
1. Roles of Technology
1.1. Taylor (1980)
1.1.1. Tutor
1.1.1.1. Computer teaches the learner
1.1.1.2. Adaptive tutoring systems, drill-and-practice applications.
1.1.1.3. Learning Theory: Behaviorist paradigm (Skinner).
1.1.1.4. Independent revision, mobile use (apps), rapid formative feedback
1.1.2. Tutee
1.1.2.1. Learner teaches the computer.
1.1.2.2. Learning Theory: Constructivist paradigm (Piaget, Papert).
1.1.2.3. Creating knowledge through trial and error, making products, teaching others
1.1.3. Tool
1.1.3.1. Technology as a resource for learning.
1.1.3.2. Authoring software, web-based media (blogs, videos).
1.1.3.3. Allows learners to articulate and publish work, reach wider audiences
2. Communicative Competence
2.1. Definition: The ability to use language effectively and appropriately in various contexts. It encompasses not just grammatical knowledge but also the social and contextual factors that influence communication.
2.1.1. Digital Competence (The ability to use digital technology effectively for communication, collaboration, and learning.)
2.1.1.1. Digital Discourse Competence: The ability to manage extended tasks using various digital tools (e.g., creating a blog post, recording and editing a video)
2.1.1.2. Socio-Digital Competence: Understanding how to use technology appropriately in different contexts, including managing privacy settings and recognizing the impact of technology on language use .
2.1.1.3. Strategic Competence in Digital Contexts: The ability to navigate and troubleshoot communication issues in digital environments, such as switching platforms or using alternative communication methods when faced with technical difficulties .
2.2. Linguistic Competence
2.2.1. Knowledge of the language system, including vocabulary, grammar, and phonetics
2.2.2. Importance: Enables learners to construct grammatically correct sentences and understand the structure of the language.
2.3. Sociolinguistic Competence
2.3.1. Understanding how language varies in different social contexts, including the use of appropriate language forms and registers.
2.3.2. Helps learners navigate social norms and cultural nuances in communication, ensuring that their language use is contextually appropriate.
2.4. Discourse Competence
2.4.1. The ability to create and interpret larger units of language, such as conversations, narratives, and texts.
2.4.2. Importance: Involves organizing ideas coherently and cohesively, allowing for effective communication in both spoken and written forms.
2.5. Strategic Competence
2.5.1. The ability to manage communication effectively, including the use of strategies to overcome difficulties in understanding or expression.
2.5.2. Involves skills such as paraphrasing, asking for clarification, and using non-verbal cues to enhance communication.
3. Computer Assisted Language Learning
3.1. Warschauer
3.1.1. Three phases
3.1.1.1. 1) ‘structural CALL
3.1.1.1.1. based on a view of language as a formal system of structures (grammar, phonology, etc.) and focused on drill and practice methods to achieve accuracy
3.1.1.2. 2) ‘communicative CALL’
3.1.1.2.1. knowledge about language is constructed in the learner’s mind (rather than existing as an external system of rules) and with a dominant methodology of communicative language teaching (CLT).
3.1.1.3. 3)‘integrative’
3.1.1.3.1. Warschauer talks about ‘multimedia and the internet’ applications that, in the earlier 21st century, were still tied to desk based computers
3.2. Bax
3.2.1. ‘approaches to CALL’
3.2.1.1. 1)‘restricted CALL’
3.2.1.1.1. the types of questions, tasks, responses, and feedback tend to be closed, restricted to whatever is programmed into the system
3.2.1.2. 2)‘open CALL’
3.2.1.2.1. Open CALL, like communicative CALL, includes open-ended interactions with both computers and, occasionally, with other users
3.2.1.3. 3)‘integrated’
3.2.1.3.1. Bax argues that ‘integrated CALL’ will be achieved when the technology is fully normalized (see below) and ‘CALL’ is no longer a meaningful construct because technology is an inseparable part of everyday life and teaching
4. Technology-Enhanced Language Learning
4.1. Transition from CALL to TELL
4.1.1. TELL represents a shift from Computer-Assisted Language Learning (CALL) to a broader concept where technology is integrated into the language learning environment, emphasizing that technology is part of the context in which language exists and is used
4.2. Key Features
4.2.1. TELL includes various devices beyond computers, such as smartphones, tablets, and game consoles, reflecting the normalization of technology in daily life
4.2.2. The tools used in TELL are often part of learners' everyday experiences, making language learning more relevant and accessible .
4.3. Benefits of TELL
4.3.1. Enhanced Communication: TELL provides new contexts and tools for communication, allowing learners to engage in authentic language use
4.3.2. Flexibility in Learning: The integration of technology allows for learning to occur in various environments, not just traditional classrooms, thus accommodating different learning styles and preferences
4.3.3. Collaborative Learning: TELL encourages open-ended interactions with both technology and other users, fostering a collaborative learning environment
4.4. Challenges of TELL
4.4.1. Need for Teacher Training: Educators must be equipped with the skills to effectively integrate technology into their teaching practices, which may require professional developmen
4.4.2. Digital Competence Gaps: Learners may possess procedural competence but lack the socio-digital competence necessary for effective communication in digital contexts