This chapter aims to present the common types and categories of digital technologies that are used in DLL&T.

1. Chapter 2: Distance Digital Language Learning
Chapter objective
This chapter aims to present the
common types and categories of
digital technologies that are used
in DLL&T.

2. Introduction
Distance DLL&T and tele-language education
means geographical and time distance between
language learners and instructors.

3. Digital technologies facilitate the expansion of
distance language education.

4. Several categories of distance language
education have emerged because of the
improvement in digital technology

5.  Identify the common types and categories
of digital technologies that are used in
DLL&T ?

6. (1) Synchronous Distance DLL&T Type
 Synchronous distance DLL&T means that
language teachers provide real-time instruction
to students using online software, particularly
through “live language learning lessons.”

7. Teachers may use two-way videoconferences to
conduct classes.
 Telephone conversations, videoconferencing,
and online chats are examples of synchronous
communication.

8. (2) Asynchronous Distance DLL&T Type
 Asynchronous distance DLL&T indicates that
students study at a later time from the delivery
of the instruction.
Teachers post or send learning materials and
students study these materials at their preferred
time.

9.  CDs, DVDs, and emails are examples of
asynchronous communication because learners
respond and study at different times.

10. (3) Blended DLL&T Type
In blended DLL&T courses, some classes are
conducted in face-to-face classrooms, while
others are conducted online.
 This learning technique combines online
digital technologies with traditional classroom
methods.

11. (4) Flipped DLL&T Classrooms Type:
 Flipped language learning classes is a type of
blended learning.


12.  Language students are required to watch
prerecorded lectures online and practice
what they learned in face-to-face classes.

13.  Students are introduced to the contents and
materials before/outside of the online classes to
practice what they learned in face-to-face
classrooms.


14.  Assignments, activities, and homework are
accomplished face-to-face.
 It reverses the learning.

15. (5) Virtual Language Classes and Schools Type
 Virtual classrooms are online classrooms that
have been established for the use of specific
applications and systems.


16.  Virtual schools use the Internet to register
students, conduct classes, hold exams, post
grades, and submit certificates.


17.  Every aspect of the educational process is
conducted online and without face-to-face
interactions.

18. (6) Computer-mediated Communication and DLL&T Type
 The first use of computer-mediated
communication (CMC) technologies for
language teaching purposes was asynchronous
learning.


19.  In the 1990s, instructors used email to send
and receive assignments and clarification
requests.

20.  Moreover, instructors use different CMC
tools, such as email, Skype, WhatsApp, Twitter,
Instagram, Facebook, and Snapchat, to
communicate with their students.


21.  CMC tools can be used to deliver lessons on
grammar, vocabulary, reading, writing, listening,
and speaking.

22.  For example, a teacher who uses Twitter to
connect with and teach vocabulary to students
can be considered using CMC for vocabulary
learning purposes.
 A teacher who uses Skype to connect with
and teach speaking skills to students employs
CMC for speaking purposes.

23. (7) Video Conferencing and DLL&T Type
 Video conferencing is the use of
videotelephony technologies that transmit
audio–video signals between teachers and
students.
 Students can watch their instructors in real
time while the latter is explaining the lessons.

24.  Language students also use this technology to
hold meetings and accomplish group works.
 Telecollaboration utilizes video conference
technologies to gather language students from
different locations in one place.

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