number of experts are concerned with the degree of effectiveness of technology to enhance
Vital also to the continued evolution of TELL is the examination of appropriate and
successful uses in foreign language curriculum and instruction. Many ponder "whether
technology should attempt to emulate the characteristics of a communicative classroom,
engaging students in real and meaningful communication, or provide the types of tutorials and
drills that tend to be de-emphasized in the current teaching practice" (Nutta, 1998, p. 49), but this
researcher believes that there must be flexibility and a variable role for technology applications
as well as instructional methods to appeal to diverse learners. Although with TELL/CALL
students are often able to select exercises, tasks or information appropriate to their level and
needs, frequently it is some type of assessment that raises student accountability and use of
technology (Burston, 1991) since students may not use all the resources available or maximize
the technology (Scott, 1990).
Role of Technology in Writing and Writing Research
Computers have become known as useful tools in writing. Through word processing and
computer-assisted composition (CAC), computers empower students in the writing process. An
early supporter, Lynn Veach Sadler maintains in "The Computers-and-Effective-Writing-
Movement: Computer-Assisted Composition" (1987):
first-wave CAC ... not only encourages revising but treats revision as a fact of the life of
writing; makes the student, with teacher assistance, aware of writing as a process; makes
writing a more communal activity; and enables the writer to become both creator and
critic and thus use both right- and left-lobe powers (p. 32).
Oxford, Raquel Malia Nitta. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc4688/. Accessed April 20, 2014.