How Do Stakeholder Groups’ Views Vary on Technology in Language Learning?
DOI:
https://doi.org/10.1558/cj.32211Keywords:
technology use, stakeholder views, survey, reliability, Language Flagship programsAbstract
This study examines how technology is perceived by different stakeholder groups in The Language Flagship programs. We administered questionnaires to three stakeholder groups: 14 directors, 34 instructors, and 100 learners at a variety of institutions with three goals: (a) to investigate what technologies the directors, instructors, and learners find useful for language instruction; (b) to explore how and to what degree the perceptions of the directors, instructors, and learners agree about technologies they think use; and (c) to study how learners’ views vary with regard to the value of various technologies for language learning inside and outside the classroom.References
Amaral, L. A., & Meurers, D. (2011). On using intelligent computer-assisted language learning in real-life foreign language teaching and learning. ReCALL, 23(1), 4–24. https://doi.org/10.1017/S0958344010000261
Amaral, L., Meurers, D., & Ziai, R. (2011). Analyzing learner language: Towards a flexible natural language processing architecture for intelligent language tutors. Computer Assisted Language Learning, 24(1), 1–16. https://doi.org/10.1080/09588221.2010.520674
Amer, M. (2014). A study of learners’ usage of a mobile learning application for learning idioms and collocations. CALICO Journal, 31(3), 285–302. https://doi.org/10.11139/cj.31.3.285-302
Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15(3), 241–249. https://doi.org/10.1076/call.15.3.241.8189
Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal 23(3), 533–550.
Bax, S. (2003). CALL—past, present and future. System, 31(1), 13–28. https://doi.org/10.1016/S0346-251X(02)00071-4
Bordbar, F. (2010). English teachers’ attitudes toward computer-assisted language learning. International Journal of Language Studies, 4(3), 27–54.
Brown, J. D. (2016). Language testing and technology. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 141–159). London: Routledge.
Brown, J. D., Trace, J., & Rodriguez, J. (2016). Stakeholder views of the place of technology in Flagship Programs. Honolulu, HI: Center for Language & Technology, University of Hawaii at Manoa. Available online at: http://lftic.lll.hawaii.edu/?page_id=1618 (click on Flagship Survey Full Report at the bottom).
Burston, J. (2014a). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539
Burston, J. (2014b). The reality of MALL: Still on the fringes. CALICO Journal, 31(1), 103. https://doi.org/10.11139/cj.31.1.103-125
Butler-Pascoe, M. E. (2011). The history of CALL: The intertwining paths of technology and second/foreign language teaching. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(1), 16–32. https://doi.org/10.4018/ijcallt.2011010102
Bytheway, J. (2015). A taxonomy of vocabulary learning strategies used in massively multiplayer online role-playing games. CALICO Journal, 32(3), 508–537. https://doi.org/10.1558/cj.v32i3.26787
Chapelle, C. A. (2008). Utilizing technology in language assessment. In Nancy H. Hornberger (Ed.), Encyclopedia of language and education (pp. 2263–2274). New York: Springer US. https://doi.org/10.1007/978-0-387-30424-3_172
Chen, E. C. & Cheng, W.-Y. E. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, 12(1), pp. 94–112. Retrieved from http://llt.msu.edu/vol12num2/chencheng.pdf
Chen, X. B. (2013). Tablets for informal language learning: Student usage and attitudes. Language Learning & Technology, 17(3), 20–36. Retrieved from http://llt.msu.edu/issues/february2013/chenxb.pdf
Cornillie, F., & Desmet, P. (2016). Mini-games for language learning. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 431–445). London: Routledge.
Cowan, R., Choo, J., & Lee, G. S. (2014). ICALL for improving Korean L2 writers’ ability to edit grammatical errors. Language Learning & Technology, 18(3), 193–207. Retrieved from http://llt.msu.edu/issues/october2014/cowanchoolee.pdf
de la Fuente, M. J. (2014). Learners’ attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261–276. https://doi.org/10.1080/09588221.2012.733710
Ducate, L., & Lomicka, L. (2013). Going mobile: Language learning with an iPod Touch in intermediate French and German classes. Foreign Language Annals, 46(3), 445–468. https://doi.org/10.1111/flan.12043
Garrett, N. (2009). Computer?assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93(s1), 719–740. https://doi.org/10.1111/j.1540-4781.2009.00969.x
Godwin-Jones, R. (2014). Games in language learning: Opportunities and challenges. Language Learning & Technology, 18(2), 9–19. Retrieved from http://llt.msu.edu/issues/june2014/emerging.pdf
Hegelheimer, V., Dursun, A., & Li, Z. (Eds.). (2016). Automated writing evaluation in language teaching: Theory, development, and application [Special Issue]. CALICO Journal, 33(1).
Heift, T. & Schulze, M. (Eds.) (2003). Error diagnosis and error correction in CALL. CALICO Journal, 20(3), 433–436.
Hitosugi, C. I., Schmidt, M., & Hayashi, K. (2014). Digital game-based learning (DGBL) in the L2 classroom: The impact of the UN’s off-the-shelf videogame, Food Force, on learner affect and vocabulary retention. CALICO Journal, 31(1), 19–39. https://doi.org/10.11139/cj.31.1.19-39
Hwang, W. Y., & Chen, H. S. (2013). Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26(2), 101–125. https://doi.org/10.1080/09588221.2011.639783
Jin, S. (2015). Using Facebook to promote Korean EFL learners’ intercultural competence. Language Learning & Technology, 19(3), 38–51. Retrieved from http://llt.msu.edu/issues/october2015/action2.pdf
Kim, D., Rueckert, D., Kim, D.-J., & Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73. Retrieved from http://llt.msu.edu/issues/october2013/kimetal.pdf
King, B. W. (2015). Wikipedia writing as praxis: Computer-mediated socialization of second-language writers. Language Learning & Technology, 19(3), 106–123. Retrieved from http://llt.msu.edu/issues/october2015/king.pdf
Lai, C., Shum, M., & Tian, Y. (2016) Enhancing learners’ self-directed use of technology for language learning: The effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40–60. https://doi.org/10.1080/09588221.2014.889714
Lee, C., Cheung, W. K. W., Wong, K. C. K., & Lee, F. S. L. (2013). Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners’ writings: An experimental study in a Hong Kong secondary school. Computer Assisted Language Learning, 26(1), 39–60. https://doi.org/10.1080/09588221.2011.630672
Lee, J. H., Lee, H., & Sert, C. (2015). A corpus approach for autonomous teachers and learners: Implementing an on-line concordancer on teachers’ laptops. Language Learning & Technology, 19(2), 1–15. Retrieved from http://llt.msu.edu/issues/june2015/emerging.pdf
Lee, K. W. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1–8.
Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26(1), 61–82. https://doi.org/10.1080/09588221.2011.631142
Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French/y. CALICO Journal, 32(1), 1–25.
Liao, H.-C. (2015). Using automated writing evaluation to reduce grammar errors in writing. ELT Journal, 70(3), 308–319. https://doi.org/10.1093/elt/ccv058
Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124–147. Retrieved from http://llt.msu.edu/issues/february2016/linwarschauerblake.pdf
Melo-Pfeifer, S. (2015). Blogs and the development of plurilingual and intercultural competence: Report of a co-actional approach in Portuguese foreign language classroom. Computer Assisted Language Learning, 28(3), 220–240. https://doi.org/10.1080/09588221.2013.818556
Meunier, F. (2016). Learner corpora and learner applications. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 376–387). London: Routledge.
Nagata, N. (2013). BANZAI: An application of natural language processing to web-based language learning. CALICO Journal, 19(3), 583–599.
Pardo-Ballester, C. (2012). CALL evaluation: Students’ perception and use of LoMásTv. CALICO Journal, 29(3), 532–547. https://doi.org/10.11139/cj.29.3.532-547
Payne, J. S., & Whitney, P. J. (2013). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1), 7–32.
Quixal, M., & Meurers, D. (2016). How can writing tasks be characterized in a way serving pedagogical goals and automatic analysis needs? CALICO Journal, 33(1), 19–48. https://doi.org/10.1558/cj.v33i1.26543
Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365–383. https://doi.org/10.1080/09588220701745817
Stockwell, G. (2016). Mobile language learning. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 296–307). London: Routledge.
Sykes, J. M. (2013). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22(3), 399–431.
Tsai, Y. R. (2015). Applying the technology acceptance model (TAM) to explore the effects of a Course Management System (CMS)-assisted EFL writing instruction. CALICO Journal, 32(1), 153–171.
Tsai, Y. R., & Talley, P. C. (2014). The effect of a course management system (CMS)-supported strategy instruction on EFL reading comprehension and strategy use. Computer Assisted Language Learning, 27(5), 422–438. https://doi.org/10.1080/09588221.2012.757754
Tseng, J. J., Lien, Y. J., & Chen, H. J. (2016). Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology. Computer Assisted Language Learning, 29(1), 127–147. https://doi.org/10.1080/09588221.2014.903978
Vajjala, S. & Meurers, D. (2014). Readability assessment for text simplification: From analyzing documents to identifying sentential simplifications. International Journal of Applied Linguistics, 165(2), 194–222.
Wang, S., & Camilla, V. (2014). The effect of target language use in social media on intermediate-level Chinese language learners’ writing performance. CALICO Journal, 31(1), 78–102. https://doi.org/10.11139/cj.31.1.78-102
Warren, M. (2016). Introduction to data-driven learning. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 337–347). London: Routledge.
Warschauer, M. (1995). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2–3), 7–26.
Winke, P., & Fei, F. (2008). Computer?Assisted Language Assessment. In Nancy H. Hornberger (Ed.), Encyclopedia of language and education (pp. 1442–1453). New York: Springer US. https://doi.org/10.1007/978-0-387-30424-3_110
Zhang, D. (2014). More than “hello” and “bye-bye”: Opening and closing the online chats in Mandarin Chinese. Computer Assisted Language Learning, 27(6), 528–544. https://doi.org/10.1080/09588221.2013.776966
Zhao, Y. (1996). Language learning on the World Wide Web: Toward a framework of network based CALL. CALICO Journal, 14(1), 37–51.
Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal 21(1), 7–27.
Amaral, L., Meurers, D., & Ziai, R. (2011). Analyzing learner language: Towards a flexible natural language processing architecture for intelligent language tutors. Computer Assisted Language Learning, 24(1), 1–16. https://doi.org/10.1080/09588221.2010.520674
Amer, M. (2014). A study of learners’ usage of a mobile learning application for learning idioms and collocations. CALICO Journal, 31(3), 285–302. https://doi.org/10.11139/cj.31.3.285-302
Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15(3), 241–249. https://doi.org/10.1076/call.15.3.241.8189
Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal 23(3), 533–550.
Bax, S. (2003). CALL—past, present and future. System, 31(1), 13–28. https://doi.org/10.1016/S0346-251X(02)00071-4
Bordbar, F. (2010). English teachers’ attitudes toward computer-assisted language learning. International Journal of Language Studies, 4(3), 27–54.
Brown, J. D. (2016). Language testing and technology. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 141–159). London: Routledge.
Brown, J. D., Trace, J., & Rodriguez, J. (2016). Stakeholder views of the place of technology in Flagship Programs. Honolulu, HI: Center for Language & Technology, University of Hawaii at Manoa. Available online at: http://lftic.lll.hawaii.edu/?page_id=1618 (click on Flagship Survey Full Report at the bottom).
Burston, J. (2014a). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539
Burston, J. (2014b). The reality of MALL: Still on the fringes. CALICO Journal, 31(1), 103. https://doi.org/10.11139/cj.31.1.103-125
Butler-Pascoe, M. E. (2011). The history of CALL: The intertwining paths of technology and second/foreign language teaching. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(1), 16–32. https://doi.org/10.4018/ijcallt.2011010102
Bytheway, J. (2015). A taxonomy of vocabulary learning strategies used in massively multiplayer online role-playing games. CALICO Journal, 32(3), 508–537. https://doi.org/10.1558/cj.v32i3.26787
Chapelle, C. A. (2008). Utilizing technology in language assessment. In Nancy H. Hornberger (Ed.), Encyclopedia of language and education (pp. 2263–2274). New York: Springer US. https://doi.org/10.1007/978-0-387-30424-3_172
Chen, E. C. & Cheng, W.-Y. E. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, 12(1), pp. 94–112. Retrieved from http://llt.msu.edu/vol12num2/chencheng.pdf
Chen, X. B. (2013). Tablets for informal language learning: Student usage and attitudes. Language Learning & Technology, 17(3), 20–36. Retrieved from http://llt.msu.edu/issues/february2013/chenxb.pdf
Cornillie, F., & Desmet, P. (2016). Mini-games for language learning. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 431–445). London: Routledge.
Cowan, R., Choo, J., & Lee, G. S. (2014). ICALL for improving Korean L2 writers’ ability to edit grammatical errors. Language Learning & Technology, 18(3), 193–207. Retrieved from http://llt.msu.edu/issues/october2014/cowanchoolee.pdf
de la Fuente, M. J. (2014). Learners’ attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261–276. https://doi.org/10.1080/09588221.2012.733710
Ducate, L., & Lomicka, L. (2013). Going mobile: Language learning with an iPod Touch in intermediate French and German classes. Foreign Language Annals, 46(3), 445–468. https://doi.org/10.1111/flan.12043
Garrett, N. (2009). Computer?assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93(s1), 719–740. https://doi.org/10.1111/j.1540-4781.2009.00969.x
Godwin-Jones, R. (2014). Games in language learning: Opportunities and challenges. Language Learning & Technology, 18(2), 9–19. Retrieved from http://llt.msu.edu/issues/june2014/emerging.pdf
Hegelheimer, V., Dursun, A., & Li, Z. (Eds.). (2016). Automated writing evaluation in language teaching: Theory, development, and application [Special Issue]. CALICO Journal, 33(1).
Heift, T. & Schulze, M. (Eds.) (2003). Error diagnosis and error correction in CALL. CALICO Journal, 20(3), 433–436.
Hitosugi, C. I., Schmidt, M., & Hayashi, K. (2014). Digital game-based learning (DGBL) in the L2 classroom: The impact of the UN’s off-the-shelf videogame, Food Force, on learner affect and vocabulary retention. CALICO Journal, 31(1), 19–39. https://doi.org/10.11139/cj.31.1.19-39
Hwang, W. Y., & Chen, H. S. (2013). Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26(2), 101–125. https://doi.org/10.1080/09588221.2011.639783
Jin, S. (2015). Using Facebook to promote Korean EFL learners’ intercultural competence. Language Learning & Technology, 19(3), 38–51. Retrieved from http://llt.msu.edu/issues/october2015/action2.pdf
Kim, D., Rueckert, D., Kim, D.-J., & Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73. Retrieved from http://llt.msu.edu/issues/october2013/kimetal.pdf
King, B. W. (2015). Wikipedia writing as praxis: Computer-mediated socialization of second-language writers. Language Learning & Technology, 19(3), 106–123. Retrieved from http://llt.msu.edu/issues/october2015/king.pdf
Lai, C., Shum, M., & Tian, Y. (2016) Enhancing learners’ self-directed use of technology for language learning: The effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40–60. https://doi.org/10.1080/09588221.2014.889714
Lee, C., Cheung, W. K. W., Wong, K. C. K., & Lee, F. S. L. (2013). Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners’ writings: An experimental study in a Hong Kong secondary school. Computer Assisted Language Learning, 26(1), 39–60. https://doi.org/10.1080/09588221.2011.630672
Lee, J. H., Lee, H., & Sert, C. (2015). A corpus approach for autonomous teachers and learners: Implementing an on-line concordancer on teachers’ laptops. Language Learning & Technology, 19(2), 1–15. Retrieved from http://llt.msu.edu/issues/june2015/emerging.pdf
Lee, K. W. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1–8.
Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26(1), 61–82. https://doi.org/10.1080/09588221.2011.631142
Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French/y. CALICO Journal, 32(1), 1–25.
Liao, H.-C. (2015). Using automated writing evaluation to reduce grammar errors in writing. ELT Journal, 70(3), 308–319. https://doi.org/10.1093/elt/ccv058
Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124–147. Retrieved from http://llt.msu.edu/issues/february2016/linwarschauerblake.pdf
Melo-Pfeifer, S. (2015). Blogs and the development of plurilingual and intercultural competence: Report of a co-actional approach in Portuguese foreign language classroom. Computer Assisted Language Learning, 28(3), 220–240. https://doi.org/10.1080/09588221.2013.818556
Meunier, F. (2016). Learner corpora and learner applications. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 376–387). London: Routledge.
Nagata, N. (2013). BANZAI: An application of natural language processing to web-based language learning. CALICO Journal, 19(3), 583–599.
Pardo-Ballester, C. (2012). CALL evaluation: Students’ perception and use of LoMásTv. CALICO Journal, 29(3), 532–547. https://doi.org/10.11139/cj.29.3.532-547
Payne, J. S., & Whitney, P. J. (2013). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1), 7–32.
Quixal, M., & Meurers, D. (2016). How can writing tasks be characterized in a way serving pedagogical goals and automatic analysis needs? CALICO Journal, 33(1), 19–48. https://doi.org/10.1558/cj.v33i1.26543
Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365–383. https://doi.org/10.1080/09588220701745817
Stockwell, G. (2016). Mobile language learning. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 296–307). London: Routledge.
Sykes, J. M. (2013). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22(3), 399–431.
Tsai, Y. R. (2015). Applying the technology acceptance model (TAM) to explore the effects of a Course Management System (CMS)-assisted EFL writing instruction. CALICO Journal, 32(1), 153–171.
Tsai, Y. R., & Talley, P. C. (2014). The effect of a course management system (CMS)-supported strategy instruction on EFL reading comprehension and strategy use. Computer Assisted Language Learning, 27(5), 422–438. https://doi.org/10.1080/09588221.2012.757754
Tseng, J. J., Lien, Y. J., & Chen, H. J. (2016). Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology. Computer Assisted Language Learning, 29(1), 127–147. https://doi.org/10.1080/09588221.2014.903978
Vajjala, S. & Meurers, D. (2014). Readability assessment for text simplification: From analyzing documents to identifying sentential simplifications. International Journal of Applied Linguistics, 165(2), 194–222.
Wang, S., & Camilla, V. (2014). The effect of target language use in social media on intermediate-level Chinese language learners’ writing performance. CALICO Journal, 31(1), 78–102. https://doi.org/10.11139/cj.31.1.78-102
Warren, M. (2016). Introduction to data-driven learning. In I. Murray & F. Farr (Eds.), Routledge handbook of language learning and technology (pp. 337–347). London: Routledge.
Warschauer, M. (1995). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2–3), 7–26.
Winke, P., & Fei, F. (2008). Computer?Assisted Language Assessment. In Nancy H. Hornberger (Ed.), Encyclopedia of language and education (pp. 1442–1453). New York: Springer US. https://doi.org/10.1007/978-0-387-30424-3_110
Zhang, D. (2014). More than “hello” and “bye-bye”: Opening and closing the online chats in Mandarin Chinese. Computer Assisted Language Learning, 27(6), 528–544. https://doi.org/10.1080/09588221.2013.776966
Zhao, Y. (1996). Language learning on the World Wide Web: Toward a framework of network based CALL. CALICO Journal, 14(1), 37–51.
Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal 21(1), 7–27.
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2018-05-15
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Trace, J., Brown, J. D., & Rodriguez, J. (2018). How Do Stakeholder Groups’ Views Vary on Technology in Language Learning?. CALICO Journal, 35(2), 141-161. https://doi.org/10.1558/cj.32211
