An Analysis of the Possibilities of the Use of Technology for the Learning of Languages

  1. Pérez-Juárez, María A. 1
  2. Antón-Rodríguez, Míriam 1
  3. Díaz-Pernas, Francisco J. 1
  4. Martínez-Zarzuela, Mario 1
  5. González-Ortega, David 1
  1. 1 University of Valladolid, Spain
Book:
Language Learning and Literacy

Year of publication: 2020

Pages: 611-635

Type: Book chapter

DOI: 10.4018/978-1-5225-9618-9.CH032 GOOGLE SCHOLAR lock_openOpen access editor

Sustainable development goals

Bibliographic References

  • Akbari, E., Pilot, A., & Simons, P. R. (2015). Autonomy, competence, and relatedness in foreign language learning through Facebook. Computers in Human Behavior, 48, 126-134. Retrieved from http://www.sciencedirect.com /science/article/pii/S0747563215000503
  • Ashrafzadeh, A., & Sayadian, S. (2015). University instructors’ concerns and perceptions of technology integration. Computers in Human Behavior, 49, 62-73. Retrieved from http://www.sciencedirect.com /science/article/pii/S0747563215000990
  • Asoodar, M., Atai, M. R., Vaezi, S., & Marandi, S. S. (2014). Examining effectiveness of communities of practice in online English for academic purposes (EAP) assessment in virtual classes. Computers & Education, 70, 291-300. Retrieved from http://www.sciencedirect.com /science/article/pii/S0360131513002388
  • Banegas, D. L., & Manzur, G. I. (2014). Motivating factors in online language teacher education in southern Argentina. Computers & Education, 76, 131-142. Retrieved from http://www.sciencedirect.com /science/article/pii/S0360131514000712
  • Barrette, C. M. (2015). Usefulness of technology adoption research in introducing an online workbook. System, 49, 133-144. Retrieved from http://www.sciencedirect.com /science/article/pii/S0346251X15000068
  • Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220. Retrieved from http://www.sciencedirect.com /science/article/pii/S0360131512001601
  • Boticki, I., Wong, L. H., & Looi, C. K. (2013). Designing Technology for Content-Independent Collaborative Mobile Learning. IEEE Transactions on Learning Technologies, 6(1), 14-24. Retrieved from http://ieeexplore.ieee.org /stamp/stamp.jsp?tp=&arnumber=6175886&isnumber=6478748
  • Calvo, R. A., O’Rourke, S. T., Jones, J., Yacef, K., & Reimann, P. (2011). Collaborative Writing Support Tools on the Cloud. IEEE Transactions on Learning Technologies, 4(1), 88-97. Retrieved from http://ieeexplore.ieee.org /stamp/stamp.jsp?tp=&arnumber=5669252&isnumber=5729267
  • Cekaite, A. (2009). Collaborative corrections with spelling control: Digital resources and peer assistance. International Journal of Computer-Supported Collaborative Learning, 4(3), 319-341. Retrieved from http://link.springer.com /article/10.1007/s11412-009-9067-7
  • Chang, C., Tseng, K., & Tseng, J. (2011). Is single or dual channel with different English proficiencies better for English listening comprehension, cognitive load and attitude in ubiquitous learning environment? Computers & Education, 57(4), 2313–2321. Retrieved from http://www.sciencedirect.com /science/article/pii/S0360131511001357
  • Chen, J., Chen, M., & Sun, Y. S. (2010). A novel approach for enhancing student reading comprehension and assisting teacher assessment of literacy. Computers & Education, 55(3), 1367-1382. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131510001715
  • Chen, M. H., Huang, C. C., Huang, S. T., Chang, J. S., & Liou, H. C. (2014). An Automatic Reference Aid for Improving EFL Learners' Formulaic Expressions in Productive Language Use. IEEE Transactions on Learning Technologies, 7(1), 57-68. Retrieved from http://ieeexplore.ieee.org /stamp/stamp.jsp?tp=&arnumber=6671917&isnumber=6812165
  • Connolly, T. M., Stansfield, M., & Hainey, T. (2011). An alternate reality game for language learning: ARGuing for multilingual motivation. Computers & Education, 57(1), 1389-1415. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131511000261
  • Dascalu, M. I., Bodea, C. N., Moldoveanu, A., Mohora, A., Lytras, M., & Ordoñez-dePablos, P. (2015). A recommender agent based on learning styles for better virtual collaborative learning experiences. Computers in Human Behavior, 45, 243-253. Retrieved from http://www.sciencedirect.com /science/article/pii/S0747563214007432
  • Dečman, M. (2015). Modeling the acceptance of e-learning in mandatory environments of higher education: The influence of previous education and gender. Computers in Human Behavior, 49, 272–281. Retrieved from http://www.sciencedirect.com/science/article/pii/S0747563215002125
  • 10.4304/jetwi.2.1.27-33
  • Eröz-Tuğa, B., & Sadler, R. (2009). Comparing six video chat tools: A critical evaluation by language teachers. Computers & Education, 53(3), 787-798. Retrieved from http://www.sciencedirect.com /science/article/pii/S0360131509001109
