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Technology as Pharmakon: The Promise and Perils of the Internet for Foreign Language Education

Richard Kern (2014)

Globalization and networking technologies have transformed the contexts, means, and uses of foreign language learning. The Internet offers a vast array of texts, ?lms, music, news, information, pedagogical resources, sounds, and images from around the world as well as unprecedented opportunities for direct communication with native speakers in real time. However, the very technology that delivers the sematerials and interactions can produce subtle mediational effects that can influence how learners evaluate and interpret them. Focusing first on technological mediation broadly, and then on the specific ccontext of desktop videoconferencing in a telecollaboration project, this article outlines the benefits and the potential pitfalls that computer mediation presents for the learning of languages and cultures. Specific attention is given to the question of what it means to mediate the foreign culture through interfaces that are familiar from one’s home culture. The principal argument is that the dynamics ofonline language learning call for a relational pedagogy that focuses on how medium and context interact with language use. The goal of such an approach is to expose students to a broader scope of symbolic inquiry, to connect present text-making practices with those of the past, and to foster a critical perspective that will prepare young people to understand and shape future language and literacy practices.

Tecnología para la enseñanza y el aprendizaje de lenguas extranjeras: revisión de la literatura

Fernando Trujillo Sáez, Carlos Salvadores Merino. Ángel Gabarrón Pérez (2019)

En RIED: Revista Iberoamericana de Educación a Distancia 22.1

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En plena era de revolución tecnológica, las tecnologías y su buen uso y consumo así como la capacidad de comunicarse en una o varias segundas lenguas contribuyen a la conexión de los habitantes de este mundo globalizado; nuestros espacios comunicativos se han ampliado exponencialmente y requieren por ello una formación adecuada. En este artículo se analiza la relación entre tecnología y enseñanza y aprendizaje de lenguas extranjeras desde una perspectiva diacrónica y crítica. Se contempla, para ello, la aparición de distintas tecnologías en el ámbito de la enseñanza y aprendizaje de lenguas así como el análisis de su efectividad en el proceso de aprendizaje de lenguas extranjeras, constatándose diversos ciclos de innovación tecnológica, entusiasmo en relación con sus posibilidades, escasez de evidencias de resultados y llamada a la precaución ante el impacto de la tecnología en sí. Como conclusión, se plantea un estado de alerta positiva pero precavida ante la aparición constante de tecnologías que generan nuevas oportunidades de aprendizaje memorable.

Tecnología y enseñanza del español en los Estados Unidos: hacia un mayor protagonismo del alumno como gestor de su propio aprendizaje

Esperanza Román-Mendoza (2014)

En Journal of Spanish Language Teaching 1.2

El estudio del potencial de la tecnología para el aprendizaje autónomo y la personalización del aprendizaje ha sido una constante desde los primeros años de la historia de las tecnologías del aprendizaje y el conocimiento (TAC). Aunque algunas disciplinas todavía se resisten a aceptar al alumno como eje central de la docencia, en el caso de la enseñanza y aprendizaje de lenguas extranjeras, la adopción por parte del alumnado de un rol más activo no supone gran disrupción, ya que desde hace años se vienen utilizando, sobre todo dentro del aula, enfoques metodológicos que fomentan la participación tanto individual como en grupo. La enseñanza del español tanto a hablantes no nativos como a hablantes de herencia en los Estados Unidos (EE.UU.) no es una excepción. Sin embargo, todavía no existe un verdadero empoderamiento del alumno como gestor de su aprendizaje, ni se usa la tecnología de forma apropiada para conseguirlo. Este trabajo describe varias propuestas metodológicas fundamentadas en el aprovechamiento de las últimas TAC para lograr una mayor independencia del alumnado y una verdadera personalización del aprendizaje. El artículo comienza con una breve panorámica histórica de la utilización de las TAC en la enseñanza del español en los EE.UU., cuyo propósito es contextualizar el análisis de la implementación de las TAC que se realiza a continuación, para terminar con los principales retos de estas pedagogías emergentes.

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The study of the potential of technology for the implementation of strategies for autonomous and personalized learning has been a constant since the beginnings of technology-enhanced teaching. Although some disciplines still have reservations about embracing the idea that students should play a central role in the learning process, this is not the case in foreign language learning and teaching. In fact, the notion of students adopting a more active role in their learning is hardly conceived of as disruptive, because language-learning methodologies have endorsed for years individual and group student participation, particularly within the classroom. Spanish as a second/foreign language in the United States (US) is no exception. Nevertheless, we cannot yet talk about a definitive concept or practice of student empowerment, let alone about technology being implemented successfully to accomplish this goal. This study describes a series of methodological approaches based on the use of the latest technologies to achieve stronger student autonomy and, consequently, a truly personalized learning. It begins with a brief historic overview of the use of technology in the teaching of Spanish as a second/foreign language in the US to contextualize the subsequent analysis of current practices of technology implementation to personalize learning. The article concludes with an overview of the most important challenges faced by these emerging pedagogies.

