This chapter presents the history of DLL&T based on the digital technology trends in each period

1. Chapter One
History of Technology and Language Learning
Chapter Objectives
This chapter presents the history of DLL&T
based on the digital technology trends in each
period.

2. Introduction
The history of DLL&T underwent several
developments owing to the advancement of
digital technologies.
 Many researchers have classified such history
based on theories and hypotheses.

3.  However, this particular history was influenced
by the availability and functions of digital
technologies and not by the views of the
language learning acquisition process.
 Teachers and researchers have attempted to
utilize digital technologies based on the
capabilities and functions of each digital
technology.

4. (1) Cylinder Recordings, Phonograph Records,
and Radio Stations Era
 Cylinder recordings, phonograph records, and radio
stations are the earliest digital technologies used in
language learning and teaching.

5.  These devices were commonly used in
language education from 1900 to 1950s.

6.  They were used to improve language
learners’ listening skills and pronunciation by
enabling them to listen to native speakers.

7.  At that time, hearing and meeting native
speakers of several foreign languages were
difficult.
 The BBC radio station was one of the first
radio station that presented English language
learning lessons in the 1950s.

8. (2) Audiotapes, Videotapes, and TV Channels Era
 From the 1960s to 1980s, audiotapes,
videotapes, and TV channels were the common
digital technologies in language education.

9.  These technologies enabled language
learners to watch and listen to foreign
languages at home.

10.  Audiotapes and videotapes include films,
documentaries, news, comedy shows,
commercials, weather reports, and music
performances produced by native speakers to
introduce learners to authentic languages.

11.  TV channels also started to present language
learning programs to assist watchers in learning
foreign languages.
 A TV channel was used as a medium that
connects language teachers and learners in
some countries.

12. (3) CDs and DVDs Era
 In the 1990s, language learners and teachers
started to gain access to personal computers.
 The integration of CD/DVD players to
computers facilitated the effective delivery of
language learning lessons.

13.  Moreover, computers with microphones
enabled learners to record their voices using
software that feature speech recognition
technology.


14.  Computer software developed and
distributed among learners in CDsDVDs include
Hyperglot, Transparent Language, and Rosetta
Stone.


15.  In the 1990s, CDs and DVDs were the tools
used to deliver lessons to language learners.

16. (4) Restricted Software, Applications, and Systems Era
 Restricted language learning applications and
systems were common in language education
prior to 2004.


17.  These software or systems have extremely
limited functions because of the limitation of
digital technologies at that time and not
because of the knowledge of teaching
methods or theories.

18. Restricted applications focus on repetition and
immediate pre-stored feedback.
 The main activities in restricted language
learning systems include multiple choice,
fill‐in‐the‐blank, match or rank, and
reassembling items.

19. Such applications compare the learners’
answers with pre‐stored, correct answers.
 Restricted language learning systems are not
interactive and do not support sharing and
collaboration

20. (5) Web 1.0 Era
 The Web (Internet) was first tested in 1990.
 Web 1.0 refers to the first stage of the World
Wide Web (WWW) and entirely comprises web
pages connected by hyperlinks.


21.  Web 1.0 is a set of static websites that do not
provide interactive contents.
 The invention of Web 1.0 resulted in the
appearance of many free web‐based language
learning materials in different languages on the
Internet.

22.  Thousands of websites were established to
teach different languages and provide language
teachers with authentic language learning
materials.


23. However, the interaction between learners
and contents were limited, while the
collaborations between learners and their
instructors were also limited in Web 1.0 sites.


24. Web 1.0 language learning websites are
similar to restricted language learning software
in their features.

25. (6) Smart or Modern Software, Systems, and Applications Era
 Intelligent language learning applications
became common after 2004.


26.  Advancements in digital technologies, such as
the natural language processing and network
systems, increased the production of
intelligent language learning software.


27.  Intelligent language learning applications
provide informative and error-specific
corrective feedback, instructional guidance
and scaffolding, and information on learners’
current interlanguage state.

28.  Intelligent applications record the learners’
performances in their respective profiles to
provide them with activities and lessons that
match their language learning levels and interests.


29.  Such applications also provide learners with
contextual corrective feedback to their answers
and create additional opportunities for
interaction between learners and computers.


30.  These applications also draw the learners’
attention to gaps between their interlanguage
and the target language.

31. (7) Web 2.0 Era
 Web 2.0 started in 2004.
 Web 2.0 allows language teachers and
learners to interact and collaborate with one
another to create online content.


32.  In Web 1.0 websites, language learners were
limited to the passive viewing of language
learning contents.
 However, Web 2.0 technologies enabled the
creation of blogs, wikis, and social networking
sites (e.g., Facebook, Twitter, Instagram, and
YouTube).

33.  Web 2.0 enabled various technical features,
such as those that enable users to tag, share,
like, dislike, comment, and subscribe, to
facilitate the creation and distribution of
language learning contents.

34.  Moreover, Web 2.0 and intelligent
applications enabled language learning and
teaching models to generally shift from
exclusively teacher-centered learning
environments toward student-oriented, active,
and collaborative ones.

35.  Web 2.0 language learning websites are
similar to intelligent language learning systems.

36. (8) Mobile Assisted Language Learning (MALL) Era
 Since 2006, the use of mobile devices has
increased in the field of language learning and
teaching.


37.  The term “mobile assisted language learning
(MALL)” started to appear frequently in
journal articles.
 Language learners are no longer tied
exclusively to desktop computers in houses or
school laboratories.

38.  Language students use wireless mobile
devices (e.g., laptops, tablets, and smartphones)
to access lessons, engage in development
projects, and interact with other learners.


39. Language learners also started to engage
considerably in games that facilitate that
improvement of their language skills.

40.  The introduction of the iPhone, IPad, and
Samsung Galaxy phones has led to the design of
several language learning applications to meet
the needs and expectations of language
learners.

41. Thank you so much
Dr. Fawzi Eltayeb Yousuf Ahmed
Email: feltayb12@gmail.com