Introduction
In recent years, technology has been used to both assist and enchance language learning. Teachers have incorporated various forms of technology to supprt their teacihng, engage students in their learning process, provide authentic examples of the target culture, and connect their classrooms to classrooms in other countries where the target language is spoken.
Furthermore, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all student, regardless of where they live, the human and material resources available to them, or their language background and needs. In su, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating languge learning for their students.
E-learning
E-Learning is strictly being accessible using technological tools that are either web-based, web-distributed, or web-capable to gain knowledge. The belief that e-Learning not only covers content and instructional methods delivered via CD-ROM, the Internet or an Intranet (Benson et al., 2002; Clark, 2002) but also includes audio and videotape, satellite broadcast and interactive TV.
Self-access
Self-access language learning is partially, if not fully self-directed approach of learning. Learners usually have access to resources on the internet ranging from photocopied exercises with answer keys to computer sofware for language learning.
Blended Learning
Blended learning is a formal education program in which learners receives their instruction and content through digital, and online media. For example, classes conducted through video conferencing or Skype. The learners have full control over the time, path, place and pace of their learning process.
Conclusion
While technology can play an important role in supporting and enhancing language learning, the efectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and faciliatates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products’ abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a language effectively through through technology without interaction with and guidance from a qualified language teacher.
References and Further Readings
American Council on teh Teaching of Foreign Languages. (n.d.). Role of Technology in Language Learning.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online
learning, and distance learning environments: Are they the same? Internet and
Higher Education. doi:10.1016/j.iheduc.2010.10.001
SiSAL Journal. (n.d.). Some self-access principles | SiSAL Journal. Retrieved
from http://sisaljournal.org/archives/jun10/cooker/
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