The document discusses using technology like Skype to facilitate tandem language learning. Tandem learning involves two students partnering to practice a foreign language together through communication. Skype allows students to connect with native speakers abroad for language exchange. However, simply using voice chat tools is not enough - students need clearly defined tasks and goals to stay motivated. Educators must be trained to develop effective tasks that emphasize communication and maximize interaction between native and non-native speakers. As technology and online tools continue advancing, their integration into language teaching will help provide students with real-time global interaction and opportunities for autonomous learning.

1. ICT applied to English Teaching
Informática Aplicada a la Enseñanza del
Idioma Inglés
Student: Marina Gorosito
Lecturer: Paula Ledesma
Course: 4 691
Year: 2010
Deadline: November 28th
Marina Gorosito – Final Exam Essay UTN – INSPT
2010 – ICT Applied to English Teaching
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2. Nowadays, new tools are emerging and new methods of teaching are
being proposed, one of them is Tandem Language Learning. Brammerts (2000)
defined Tandem language learning as “autonomous learning which does not
normally replace language courses but rather arises from such courses and
often complements them. […] It mostly has to do with learning by
communicating in the foreign language, and its effectiveness depends on the
communication strategies and learning techniques the student is able to
deploy.” One way in which learning in tandem can be put into practice is
through the use of Skype, according to authors Tony Mullen, Christine Appel
and Trevor Shanklin.
One of the most important features these kinds of services offer is the
fact that the basic functionalities are free of charge, which is a clear
advantage due to the fact that including them in the teaching of languages
would not impose a monetary demand on the learners. This contributes to
the fact that students may continue using these kinds of software after they
leave the course. According to Mullen, Appel, & Shanklin (2009; p. 104), “the
arrival of Skype sites to help users find a tandem partner has flourished.”
One clear example of these kinds of sites was the no longer functioning
Jyve.com. “An important intuition behind this service was that it was
necessary to have some kind of community support to enable Skype to fulfill
its potential as a language learning tool.”
Marina Gorosito – Final Exam Essay UTN – INSPT
2010 – ICT Applied to English Teaching
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3. Although there has been a rising interest in the use of these new tools, it
has proven to be difficult to fully exploit the functionalities they offer to language
teaching and learning. There are also some other drawbacks that should be
taken into account when introducing these new methods in the classroom; such
as awkwardness at the prospect of establishing a conversation with a complete
stranger, students using only one L2, or running out of topics to talk about.
Little and Brammerts (1996) postulate that tandem language learning
needs to observe two principles in order to be successful: the principle of
learner autonomy and the principle of reciprocity (Mullen, Appel, & Shanklin,
2009; p. 105). The first may be considered to be the main component of the
tandem exchange, as it refers to a students taking learning of a language into
their own hands. The second principle, that of reciprocity, deals with the fact
that both members in the exchange should invest the same time and effort,
so they can both practice the target language.
The Skype software offers a useful tool that allows “access to native
speakers in their home countries who would not otherwise be accessible”
(Mullen, Appel, & Shanklin, 2009; p. 105). On the other hand, time difference
may pose a problem for members of the exchange to meet, making it difficult for
them to arrange a time to carry it out. Due to this, students may need some kind
of ‘extra motivation’ to continue with the exchange; such as a task to hand in or
extra credits.
Marina Gorosito – Final Exam Essay UTN – INSPT
2010 – ICT Applied to English Teaching
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4. However, the use of a software such as Skype is not sufficient a tool to
benefit language students in an effective way. There is a compelling need for
purpose and clearly defined tasks that give students the opportunity to have
enough and fruitful opportunities to communicate in the target language.
According to the authors (p. 106), “natural communication happens when
people have a reason to communicate. Thus it is necessary to support students
not only with respect to what to talk about, but why they talk.”
Motivation is a key component in the use of Skype; at the ‘macro’ level it
is necessary to involve the students in the exchange; and at the ‘micro’ level,
natural motivations for a conversation should be taken into account. Besides
there being an information gap, there needs to be a reason behind each topic
that is handed to the students for them to talk about. Motivation also plays an
important part in participation, which can be voluntary, voluntary with an
incentive, or compulsory. The second option might be considered to be the
best, but regardless of this, in all cases students need clearly defined tasks to
carry out.
There are some characteristics that should be considered when
developing tasks for this purpose. The first one is the already mentioned
emphasis on communication; there should also be a goal-oriented aspect for
both L1 and L2 speakers at all times; and also, maximal exploitation of native-
speaker interaction.
Marina Gorosito – Final Exam Essay UTN – INSPT
2010 – ICT Applied to English Teaching
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5. In conclusion, the use of the Skype software has proven to be enriching
to the language learning environment. However, there are some issues that
should be taken into account so as not to turn this kind of exercise into a static
task where neither the L1 speaker nor the L2 speaker profit from. Additions like
this to the classroom go hand in hand with teacher training in how to use them
and how to adapt tasks for this purpose.
The future of ELT
“What we expect to see happening is more online training, but
combining Virtual Learning Environments (VLEs) with social tools”
(Dudeney, & Hockly, 2007). As teachers get more acquainted with
these kinds of tools, ICT in ELT will become a powerful tool with which
educators will be able to provide their students with real-time interaction with
people from around the globe. Moreover, they may be able to provide
learners with interactive tools where they take learning into their own hands
and become autonomous; which may prove to be useful when the specific
course they may be taking is over. According to Dudeney & Hockley (2007;
p. 152) “it is highly likely that the more static material which can be offered in
a VLE will be complemented by some social sites […] and better
synchronous tools such as peer-to-peer voice chat via Skype or similar
software. This integration of services will allow for as more rounded user
experience, and significantly improve the uptake in the area of language
Marina Gorosito – Final Exam Essay UTN – INSPT
2010 – ICT Applied to English Teaching
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6. learning and teaching online.” On top of this, new tools adaptable to the ESL
classroom are constantly emerging and they are more and more user friendly
each time. I definitely believe that ESL will profit from technology advances
and more and more schools will realize this in the coming years.
References:
Brammerts, H. (2000). Learning in tandem. Retrieved
from http://sfedu.ru/tandem/learning/idxeng11.html
Mullen, T, Appel, C, & Shanklin, T. (2009). Skype-
based tandem language learning and web 2.0.
Dudeney, G, & Hockly, N. (2007). How to teach
english with technology. England: Pearson Longman.
Marina Gorosito – Final Exam Essay UTN – INSPT
2010 – ICT Applied to English Teaching
6

7. learning and teaching online.” On top of this, new tools adaptable to the ESL
classroom are constantly emerging and they are more and more user friendly
each time. I definitely believe that ESL will profit from technology advances
and more and more schools will realize this in the coming years.
References:
Brammerts, H. (2000). Learning in tandem. Retrieved
from http://sfedu.ru/tandem/learning/idxeng11.html
Mullen, T, Appel, C, & Shanklin, T. (2009). Skype-
based tandem language learning and web 2.0.
Dudeney, G, & Hockly, N. (2007). How to teach
english with technology. England: Pearson Longman.
Marina Gorosito – Final Exam Essay UTN – INSPT
2010 – ICT Applied to English Teaching
6