Godwin-Jones, R. (2018). Chasing the butterfly effect: Informal language learning online as a complex system. Language Learning & Technology, 22(2), 8–27
This intriguing and thought provoking article provides a comprehensive review of how the multiple opportunities for students to engage in informal language learning, outside of the classroom or institutional settings, using digital technologies and social media platforms has the potential to impact second-language (L2) development. The author discusses the efficacy of a complexity- theory perspective in developing our understanding of the many variables at play in second language learning, and that of a learning systems perspective in recognizing the classroom, and the formal language learning environment are only one “learning space” in a learners “personal learning system” as they pursue second-language learning.
A brief post from the Illinois Digital Learning Lab outlining how instructors and ESOL students are experimenting with the use of voice recognition technology, specifically, Google Home Mini. The instructor describes how she and her students are using the device and the potential for such devices to build engagement, and help students in developing language skills such as pronunciation. The instructor also shares a list of questions that students draw on in working with the device and some issues to consider when planning to introduce voice recognition technology (either voice assistants like Google Home or smartphone voice assistants in the language classroom.
Retrievable from: https://edtech.worlded.org/experimenting-google-assistant-esl-classrooms/
Dooly, M. (2018). “I do which the question”: Students’ innovative use of technology resources in the language classroom. Language Learning & Technology, 22(1), 184–217.
Although this study isn’t about adults in settlement language programs, it contains a number of examples in the Discussion section that are relevant to any learning situation in which adults are working in groups with technology to learn and practise their communication skills. This study of two middle school classes in Spain and Sweden working together on English language projects using technology provides some good analysis of what can lead to students branching out on their own instead of following task instructions, not working in the collaborative way the teacher intended because of top-down task instructions, seating arrangements and classroom setup that are frustrating for group work and discussion, being able to wait for others to finish and then copy their answers, and a lack of student accountability for the assignments. The detailed descriptions of the technology used, the project questions asked, the student responses are a fascinating look at a classroom using technology. in addition, the author describes how the students managed to engage in genuine communication between the two classrooms using tools that were outside what were assigned to them.
Retrievable from: http://www.lltjournal.org/item/3024