The Evolution and Impact of Technology in Language Education

John, C.,(2018). The Evolution and Impact of Technology in Language Education. In Technology and the Curriculum: Summer 2018. Edited by Rob Power. Toronto: Ontario Institute for Studies in Education (OISE).

This short chapter provides a very accessible review of the history and development of Computer-Assisted Language Learning (CALL). Included is a fairly comprehensive overview of the technologies used and the second language acquisition theoretical background and teaching approaches that have shaped CALL over the years,as well as a brief look at some of the inherent opportunities and challenges.

The chapter also discusses two very recent developments in this area, Mobile-Assisted Language Learning (MALL) and Robot-Assisted Language Learning (RALL) and provides examples of how particular technologies are currently used in language teaching and learning.

Retrievable from: Technology and the Curriculum: Summer 2018

Evaluating normalisation: An argument-based approach

Yoon, S. J., & Gruba, P., (2019) Evaluating normalisation: An argument-based approach, System, May 2019.

Normalisation, the idea that technology would “grow and disappear” in the language learning curriculum, was articulated in the seminal work of Prof. Stephen Bax in his articles: CALL—Past, Present and Future (2003) and Normalisation Revisited: The Effective Use of Technology in Language Education (2011)

This article, drawing on the work of Prof. Bax,  reports on the process and results of an evaluation of the level of normalisation achieved in blended language courses at the University of Melbourne. The researchers found that minimal normalization had been achieved in these courses, and go on to discuss several factors that may inhibit its full achievement. The research points to the importance of addressing the digital literacy needs of both instructors and students, the need to move away from an over-emphasis on technology tools to a focus on technology for pedagogical purposes. Such a re-focus would support instructors to enhance their ability to apply pedagogical principles in planning for  and in implementing technology in their teaching practice.

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