile-assisted language learning (C/MALL) by reviewing findings as repo...

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Veröffentlicht in:International journal of education and development using information and communication technology Jg. 17; H. 3; S. 167 - 183
1. Verfasser: Ben-Itzhak, Svetla
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Bridgetown International Journal of Education and Development using Information and Communication Technology 01.01.2021
Schlagworte:
Barriers
CAI
Classrooms
Computer Assisted Instruction
Computer assisted language learning
Computers
Decision Making
Education
Educational software
Educational Technology
Effectiveness
Foreign languages
Handheld Devices
Instructional Effectiveness
Language
Language acquisition
Language instruction
Language Teachers
Learning
Learning Processes
Learning Theories
Second Language Instruction
Second language learning
Second language teachers
Social networks
Teacher Competencies
Teachers
Teaching
Teaching Methods
Technology
Technology Uses in Education
Telecommunications
ISSN:1814-0556, 1814-0556
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Zusammenfassung:Educational technology has evolved tremendously over the past fifty years. Computer- and mobile-assisted tools have enabled language learning to take place anytime and anyplace. This paper examines the effectiveness of computer/mobile-assisted language learning (C/MALL) by reviewing findings as reported in the literature and by discussing benefits as well as issues linked with using technology in second/foreign (L2) language education. Overall, despite reports that technology has enhanced language instruction and acquisition, some find that it has not been as effective as anticipated or may have even impeded learning. This paper argues that the deciding factor defining the depth and breadth of technology's effectiveness, in and outside of the classroom, is the teacher. Good teachers must precede technology for it to be effective in language learning. To improve the likelihood of effectively employing technology, this paper outlines key questions for teachers to consider when deciding whether to include technology in language instruction.
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ISSN:1814-0556
1814-0556