Tecnología para la Enseñanza y el Aprendizaje de Lenguas Extranjeras. La Enseñanza de lenguas Asistida por Ordenador. Pasado, presente y futuro

Ángel Gabarrón Pérez, Ana María Pino Rodríguez, Carlos Salvadores Merino, Fernando Trujillo Sáez (2020)

En Pragmalingüística 28

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Este artículo constituye una revisión bibliográfica sobre la relación entre Tecnología y Enseñanza de Lenguas, con especial atención sobre la Enseñanza Asistida por Ordenador (ELAO)–Computer Assited Language Learning (CALL), en inglés–, en un momento de transformación de este ámbito. Primero, haremos un recorrido desde los orígenes de la ELAO y analizaremos su evolución hasta hoy. A continuación, estudiaremos los temas de actualidad referentes a la ELAO, especialmente el aprendizaje móvil de lenguas, el Open Courseware, los Cursos Masivos Abiertos en línea (MOOC) de lenguas, los Entornos Virtuales de Aprendizaje, la gamificación, el uso de las redes sociales y el Aprendizaje combinado (Blended Learning). Finalmente, se realizará una reflexión sobre el papel de la ELAO en la enseñanza actual, en general, y en la de lenguas, en particular, aportando una visión sobre la contribución de la disciplina al rol del docente de lenguas en la educación del siglo veinte.

Testing Aptitude: Investigating Meara’s (2005) LLAMA tests

Vivienne Rogers, Paul Meara, Rachel Aspinall, Louise Fallon, Thomas Goss, Emily Keey, Rosa Thomas (2016)

En EUROSLA Yearbook 16

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Paul Meara developed the LLAMA tests as a free, language-neutral, user-friendly suite of aptitude tests incorporating four separate elements: vocabulary learning (LLAMA_B), phonetic (implicit) memory (LLAMA_D), sound-symbol correspondence (LLAMA_E) and grammatical inferencing (LLAMA_F) based on the standardised MLAT tests (Carroll & Sapon, 1959). Recently, they have become increasingly popular in L2 acquisition research. However, Meara has expressed concern about the wide use of these tests without validity testing. We investigated several areas relating to the LLAMA tests. 1. What is the role of gender in LLAMA test performance? 2. Are the LLAMA tests language neutral? 3. What is the role of age? 4. What is the role of formal education qualifications? 5. Does playing logic puzzles affect LLAMA scores? 6. What difference would changing the test timings make to scores?229 participants from a range of language backgrounds, aged 10-75 with various education levels, typologically distinct L1s, and varying levels of multilingualism were tested. A subset of participants was also tested with varying timings for the tests. The results showed that the LLAMA tests are gender and language neutral. The younger learners (10-11s) performed significantly worse than the adults in the sound/symbol correspondence task (LLAMA_E). Formal education qualifications show a significant advantage in 3 of the LLAMA subcomponents (B, E, F) but not the implicit measure (LLAMA_D). Playing logic puzzles did not improve LLAMA test scores. The timings appear to be optimal apart from LLAMA_F, which could be shortened.

The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication

Carly Henderson (2019)

En Language Teaching Research 25 - 2

The benefits of corrective feedback (CF) for second language (L2) learning are empirically attested, and multiple factors mediating CF effectiveness have been investigated. However, the timing of oral CF has received less attention given most research examines corrections provided immediately after an error. Delayed CF also warrants investigation; it occurs naturally in L2 classrooms and may be an appealing alternative in online learning contexts. Existing CF timing research shows either no significant differences between immediate and delayed CF, or advantages for immediate CF. To elucidate mixed findings, more CF timing studies are needed, especially those considering the effects of factors such as CF type, linguistic target and communication mode. Regarding communication mode, the effect of CF timing on errors made during text-based synchronous computer-mediated communication (SCMC), for instance, has received less attention. Examining text-based SCMC is important given its empirically attested benefits for L2 learning, and in some cases its advantage over face-to-face interaction for fostering CF effectiveness. Investigating the role of CF timing on errors made in text-based SCMC will contribute to efforts to maximize CF effectiveness in online learning environments, which are becoming increasingly common. In this study, 30 third-year learners of Spanish as a foreign language completed a one-way information-gap task with an interlocutor using Skype text-chat. On vocabulary errors, learners received either immediate or delayed error repetition plus recast, or no CF. Results revealed both CF groups significantly outperformed the comparison group on an oral picture description task, with no significant differences between immediate and delayed CF. Results may be due to the salience of the CF modality, type, and target.

