Abstract
This chapter conducts a comprehensive exploration of technology integration in English language education, chronicling its historical evolution and scrutinizing contemporary pedagogical frameworks amalgamating technological tools. A panoramic examination encompasses digital resources spanning online platforms, mobile applications, virtual/augmented reality, gamification, and intelligent tutoring systems. Challenges deliberated include the digital divide, teacher training imperative, privacy ramifications, and equilibrating technology with traditional pedagogies. Illustrative case studies and practitioner insights elucidate effective practices. Emerging technologies' potential impact, including artificial intelligence and learning analytics, is probed. The chapter delineates implications for policy, curricula, and teacher education to optimize technology integration. By synthesizing scholarship and pedagogical paradigms, stakeholders are furnished a comprehensive perspective on cultivating engaging, equitable, and efficacious technology-enhanced language learning environments.
Top2. The Evolutionary Trajectory Of Technology Integration In English Language Education
2.1 Historical Perspectives on Technology Adoption in Language Pedagogy
The integration of technology in language teaching has a long and multifaceted history, tracing its origins back to the mid-twentieth century when audio-visual aids were first adopted in educational settings (Chapelle, 2001; Softa, 2022). The introduction of language laboratories and the utilization of audio recordings marked the initial foray into using multimedia resources to enhance language learning experiences (Kumar & Prasad, 2022). As technology progressed, the advent of video and computer technology further expanded the possibilities for incorporating technological tools into language classrooms.
In the 1980s, the field witnessed the emergence of computer-assisted language learning (CALL), a pivotal milestone in the amalgamation of technology and language education (Chapelle, 2001). CALL encompassed a diverse array of computer-based activities and software specifically designed to support language acquisition, providing learners with interactive exercises, multimedia materials, and communication tools (Warschauer & Healey, 1998). This shift towards CALL reflected a growing recognition of the potential of technology to facilitate language learning processes and promote learner autonomy (Benyo, 2020; Lai, 2019).
Key Terms in this Chapter
Flipped Classroom: A pedagogical model where students engage with instructional content online before class, and class time is dedicated to interactive activities, discussions, and collaborative work.
Learning Analytics: The measurement, collection, analysis, and reporting of data about learners and their contexts, with the purpose of understanding and optimizing learning and the environments in which it occurs.
Digital Tools: Various technological resources and applications used in language learning, such as online platforms, mobile apps, virtual/augmented reality, gamification, and intelligent tutoring systems.
Computer-Assisted Language Learning (CALL): The use of computers, digital technologies, and multimedia resources to support and facilitate language learning processes.
Technological Pedagogical Content Knowledge (TPACK): A framework that describes the knowledge teachers need to effectively integrate technology into their teaching practices, comprising an understanding of content, pedagogy, and technology.
Blended Learning: An instructional approach that combines face-to-face classroom instruction with online learning activities and resources.