تعداد نشریات | 23 |
تعداد شمارهها | 368 |
تعداد مقالات | 2,890 |
تعداد مشاهده مقاله | 2,566,166 |
تعداد دریافت فایل اصل مقاله | 1,821,828 |
Transformative Applications of Technology in English Language Education: A literature review over the last two decades | ||
Technology Assisted Language Education | ||
دوره 1، شماره 3، آذر 2023، صفحه 45-62 اصل مقاله (396.62 K) | ||
نوع مقاله: Original Article | ||
شناسه دیجیتال (DOI): 10.22126/tale.2023.2843 | ||
نویسنده | ||
Atousa Mirzapour Kouhdasht* | ||
English Language Department, Razi University, Kermanshah, Iran | ||
چکیده | ||
This review article explores the transformative role of technology in English language teaching (ELT) by reviewing the relevant previously published literature over the past two decades. It provides an in-depth analysis of the impact of technology on various aspects of ELT, including language learning, teaching methodologies, assessment practices, learner autonomy, and teacher professional development. The article synthesizes current research and highlights the potential benefits and challenges of integrating technology into the language learning environment. The study’s findings revealed that technology-assisted language learning methods have positively impacted learning outcomes. Computer-assisted language learning (CALL) has been shown to enhance language acquisition, particularly in vocabulary acquisition and grammar proficiency. Mobile-assisted language learning (MALL) has been found to improve learner autonomy and engagement due to its accessibility. Studies have shown that gamification would increase learner motivation and engagement by providing an interactive and enjoyable learning experience. Virtual reality offers immersive and authentic language learning experiences, enhancing learners’ speaking and listening skills. Lastly, artificial intelligence has shown promise in providing personalized and adaptive language learning experiences, with chatbots being practical tools for language practice and feedback. Chatbots differentiate themselves from existing tools by leveraging AI technology, providing human-like interaction, offering accessibility, delivering personalized feedback, and being user-friendly, which teachers and students use to improve language skills. By incorporating these technological approaches into their teaching, English language teachers can create dynamic and interactive learning environments, promote learner autonomy, and enhance language acquisition outcomes | ||
کلیدواژهها | ||
Technology-enhanced language learning؛ English language teaching؛ Educational technology؛ Pedagogical innovation؛ CALL | ||
سایر فایل های مرتبط با مقاله
|
||
مراجع | ||
Babitha et al. (2022). Trends of Artificial Intelligence for online exams in education. International Journal of Early Childhood Special Education,14(1), 2457-2463. DOI: 10.9756/INT-JECSE/V14I1.290
Ahmadi, D.M.R. (2018). The use of technology in English language learning: A literature review. International journal of research in English education, 3(2), 115-125. www.ijreeonline.com
Bachman, L.F. (2000). Modern language testing at the turn of the century: Assuring that what we count counts. Language testing, 17(1), 1-42. https://doi.org/10.1177/026553220001700101
Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013). Improving participation and learning with gamifcation. In Proceedings of the First International Conference on gameful design, research, and applications (pp. 10–17). https://doi.org/10.1145/2583008.2583010
Bashori, et al. (2022). ‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology. Computer Assisted Language Learning, 35(1-2), 1-29. https://doi.org/10.1080/09588221.2022.2080230
Bergmann, J & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25. https://doi.org/10.1177/003172171209400206
ÇALIŞKAN, E., & Caner, M. (2022). E-readiness of EFL teachers. Malaysian Online Journal of Educational Technology, 10(1), 1-15. https://doi.org/10.52380/mojet.2022.10.1.266
Capuano, N & Caballé, S. (2020). Adaptive learning technologies. Ai Magazine, 41(2), 96-98. https://doi.org/10.1609/aimag.v41i2.5317
Chapelle, C. A. (2017). Technology and second language assessment. Annual Review of Applied Linguistics, 37, 23-43.
Chen, H.-L., Vicki Widarso, G., & Sutrisno, H. (2020). A chatbot for learning Chinese: Learning achievement and technology acceptance. Journal of Educational Computing Research, 58(6), 1161-1189. https://doi.org/10.1177/0735633120929622
De la Vall, R. R. F., & Araya, F. G. (2023). Exploring the benefits and challenges of AI-language learning tools. Int. J. Soc. Sci. Humanit. Invent, 10, 7569-7576. DOI: 10.18535/ijsshi/v10i01.02
Dillenbourg et al. (2009). The evolution of research on computer-supported collaborative learning: From design to orchestration. Springer. DOI 10.1007/978-1-4020-9827-7 1
Dockstader, J. (2008). Teachers of the 21st century know the what, why, and how of technology integration. Retrieved from http://the -tech.mit.edu/Chemicool
Ebadi, S., & Ebadijalal, M. (2022). The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency. Computer Assisted Language Learning, 35(8), 1975-2000. https://doi.org/10.1080/09588221.2020.1854311
Egbert, J., Akasha, A., Huff, S., & Lee, H. (2018). Transforming teacher practice in language assessment through an online professional development course. Language Teaching Research, 22(4), 455-474.