The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: the student perspective

Cristina González Ruiz (2021)

En Journal of Spanish Language Teaching 8.1

In recent years, the use of Student Response System (SRS) technology in higher education settings has gained popularity as research demonstrates its effectiveness in achieving desired outcomes, especially when paired with peer interaction. This article explores students’ perceptions of integrating the Game-based Student Response System (GSRS) Kahoot! in two Spanish flipped classrooms, supported by the Peer Instruction (PI) technique, at a university in Singapore. Adopting an action research approach, quantitative and qualitative data from 32 undergraduates were gathered through a questionnaire. The findings revealed that students perceived the use of Kahoot! to be beneficial in terms of: (1) increasing engagement and motivation to learn; (2) improving the understanding of concepts; and (3) contributing to a positive learning environment. Moreover, students found that PI, in particular, contributed to deepening their grammatical and pragmatic knowledge of Spanish. Implications that may be useful to language teachers are also presented.

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En años recientes, el uso de tecnologías de Sistema de Respuesta del Estudiante (SRE) en entornos de educación superior ha ganado popularidad por la efectividad mostrada para lograr los resultados deseados, especialmente, cuando se combina con la interacción entre pares. Este artículo explora las percepciones de los estudiantes a raíz de la integración del Sistema de Respuesta del Estudiante basado en Juegos (SREJ) Kahoot! en dos clases de aula invertida de español como lengua extranjera o segunda (ELE/EL2), apoyado por la técnica de Instrucción entre Pares (IP), en una universidad de Singapur. Mediante un enfoque de investigación-acción, se recopilaron datos cuantitativos y cualitativos de 32 estudiantes universitarios mediante un cuestionario. Los resultados mostraron que los estudiantes percibieron el uso de Kahoot! beneficioso para: (1) aumentar el compromiso y la motivación para aprender; (2) mejorar la comprensión conceptual; y (3) contribuir a crear un ambiente positivo de aprendizaje. Además, los estudiantes encontraron que la instrucción entre pares en particular contribuyó a profundizar su conocimiento gramatical y pragmático del español. Se presentan también algunas implicaciones que pueden ser útiles para docentes de lenguas.

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The effects of explicit instruction on written accent mark usage in basic and intermediate Spanish heritage language courses

Antoni Fernández Parera, Andrew Lynch (2021)

En Journal of Spanish Language Teaching 8.1

This study measured the impact of explicit instruction on accent usage in the written production of Spanish heritage language (SHL) learners. 163 university students were divided into two types of basic—and intermediate—level SHL courses: one in which they received explicit instruction regarding accent marks (EI), and another in which they did not (non-EI). Findings suggest that the effectiveness of explicit instruction depends upon level of study and task type. In EI, the accuracy of first semester SHL students improved significantly, while their counterparts in non-EI course showed no appreciable gains. The case of intermediate-level learners, who had some prior formal study, was more variable. Although high-, mid-, and low-performing learners in second semester EI courses showed significant improvement in a dictation task (while their non-EI counterparts did not), performance on open-ended exam responses did not reflect significant improvement. In the analysis we consider task effects and within-group differences.

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El presente estudio evaluó el impacto de la instrucción explícita en el uso del acento ortográfico en la escritura de estudiantes de herencia hispanohablante. Un total de 163 estudiantes universitarios se dividieron en dos tipos de cursos de nivel básico e intermedio de español como lengua de herencia: uno en el que recibieron instrucción explícita (IE) sobre el uso del acento escrito y otro en el que no la recibieron (sin IE). Los resultados sugieren que el efecto de la instrucción explícita depende del nivel de estudio y del tipo de tarea. En las secciones con IE, la precisión de los estudiantes de español como lengua de herencia de primer semestre mejoró de modo significativo a lo largo del semestre, a diferencia de sus pares en las secciones sin IE quienes parecieron no mejorar. El caso de los estudiantes de nivel intermedio, quienes habían estudiado la lengua previamente, fue más variable. Aunque los estudiantes de alto, medio y bajo rendimiento en los cursos con IE de segundo semestre mostraron una mejora significativa en una tarea de dictado (a diferencia de sus pares en el curso sin IE), parecieron no mejorar en respuestas a preguntas abiertas. El análisis tiene en cuenta los efectos del tipo de tarea así como las diferencias dentro de los grupos.

