Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 13
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feedback and guidance to all of the students, all of the time. Foreign language educators must
seek ways to facilitate the writing process, and developments in technology may provide
Role of Technology
Technology-enhanced language learning is a recent term for what has been a growing and
evolving area of interest in foreign language education and second language acquisition circles.
Technology use and applications in language learning have progressed from listening to
audiocassette tapes to online interaction. While much research appears to indicate that
technology-enhanced language learning or computer-assisted language learning (CALL) can be
effective tools for language learning (Blake, 1998; Bush & Terry, 1997; Chapelle, 2001;
McCarthy, 1994; Perez-Sotelo & Gonzilez-Bueno, 2003), many educators remain unconvinced
and continue to struggle with the integration of technology enhanced language learning into the
curriculum (Gillespie & McKee, 1999). In some cases the resistance to using technology stems
from philosophical or methodological differences or pedagogical unawareness; that is, teachers
are not knowledgeable of the tools available or their appropriate use. In other cases, the use of
technology in language instruction is dictated by facilities, access, budgetary constraints, and
time to cover what is deemed the most important material. Nevertheless, technology is a flexible
and multifaceted domain, "not a monolithic concept; it includes Web-based materials, CD-ROM,
CALL (computer-assisted language learning) programs, and network-based communication"
(Blake, 1998, p. 210). Methodological choices can be grounded in philosophies ranging from
behaviorism to constructivism, but constructivist learner-centered pedagogies with technology
seem to facilitate language-learning best (McAdoo, 2000; van Lier, 1998).
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Oxford, Raquel Malia Nitta. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students, dissertation, December 2004; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4688/m1/22/?rotate=270: accessed April 24, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .