The Role of Technology in Foreign Language Learning - StarTalk

Handout 5
The Role of Technology in Foreign
Language Learning
Introduction
Have you ever wondered how to best use technology to help your students learn the target
language This reference presents a very brief summary of findings from a recent survey of
more than 200 articles on this subject that was performed by Victor Frank and Ewa Golonka
and their colleagues at the Center for Advanced Study of Language (CASL) at the University of
Maryland.
Frank and Golonka concluded that “technology use has the potential to enhance five primary
functionalities of foreign language learning and teaching” (Frank et al., 2008, p. 1). They are:
organization
Technology enables learners and teachers to organize learning and
instruction outside of the classroom, and it enables learners to reflect
on and take control of their own learning.
input
Technology expands access to a broader range of rich target language
input than is available in the classroom and/or provided by the
curriculum, and it creates opportunities to individualize input.
output and
interaction
Technology expands opportunities for learners to create their own
output and to interact synchronously or asynchronously with native
speakers and more proficient peers outside of the classroom.
feedback
Technology creates opportunities to give and receive individualized,
maximally effective feedback.
collaboration
Technology enables collaborative, social learning synchronously or
asynchronously outside of the classroom.
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Handout 5
Best Practices for Technology Use in the Classroom
Frank et al. (2008) also summarized best practices for using technology in a foreign language
classroom related to the functionalities listed above. The following table provides a summary of
best practices, with the desired outcomes in the left‐hand column and the suggested
technology in the right‐hand column.
In order to…
maximize target language practice
maximize the efficiency of classroom contact
time with the teacher
enable customization, shareability, reusability,
and anytime/anywhere access to target
language content and instructional materials
archive and analyze interaction, learner
output, and incorporation of feedback, and to
individualize subsequent input and feedback
motivate students and engage them in
meaningful target language use
Use technologies such as…
written chat, outside the classroom
computer‐assisted pronunciation training,
outside of the classroom
course management systems, natural
language processing tools, and mobile devices
intelligent tutoring systems, ePortfolios, and
natural language processing tools
ad hoc networks and serious games
Adapted from Frank et al., 2008, Table 1, p. 2.
References
Frank, V., Golonka, E., Bowles, A., Becker, E., Freynick, S., & Richardson, D. (2008). Optimal
foreign language learning: The role of technology. College Park, MD: Center for
Advanced Study of Language at the University of Maryland.
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