The effect of technology on language learning

The effect of technology on language learning

Current technological advancements have contributed to significant improvement in language learning. If teachers can fully adopt educational programs supported by technology, then classroom activities can be enhanced. Language learning processes are made simple, effective, accessible, and convenient through new technology in education programs. Today, technology is a crucial part of the learning process carried out in and out of class. As the use of technology continues to grow, educators have not only improved language learning for the learner but have also helped themselves by acquiring new skills for language delivery in and out of class. Zhao (2003) stated that the emergence of technologies such as media and the internet have made language learning easy. Through such platforms, students can share ideas, socialize, and entertain each other. Both local and international interaction via social media enhances communication, which improves language learning. Further, using technology allows students to be creative and increase their problem-solving abilities. As learners interact via technological platforms, they become creative, corporative, and do a lot of research. The purpose of this paper is to explore how technology has improved language learning in and out of class. It provides an analysis of the role of technology in learning, how teachers and student learners have benefited. Perhaps, technology has benefited learners and teachers because it is accessible, effective, and convenient.

Wang (2012) pointed out that technological advancements such as e-dictionary have increased accessibility in language learning. According to Wang, e-dictionary can be downloaded by everyone in their cellphones and use it for free.  For example, (Wang 2012) notes that the use of e-dictionary has aided intermediate and advanced learners of the Chinese language. The e-dictionary has helped students to read an expository Chinese e-text. It is also noted to have encouraged students to look up for high and middle-frequency words, consolidate word meanings, decrease the vocabulary gap by learning a new word, and read more comprehensively. An apart from e-dictionary, other current technologies helps learners access whatever they need to improve their language, some of which include, flipped classroom and computer-assisted learning. These tools increase the accessibility of language learning materials to students, which encourages them to learn more. Bax (2011) supports that technology makes language learning materials accessible. Bax further explains that normalized classroom learning implying that sometimes both teachers and students use technology in language learning without knowing. It is noted that it has made language learning easy and accessible such that learners entirely depend on innovations to further their skills and language intellect.

Stockwell (2012) noted that through technology, teachers have been able to create easily accessible digital language content. The digital content enables learners to access and learn about language anywhere and everywhere. This has improved the language learning process via shared digital language information. Further, technology ensures students access the online classroom calendar and prepare prior before the classes.  Through online language learning platforms, students have been able to provide feedback to their instructors. The feedback helps the teachers to know areas that require adjustment and those that are okay and well understood by the learners. Bax (2011) acknowledges that technology in the form of word processors allows students to work in the language. When learners conduct creating and re-creating language texts, they tend to comprehend and share with others to understand more. Learners can also undertake editing processes to produce high text qualities, which can be reflected in spoken language. If learners have to do meaningful spoken language practice in class, then teachers have to employ technology in language learning.

Stockwell (2012) argues for technology because it is effective in language learning. Students can make use of internet search, which is very fast to access vital information. Today, internet search has become the primary source of information whereby students can conduct an online search for anything they want to know about language (Stockwell, 2012). Learners only require electronic devices that can access the internet, such as phones, laptops, tablets, among others, to search for the information they want. Internet search is effective because students can easily afford mobile phones that access the internet at a cheap cost. Further, mobile phones are portable; therefore, the learners can search for language information at any place of their convenience. Online language learning has also replaced traditional education, and currently, learners and teachers can interact via an online platform (Stockwell, 2012). Teachers can organize online learning over the internet, whereby students can take the classes at their convenience.

Based on (Bax’s, 2011) point of view, education technology is advantageous to teachers in that it helps in motivating students in the classroom. Technology enables students to get actively involved in the learning process, which then keeps them motivated and yarning to learn more. If teachers use technology, then they can deliver more content than when using the traditional education system. Bax (2011) argue that technology in language learning is motivating and stimulating for students. When instructors use technology in the classroom, learners feel motivated by using electronic devices. Most of the learners get a chance to practice the language through techniques such as voice recognition, and this creates a long-lasting memory in students that they cannot forget what was taught.  The use of multimedia exercise is very effective and transforms learners from passive recipients to active students (Bax, 2011). For example, students get more stimulated to learn using tablets and smartphones than when using textbooks. This ensures more profound and enriching language immersion into the leaners. Today, various effective apps contain a variety of comprehensive language content that can be synchronized without the internet.

Wang (2012) argues that for teachers, technology has proved effective in managing and monitoring learner’s progress. If teachers employ online education platforms, then managing a list of groups of students, evaluating learners via exams and tests, and other administrative tasks would be easy.  The online platforms assist teachers in preparing learning materials and assessment methods. Further, if teachers decide to go online in their teaching methods, then their content coverage will increase significantly. Wang (2012) also notes that it will also increase their interactive scope with other collogues, and in the process, they can share ideas for better integration of technology in the classroom. Language learning can easily be improved by the use of technology in various ways, and this makes the entire learning process effective. If educators realize that students like learning through technology, then they should use more of it while imparting language knowledge into students. In this 21^st century, educators should shift from traditional learning techniques to methods that are integrated and supported by technology by in its diversity.

According to (Stockwell, 2012), integration of the language learning process with technology makes education convenient. Today, students fear complicated systems that take much of their time in classes. Instead, learners tend to like systems and convenient teaching methods. If teachers use technology in the language learning process, then students will be actively involved in the learning process at their convenience. Through technology, learning takes place anywhere at any time. For example, learners can stay at home and learn a second language via online classes. They can also conduct online discussions to learn and expound more on the language. Further, through online platforms, teachers and students can interact and learn irrespective of their geographical locations (Stockwell, 2012). The use of technology in learning means that students can learn at home and do not have to go to classes. This reduces the cost of education by eliminating transportation costs. It, therefore, means that if the learning process is conducted via technology that the total cost of education is cheaper compared with the use of traditional education systems.

If online learning is exhausted entirely, then teachers can also benefit. Special software has been developed that can help teachers monitor students’ progress at their convenient. Currently, with Dexway creations, teachers do not have to meet students physically to assess their progress; they can use Dexway software that contains students’ database to monitor the students’ progress (Bradley & Lomicka, 2000). Further, the teacher can deliver students tests and exams online, then student’s access and do them online. After this, teachers can access students’ performance and deliver their feedback via the internet. If the online platform is smartly used, then there would be a high level of personal contact between the teachers and the students. In language learning, individual communication between students and teachers is essential for proper understanding. Currently, students can create their personal portals in which they can connect with teachers for comprehensive and more interactive sessions.

Lee (2000) argues that despite the benefits of the use of technology in language learning, there are adverse impacts that are worth examination. The first use of technology in the classroom disrupts learner’s attention. For example, while students access the internet in class, they would probably be tempted to go to other irrelevant platforms such as facebook while learning is in progress. Secondly, if students use social media to access language information, they might be misguided because not all social media content is credible (Lee, 2000). It is therefore required that the students be guided by their teachers while using social media. Lastly, some of the software, apps, and devices for online learning are expensive and develop and create.

In conclusion, learning programs are shifting from traditional learning methods to more accessible, effective, and convenient technology-supported programs. Technology is not only aid in language learning but the necessary tools for effective and comprehensive education processes. Today, technology is a crucial part of the learning process carried out in and out of class. As the use of technology continues to grow, educators have not only improved language learning for the learner but have also helped themselves by acquiring new skills for language delivery in and out of class.

References

Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 7-27.

Wang, J. (2012). The use of e-dictionary to read e-text by intermediate and advanced learners of Chinese. Computer Assisted Language Learning, 25(5), 475-487.

Bax, S. (2011). Normalization revisited: The effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(2), 1-15.

Lee, K. W. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-8.

Bradley, T., & Lomicka, L. (2000). A case study of learner interaction in technology-enhanced language learning environments. Journal of Educational Computing Research, 22(3), 347-368.

Stockwell, G. (Ed.). (2012). Computer-assisted language learning: Diversity in research and practice. Cambridge University Press.