This document outlines key topics in using information and communication technologies (ICT) for language learning and teaching. It discusses (1) frameworks for categorizing technology tools as tutors or tools, (2) aligning technology with teaching approaches and learning goals, (3) identifying affordances of technologies for language instruction, and (4) effective principles for teaching with technology. The document provides references for further reading on integrating technology while maintaining a focus on language accuracy, fluency and meaning.

1. ELIN005/ICT
Irina Elgort, CAD / LALS
Victoria University of Wellington
irina.elgort@vuw.ac.nz

2. 2
Outline
1. ICT in language learning and teaching (LL&T)
2. Identifying affordances of technology for LL&T
3. Principles of using technology in LL&T
4. Trends in TELL/CALL
outline

3. 3
ICT in language learning and
teaching?
• Tutor/Tool framework (Levy, 1997)
Aligning:
• Technology & teaching philosophy/approach
• Technology & teaching/learning goals
• Technology & language areas and skills
Topic 1

4. 4
Tutor/Tool framework and beyond
Tutor: 1) ‘intelligent’ – provides feedback/evaluation;
2) includes content, e.g. contains dictionaries/libraries/data)
3) teacher involvement is not critical or redundant
Tool: 1) enables activities, improves efficiency of work;
2) does not evaluate; 3) teacher involvement is necessary or desirable
Digital content / repositories / databases
• Video: TED, YouTube, Vimeo
• Image repositories: Flicr, ArtStor, Google Images
• Music repositories: NaxosMusic
• Text: Project Gutenberg, Google books
Blends
• Content + tutor
• Tutor + tool
Virtual Learning Environments/Learning Management Systems
• Moodle, Blackboard, Sakai, Desire2Learn,
Drupal, Instructure
Topic 1

5. New ways of categorizing CALL
5 levels of technologies (Levy, 2010):
1. Concrete level – physical / material form (hardware-based) –
mobile phone, video cameras, voice recorders, MP3 players
2. Management level – LMS, VLE, Distance LL environments
3. Applications and tools level – Word processors, CMC
applications, email, chat, blogs, videoconferencing + specific
applications (MS Word, PowerPoint, DreamWeaver, Audacity)
4. Resource level – authentic materials, e.g. online newspapers,
books, online TV, language tutors and website for language
learning
5. Component technologies – form part of a larger entity, such as
a parent program, e.g. spell and grammar checkers, electronic
dictionaries, glosses, multimedia annotation tools, reviewing
tools (e.g. track changes, comments in MS Word).

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Align technology & teaching
philosophy / approach
Learning Theory Format Application / Use
Behaviorism (learning Variety of drill-and-practice Individual instructive tools:
utilizing the stimulus-response programs e.g., language labs focused
approach) on structure drills.
Repetition, retrieval & positive
reinforcement
Cognitive approach (focused Tutorials and information Informative tools:
on the learning processes of databases; making sense… Encyclopedia, Wikipedia,
the individual) The frequency approach (see Internet resources
Nick Ellis) Corpus and data-driven
learning
Constructivism (knowledge Individual generic purpose Individual constructive tools:
is actively constructed by the tools used in project-based word-processors, presentation
learner) and inquiry-based learning software, simulations,
hypertext and hypermedia
Social Constructivism (the Collaborative/cooperative Social communicative /
role of social and cultural generic environments constructive tools:
variables in learning; learning communication tools and
occurs in social contexts environments - e-mail, online
through interaction). forums, AV conferencing,
blogs; computer-mediated
collaborative environments.
Topic 1

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Align the use of technology &
teaching/learning goals
How much guidance is needed? Tutor, tool or both?
How much content adaptation is needed? How
authentic does the input need to be?
• Who are your learners?
– Children, young adults, adults
– Level of learner autonomy
– What do they already know (needs analysis)
– Access to technology
• Why are they learning English?
– Motivational aspects
– Anticipated language use
Topic 1

8. Align technology & language
knowledge / skills / curriculum strands
• Grammar • Exercised / Corpus-based
• Vocabulary • Flashcards / Text-based
• Pronunciation • Practice – feedback
• Reading • Authentic / simplified
• Writing • Multiple forms, authorship
• Listening • Authentic with support
• Speaking • VoIP
• Culture • News / Video / CMC
The English Learning Wiki
Topic 1 8

9. 9
Identifying technology affordances for
LL&T
The educational worth of the tool:
• Pedagogical affordances – implementations of pedagogical
approaches:
– Teaching: Does the tool/program support teacher-, learner or learning
centred approaches? What SLA theory is it aligned with?
– Learning: Is the tool/program able to support the learning activity students
are required to complete?
• Social affordances
– Does the tool support diverse means of communication? (voice/face/body)
– Communication: synchronous / asynchronous / both
The potential of the tool in materializing and actualizing the
educational intent:
• Technological affordances
– the usability of the technological tool in accomplishing tasks
efficiently and effectively
(based on Fareed, 2010)
Topic 2

10. Task
The communication tools and technologies below are
not designed for language teaching. Evaluate their
pedagogical, social and technological affordances for
teaching intercultural communication.
• Email
• Text-based chat-rooms
• Asynchronous discussion forum
• Blogs
• Skype / Tango
• Virtual worlds
• Podcasts/Vodcasts

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Principles of using technology in LL&T
Nina Garrett (2009)
• Tutorial
• Engagement with authentic materials
• Communication
Levy & Stockwell (2006): Any language teaching/learning
approach which fails to focus on accuracy and form as well as
fluency and meaning, or vice versa, is destined to have only
limited success.
Donaldson & Haggstrom (2006: ix) highlights the importance of
“facilitating the learning process through the partnership of
pedagogical expertise and technological innovation”.
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Effective principles of teaching and
learning
• Know the learner - build on prior knowledge (needs analysis /
pre-testing / personal profiles)
• Identify the learning outcomes including the language demands
of the topic (use vocabulary profilers and other text analysis
tools)
• Help students achieve the learning outcomes using
differentiated levels of support (more than one difficulty level)
• Provide multiple opportunities for authentic language use
• Ensure a balance between receptive and productive language
• Provide opportunities for fluency development
based on the CLESOL 2012 paper by Bedford, Matthews &Gibson.
See also http://www.ellinz.vln.school.nz
http://esolonline.tki.org.nz
Topic 3

13. References
Bedford, J., Matthews, B., & Gibson, J. (2012). Teaching not tools - using an online
programme to accelerate student learning. CLESOL 2012, Palmerston North.
Donaldson, R. P., & Haggstrom, M. A. (Eds.). (2006). Changing language education
through CALL. New York: Routledge.
Fareed, W. (2010). Affordances of an audioblog and suggestions for its recruitment
and use in oral lessons. ICT for self-directed and collaborative learning, 70-79.
Singapore: Pearson/Prentice Hall.
Garrett, N. (2009). Computer-assisted language learning trends and issues
revisited: Integrating innovation. The Modern Language Journal, 93, 719-740.
Levy, M. (2010). Developing the language skills: Aligning the technological tool to
the pedagogical purpose. In C. Ward (Ed.), New Technologies & Language
Learning. Anthology Series 51 (pp. 16-27). Singapore: SEAMEO Regional
Language Centre.
Levy, M. (2009). A tutor-tool framework. In P. Hubbard (Ed.), Computer-Assisted
Language Learning, Volume 1, Foundations of CALL. Critical Concepts in
Linguistics (Chapter 2, pp. 45-78). Routledge. New York.
Levy, M. (2009). Technologies in use for second language learning. The Modern
Language Journal 93: 769-782.