García-Martínez, I., Tadeu, P., Montenegro-Rueda, M. & Fernández-Batanero, M. (2022). Networking for online teacher collaboration. Interactive Learning Environments, 30(9), 1736-1750. https://doi.org/10.1080/10494820.2020.1764057
Garrison, D.R, & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Ghanbarzadeh, R., Ghapanchi, A. H., Blumenstein, M., & Talaei-Khoei, A. (2014). A decade of research on the use of three-dimensional virtual worlds in health care: a systematic literature review. Journal of medical Internet research, 16(2), e47. Journal of Medical Internet Research - A Decade of Research on the Use of Three-Dimensional Virtual Worlds in Health Care: A Systematic Literature Review (jmir.org)
Gibson, S., & Ross, D. (2016). Video and reflection in teacher education: Creating spaces for reflection on action. Reflective Practice, 17(6), 680-693.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351. https://doi.org/10.1016/j.compedu.2011.06.004
Graham, C.R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.
Hadid, A., Mannion, P. & Khoshneviisan, B. (2019). Augmented reality to the rescue of language learners. Florida Journal of Educational Research, 57(2), 81-89. https://journals.flvc.org/
Harasim,L. (2017). Learning theory and online technologies. Taylor & Francis. Learning Theory and Online Technologies - Linda Harasim - Google Books
Hew, K. F., Huang, W., Du, J., & Jia, C. (2023). Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions. Journal of Computing in Higher Education, 35(1), 40-68. https://doi.org/10.1007/s12528-022-09338-x
Hu, K. (2023). ChatGPT sets record for the fastest-growing user base- analyst note. Reuters. ChatGPT sets record for fastest-growing user base - analyst note | Reuters
Huang et al. (2009). An adaptive testing system for supporting versatile educational assessment. Computers & Education, 52(1),53-67. https://doi.org/10.1016/j.compedu.2008.06.007
Johnson, D.W, & Johnson, R.T. (1999). Making cooperative learning work. Theory into practice, 38(2),67-73. https://doi.org/10.1080/00405849909543834
Khalil, Z.M. (2018). EFL students’ perceptions towards using Google Docs and Google Classroom as online collaborative tools in learning grammar. Applied Linguistics Research Journal, 2(2),33-48. Doi: 10.14744/alrj.2018.47955
Klímová, B., & Ibna Seraj, P. M. (2023). The use of chatbots in university EFL settings: Research trends and pedagogical implications. Frontiers in Psychology, 14, 1146. https://doi.org/10.3389/fpsyg.2023.1131506
Kukulska-Hulme, A. (2018). Mobile assistance for personal learning on a massive scale. Flipping the blend through MOOCs, MALL and OIL—new directions in CALL, 1-7. Flipping the blend through MOOCs, MALL and OIL – new directions in CALL - Google Books
Lage, M,J, Platt, G,J, Treglia,M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The journal of economic education, 31(1), 30-43. https://doi.org/10.1080/00220480009596759
Lai, Y., Saab, N., & Admiraal, W. (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, 104413. https://doi.org/10.1016/j.compedu.2021.104413
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and practice in technology enhanced learning, 12(1), 1-22. DOI 10.1186/s41039-016-0044-2
Lamy, M., & Hampel, R. (2007). Online communication in language learning and teaching. Springer.
Leacock, C., Chodorow, M. (2003). C-rater: Automated scoring of short-answer questions. Computers and the Humanities, 37(4), 389-405. C-rater: Automated Scoring of Short-Answer Questions | SpringerLink
Levy, M., & Stockwell, M. (2006). Effective use of CALL technologies: Finding the right balance. Changing language education through CALL, 1(18), 301-320. Changing Language Education Through CALL - Google Books
Macfadyen, L. P., & Dawson, S. (2012). Numbers are not enough. Why e-learning analytics failed to inform an institutional strategic plan. Journal of Educational Technology & Society, 15(3),149-163. Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan on JSTOR
Malkawi, N., Rababah, M. A., Al Dalaeen, I., Ta’amneh, I. M., El Omari, A., Alkhaldi, A. A., & Rabab’ah, K. (2023). Impediments of using e-learning platforms for teaching English: A case study in Jordan. International Journal of Emerging Technologies in Learning (Online), 18(5), 95. https://doi.org/10.3991/ijet.v18i05.36727
McAleavy, T., Hall-Chen, A., Horrocks, S., Riggall, A. (2018). Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. ERIC. https://eric.ed.gov
Mohamad, A. M. (2023). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members. Education and Information Technologies, 1-23.
