Technology Use in Foreign Language Classrooms
Technology Use in Foreign Language Classrooms
The development of globalization as well as human civilization has led to increased interactions among the world population. This has led to remarkable developments in the education system, whereby different world education systems have been integrated. One of the profound elements of modern education system is the concept of second language acquisition. This is a process through which people gain knowledge of a second language (Osborn 2000, p 29). This phenomenon is very common in recent days, whereby people learn additional language after learning native language (s). It is worth noting that second language learning has been of great importance in human society in that it has facilitated cooperation among different world populations. This scenario has led to remarkable developments in trade as well as world peace, since a sense of understanding is established among the different communities. Nevertheless, second language acquisition has been a problematic procedure that has encountered numerous problems. The key challenge in executing second language acquisition has been the lack of an appropriate tool, hence leading to inefficiency in the whole process. In response to this crisis, technology has sought to efficiently counter the situation (Bredella and Delanoy 1996, p 1). As depicted by Blake (2008, p 24), technology has established an efficient platform and methodology for administering second language acquisition. The skills of writing, reading, comprehension, speaking as well as listening are adequately addressed by technological tools of instruction. This paper will focus on the concept of technology use in foreign language classrooms.
Technology Use in Foreign Language Classrooms
The 20th century has been marked by significant developments in technology, hence providing adequate technology resources to world language teachers. Blake (2008, p 24) referred these developments in technology as a magic wand or magic carpet that has been proficient of transforming the curriculum and teaching process. This aspect has been able to adequately counter the problems and challenges faced in the teaching process (Bredella and Delanoy 1996, p 1). Second language learning has been the most noticeable element of education that had been overlaid by numerous problems. This is in regard to the old age methodologies and instructional procedures that have not been able to adequately meet the learners’ needs. The teacher is bound to utilize his/her skills in integrating technology with the learning tasks so as to ensure attainment of the learning objectives.
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Most of the academic institutions in present days have adequately adopted technology in the learning process. This is evident through computer and internet facilities that have been adequately established in these institutions. Cennamo et al (2009, p 354) argued that, computer and internet technology has been able to provide authentic sources that are unavailable in other phenomenon. Cennamo et al (2009, p 354) adds that, meaningful integration of technology in the learning process leads to efficient development of essential lasting learning. With adoption of technology tools in learning, learners are equipped with the skills and knowledge of using another language. In addition, learners are also empowered with capabilities of making effective and discerning utilization of technological tools. This phenomenon has in turn lead to efficiency of the learning process alongside adequate empowerment of learners with efficient life skills.
Why use technology in second language teaching
The use of technology as a tool in second language teaching has been inevitable in recent days. This is based on the advancements and developments that have been realized in the technological field. It has been realized that, sophisticated learning resources have been provided by technology hence making it an essential tool for learning (Blake 2008, p 24). Some of the key factors that make technology applicable in the learning process include the following.
To begin with, students and the world population in general are at present technology-literate. Technologically facilitated tools and equipments like videos, computers among other facilities are easily accessible to a big proportion of the world population. Many students are highly proficient in the use of computers and internet, thus making it an efficient tool for acquiring information. Research has shown that, both developed and developing nations are highly endowed with technology. In the developed nations, nearly all students have easy access to computers and internet, whereby most of them have laptops and other sophisticated technology facilities. This phenomenon has offered them with golden opportunities for enhancing acquisition of information on second language (Osborn 2000, p 29).
As depicted by Dekeyser (2007, p 196), students have different learning rates and styles. In this regards, technology offers the teacher a broad range of ways and techniques of executing the instructional process. In the case of second language learning, the teachers are offered efficient learning resources that ensure effective administering of information to the learners. On the other hand, technology has also been credited for its ability to relate curriculum with outside classroom life. In present days, technology has become an essential component of life, thus making its use inevitable. With this in mind, adoption of technology in teaching the second language helps the teacher to expose his/her learners with the outside world. The skills and knowledge of using technology in other life situations is also facilitated by the use of technology in the learning process (Dekeyser 2007, p 196).
Technology use in the learning process has also been acknowledged for helping learners to engage in worthwhile activities. Learners are able to involve in interpersonal exchanges, problem solving projects as well as intensive information gathering. These opportunities would have otherwise been unavailable without technology. For instance, the concept of internet has created golden opportunities for learners in that they are able to gather varied information that facilitates their learning. It is also worth noting that technology helps learners to participate actively in information age. The world is rapidly being transformed into the digital and internet era, thus the need for all people to up-dated with recent developments (Sullivan 2002, p 132).
A key element of using technology in second language learning is that it acts as a motivation to the learners. Learners are able to concentrate more in classrooms were technological tools are used. This in turn leads to efficiency and effectiveness of the learning process. A change of instructional method leads to relieve of boredom hence enhancing effective learning. Through the use of multimedia programs, wider dimensions of second language learning are provided. In this regard, the teacher is offered a wider variety of learning resources, which in turn enhances the learning process (Tenorio et al 2007, p 236).
Sullivan (2002, p 132) outlined that, the use of technology in second language learning makes the learning process practical and relevant in the lives of the learners. For instance, the use of email communication has facilitated overseas communication. This phenomenon has led to efficiency in the learning process, thus enhancing second language acquisition. Technology also helps learners to work in a collaborative manner. This is based on the fact that technological tools lead to more involving learning environments, which increase the interactions among students and their instructors. In addition, technology provides learners with opportunities to use receptive and productive abilities in learning and real life situations. For instance, the use of technology has facilitated students to adequately learn second language through writing newsletters as well as interactive journals. These opportunities are all provided by the adoption of technology in the learning process (Sullivan 2002, p 132).
Technology