The effects of word frequency and typographical enhancement on incidental vocabulary learning in reading

Claudia H. Sánchez Gutiérrez, Mercedes Pérez Serrano, Pablo Robles García (2019)

En Journal of Spanish Language Teaching 6.1

This study examines the effects of word frequency and typographical enhancement (i.e., words in bold) on the learning of single words in Spanish L2 reading activities in a classroom setting. Learners read a text in which target words appearing in bold occurred one, five or 10 times. A parallel text was also provided in which those same words appeared un-bolded. Students were tested three times on both spelling and meaning of the target words: before, immediately after and two weeks after the reading activity. Results show that: (1) after five or 10 encounters, both spelling and meaning recognition skills increase; (2) words appearing in bold only lead to learning gains at a form recognition level immediately after the test is taken and do not contribute to the acquisition of meaning in the post-test; and (3) there is no interaction between typographical enhancement and frequency.

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Este trabajo pretende examinar los efectos de la frecuencia y el realce tipográfico (negrita) en el aprendizaje de palabras individuales a través de la lectura en el aula de español como L2. Los aprendientes leyeron un texto con palabras meta que aparecían 1, 5 o 10 veces. Este tenía a su vez una versión paralela en la cual dichas palabras aparecían en negrita. Los estudiantes fueron examinados en el reconocimiento de la forma y del significado de las palabras meta en tres ocasiones: antes, inmediatamente después y dos semanas después de la actividad de lectura. Los resultados demostraron que (1) el reconocimiento de la forma y del significado se incrementa cuando la palabra aparece repetida 5 o 10 veces; (2) el realce únicamente favorece el reconocimiento ortográfico inmediatamente después de la realización de la prueba y no contribuye al aprendizaje del significado; y (3) no existe interacción entre frecuencia y realce.

The imagination effect when using textual or diagrammatic material to learn a second language

Olga Ignatova, Slava Kalyuga, John Sweller (2023)

En Language Teaching Research 27 - 4

The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available working memory resources and increased productive, intrinsic cognitive load. The effect has been found in numerous empirical studies. However, in the majority of studies demonstrating the effect, visual/spatial information has been used: the type of information that is believed to be easy for imagining. The reported two experiments investigated if an imagination effect could be obtained using verbal information in the area of learning a second language. The results indicated that while textual material was expectedly more difficult for learning than diagrammatic material, asking learners to imagine textual material did improve performance. Cognitive load theory has been used as a theoretical framework to interpret the results.

The impact of direct and indirect feedback on the development of Spanish aspect

Idoia Elola, Ariana M. Mikulski, Timothy E. Buckner (2017)

En Journal of Spanish Language Teaching 4.1

This study explores the impact of direct and indirect feedback on the improvement of Spanish past aspect (imperfect/preterit) in writing activities in a third-semester Spanish course. Ninety learners were divided into three groups: direct feedback, indirect feedback, and control (no feedback). Learners completed a pretest, a posttest, and a delayed posttest. Although it remains unclear which type of feedback is more effective, results indicate that both types improved preterit–imperfect performance. As the delayed posttest showed, however, learners exhibited more lasting improvement (as indicated by the delayed posttest) when working on the production Activity than on the terminology and selection activities.

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Este estudio explora el impacto de la retroalimentación directa e indirecta en la mejora del aspecto de pasado (pretérito/imperfecto) con actividades de escritura en un curso de tercer semestre de español. Se dividió noventa estudiantes en tres grupos: retroalimentación directa, retroalimentación indirecta, y un grupo de control (sin retroalimentación). Completaron un pretest, postest, y postest tardío. Aunque no hubo diferencias significativas entre los grupos experimentales, los resultados indican que los participantes mejoraron en el uso de aspecto verbal. No obstante, fue una mejora más perdurable (postest tardío) en la actividad de producción que en las actividades de terminología y selección.