Mora- López, N., Bernárdez-Vilaboa, R. (2023). Exploratory Study on the Blended Learning of Research and Language Skills in EFL and Interinstitutional Assessment. Education Sciences,13(2), 155. https://doi.org/10.3390/educsci13020155
Mudure-Iacob, I. (2021). Gamifed assessment of business English: Learning and testing business idioms and collocations via digital escape rooms. Lingua. Language and Culture, 20(1), 76–90. https://www.ceeol.com/search/article-detail?id=101678
Nghi, T. T., Phuc, T. H., & Thang, N. T. (2019). Applying AI chatbot for teaching a foreign language: An empirical research. International Journal of Scientific and Technology Research, 8(12), 897-902. Applying-Ai-Chatbot-For-Teaching-A-Foreign-Language-An-Empirical-Research.pdf (researchgate.net)
Nguyen, L., & Elliott, K. (2019). Video feedback in the foreign language classroom: A systematic review. System, 82, 127-142.
Nuri, H. S. M., Qadir, S. M., Mohammed, R. R., & Azaldin, A. H. (2022). Perceptions of postgraduate students towards the use of Kahoot as a formative assessment tool in an English language course. Journal of University of Raparin, 9(5), 229–251. https://doi.org/10.26750/Vol(9).No(5).Paper11
O’Bannon, B. W., Lubke, J. K., Beard, J. L., Britt, V. G., & Harper, S. (2018). Examining the influence of teacher professional development, teacher and student factors on blended learning implementation. Journal of Research on Technology in Education, 50(4), 323-340
Panagiotidis, P. (2021). Augmented and mixed reality in language learning. European Journal of Education, 4(2), 27-43. DOI: 10.26417/501ibq23c
Rababah, M.A & Malkawi, N.A.A. (2012). The linguistic etiquette of greeting and leave-taking in Jordanian Arabic. European Scientific Journal, 8(18). The-linguistic-etiquette-of-greeting-and-leave-taking-in-Jordanian-Arabic.pdf (researchgate.net)
Rahim, M.N. (2019). The use of blended learning approach in EFL education. International Journal of Engineering and Advanced Technology, 8(5), 1165-1168. E11630585C19-libre.pdf (d1wqtxts1xzle7.cloudfront.net)
Rahimi, M., & Yadollahi, S. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education,4(1), 1-13. doi:10.1080/2331186x.2017.1285531
Schmidt, T., & Strasser, T. (2022). Artificial intelligence in foreign language learning and teaching: a CALL for intelligent practice. Anglistik: International Journal of English Studies, 33(1), 165-184. https://doi.org/10.33675/ANGL/2022/1/14
Serdiukov, P. & Tarnpolsky. (1999). EFL Teachers’ Professional Development: A Concept, a Model, and Tools. ERIC. https://eric.ed.gov
Siemens, G., & Baker, R.S.d. (2012). Learning analytics and educational data mining: towards communication and collaboration. Proceedings of the 2nd international conference on learning analytics and knowledge, 252-254. https://doi.org/10.1145/12230601.23300661
Strayer, JF. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning environments research, 15, 171-193. https://doi.org/10.1007/s10984-012-9108-4
Sun,w. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation. Frontiers in Psychology,14,3. https://doi.org/10.3389/fpsyg.2023.1210187
Sung et al. (2019). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94,252-275. https://doi.org/10.1016/j.compedu.2015.11.008
Talbert, R & Bergmann, J. (2017). Flipped learning: A guide for higher education faculty. Routledge. https://doi.org/10.4324/9781003444848
Tobin, D. R. (1998). Building your personal learning network. Corporate learning strategies.
Todd, M, A. (2017). Peer observation as a tool for professional development. Culminating Projects in English. https://repository.stcloudstate.edu/engl_etds/84
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Ascd. http://www.ascd.org
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & education, 102, 15-34.
Van der Linden, W.J., & Glas C.A. (2000). Computerized adaptive testing: Theory and practice. Springer.
Yassin, B., & Abdulgalil Abugohar, M. (2022). Gamifed mobile-assisted formative assessment for reviving undergraduate learners’ overall language profciency: A quasi-experimental study. Teaching English with Technology, 22(2), 69–89. http://www.tewtjournal.org
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1007/s10639-023-12034-7
Zhang, Z., & Crawford, J. (2023). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 28(7), 1-23. https://doi.org/10.1007/s10639-023-12034-7
| ||
آمار تعداد مشاهده مقاله: 534 تعداد دریافت فایل اصل مقاله: 415 |