The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance

Scott Aubrey, Craig Lambert, Paul Leeming (2022)

En Language Teaching Research 26 - 5

Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research addresses this issue by investigating the relative benefits of collaborative planning in the L1 and L2 in terms of ideas generated and transferred to an oral problem-solving task. Seventy-two Japanese university EFL learners were randomly assigned to one of two planning conditions: L1P (L1 planning, Japanese) and L2P (L2 planning, English). Dyads in each group were given 10 minutes to plan the content of a problem-solving task in the respective languages before individually performing the timed 2.5-minute oral task. Data took the form of transcribed planning discussions and transcribed task performances. All data were coded for idea units and sorted into categories of problem–solution discourse structure (situation, problem, response, evaluation). A qualitative comparison of L1 and L2 planners’ generation of idea units during planning, transfer and performance was conducted to supplement the quantitative analysis. Findings indicate the L1P condition has significant advantages over the L2P condition in terms of idea conceptualization, but this advantage had a limited impact on subsequent L2 task performance. Pedagogical implications are discussed in terms of possibilities for productively incorporating L1 planning during task implementation in foreign language contexts where learners share a common first language.

The interplay between corrective feedback timing and foreign language anxiety in L2 development

Ehsan Rassaei (2023)

En Language Teaching Research

Recent research indicated the effectiveness of immediate and delayed corrective feedback (CF) on second language (L2) learning. What is little known is the moderating effects of learner individual factors such as foreign language anxiety (FLA) on the efficacy of immediate and delayed CF. The primary aim of the present study is thus to investigate if learners’ FLA can moderate the effectiveness of immediate and delayed feedback. To this end, 82 learners of English as a foreign language (EFL) were randomly assigned to two treatment conditions as well as a control group. During three treatment sessions, the participants performed storytelling tasks in groups of four and received either immediate or delayed metalinguistic feedback for the errors they made. Regarding the immediate feedback condition, each participant received metalinguistic feedback immediately following an error while doing the storytelling task. For the delayed feedback condition, metalinguistic feedback was offered for each error at the end of each storytelling task. Two testing instruments, a writing task and an error correction test were used as pretest, posttest and delayed posttest to measure learners’ development as a result of the treatment sessions. Without considering learners’ FLA, the findings revealed that immediate and delayed CF are equally effective to promote L2 development. However, when taking into consideration learners’ FLA through regression analysis, the results revealed that immediate CF was more beneficial for learners with low FLA compared to high anxiety learners, but no significant associations were found between FLA and delayed CF efficacy.

The linguistic landscape as a resource for language learning and raising language awareness

Durk Gorter, Jasone Cenoz, Karin van der Worp (2021)

En Journal of Spanish Language Teaching 8.2

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In this article we explore the role of linguistic landscapes, which refers to language on display in public spaces, in the teaching of languages and enhancing language awareness. Signage can be useful for language learners as a pedagogical tool for language acquisition and to explore issues of multilingualism.

We focus in particular on the multilingual education context in the Basque Country in Spain, where the three languages of instruction are Basque, Spanish and English. Our analysis is based on data collected in public spaces, from students in primary schools and masters-level students at university. Our data include signage in a local covered market, and on the walls of schools as well as that collected among students who carried out learning tasks investigating the signage that surrounds them. We conclude that the languages on display in public spaces are an important resource for language learning and teaching, and they can also be used for raising language awareness.

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En este artículo exploramos el papel de los paisajes lingüísticos, que se refiere al lenguaje que se exhibe en los espacios públicos, en la enseñanza de lenguas y en la mejora de la conciencia lingüística. La señalización puede ser útil para los estudiantes de lenguas como herramienta pedagógica para la adquisición de lenguas y para explorar cuestiones relacionadas con el multilingüismo. Nos centramos en particular en el contexto de la educación multilingüe en el País Vasco en España, donde los tres idiomas de instrucción son el euskera, el español y el inglés. La base de nuestro análisis son los datos que hemos recopilado en ubicaciones en espacios públicos, dentro de las escuelas y con alumnos de primaria y estudiantes de máster en la universidad. Nuestros datos incluyen la señalización de un edificio que contiene un mercado local, paredes de escuelas, así como los datos recogidos entre los alumnos que realizaron tareas de aprendizaje investigando la señalización que los rodea. Concluimos que las lenguas que se exhiben en los espacios públicos son un recurso importante para el aprendizaje y la enseñanza de idiomas y también pueden usarse para desarrollar la conciencia lingüística.

The multifaceted function of rubrics as formative assessment tools: A classroom-based action research in an L2 writing context

Megan Khairallah, Omar Adra (2022)

En Language Teaching Research

This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the potential of rubrics as formative tools. This study confirmed the proactive role rubrics could play in teaching writing and promoting successful partnerships between teachers and students during the assessment process. The multifaceted function of rubrics as driver of change in practitioners’ approaches to teaching and assessing writing as well as a tool that enables students to take ownership of the different stages of their writing was a major finding of our study.