  • Ferriman, N. (2013). The impact of blended e-learning on undergraduate academic essay writing in English (L2). Computers & Education, 60(1), 243–253. Retrieved from http://www.sciencedirect.com /science/article/pii/S0360131512001686
  • Fryer, L. K., Bovee, H. N., & Nakao, K. (2014). E-learning: Reasons students in language learning courses don't want to. Computers & Education, 74, 26–36. Retrieved from http://www.sciencedirect.com /science/article/pii/S0360131514000189
  • Garcia-Laborda, J., Magal-Royo, T., Siqueira-Rocha, J. M., & Fernández-Álvarez, M. (2010). Ergonomics factors in English as a foreign language testing: The case of PLEVALEX. Computers & Education, 54(2), 384–391. Retrieved from http://www.sciencedirect.com /science/article/pii/S0360131509002164
  • Ge, Z. G. (2011). Exploring e-learners’ perceptions of net-based peer-reviewed English writing. International Journal of Computer-Supported Collaborative Learning, 6(1), 75-91. Retrieved from http:// link.springer.com /article/10.1007/s11412-010-9103-7
  • Gromik, N. A. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223–230. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131511001424
  • Grover, S., Franz, P., Schneider, E., & Pea, R. (2013). The MOOC as distributed intelligence: Dimensions of a framework & evaluation of MOOCs. Paper presented at the 10th Annual International Conference on Computer Supported Collaborative Learning (CSCL), Madison, WI.
  • Gu, P. (2011). Challenges to Project-based Computer-Assisted Language Learning (CALL) for Professional Communication in China. IEEE Transactions on Professional Communication, 54(3), 225-243. Retrieved from http:// ieeexplore.ieee.org /stamp/stamp.jsp?tp=&arnumber=5985496&isnumber=5993796
  • Hirschel, R., & Fritz, E. (2013). Learning vocabulary: CALL program versus vocabulary notebook. System, 41(3), 639-653. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0346251X13001048
  • Hong, J., Hwang, M., Tai, K., & Chen, Y. (2014). Using calibration to enhance students' self-confidence in English vocabulary learning relevant to their judgment of over-confidence and predicted by smartphone self-efficacy and English learning anxiety. Computers & Education, 72, 313-322. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131513003229
  • Hsu, C., Hwang, G., & Chang, C. (2013). A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63, 327-336. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131512002886
  • Huang, Y., Huang, Y., Huang, S., & Lin, Y. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58(1), 273-282. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131511001862
  • Jamieson, J., & Chapelle, C. A. (2010). Evaluating CALL use across multiple contexts. System, 38(3), 357-369. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0346251X10000801
  • Jia, J., Chen, Y., Ding, Z., & Ruan, M. (2012). Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers & Education, 58(1), 63–76. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131511001801
  • Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-service teachers’ self-efficacy perceptions on Web pedagogical content knowledge. Computers & Education, 85, 94-101. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131515000482
  • Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & Education, 80, 48-57. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131514001821
  • Kim, E. G., & Shin, A. (2014). Seeking an Effective Program to Improve Communication Skills of Non-English-Speaking Graduate Engineering Students: The Case of a Korean Engineering School. IEEE Transactions on Professional Communication, 57(1), 41-55. Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6783746&isnumber=6803928
  • Kop, R., & Carroll, F. (2012). Cloud Computing and Creativity: Learning on a Massive Open Online Course. European Journal of Open, Distance and E-learning. Retrieved from http://www.eurodl.org/index.php?p=special&sp=articles&article=458&article=457
  • Lan, Y., Sung, Y., & Chang, K. (2009). Let us read together: Development and evaluation of a computer-assisted reciprocal early English reading system. Computers & Education, 53(4), 1188-1198. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131509001493
  • Lantz-Andersson, A., Vigmo, S., & Bowen, R. (2013). Crossing boundaries in Facebook: Students’ framing of language learning activities as extended spaces. International Journal of Computer-Supported Collaborative Learning, 8(3), 293-312. Retrieved from http:// link.springer.com /article/10.1007/s11412-013-9177-0
  • Larry, C. (2012). MOOCs and Pedagogy: Teacher-Centered, Student-Centered, and Hybrids (Part 1). Retrieved from http://larrycuban.wordpress.com/2013/02/13/moocs-and-pedagogypart-2/
  • Lee, H. C. (2013). Investigating the effects of student learning of English using COL approach based on situational theories. Computers in Human Behavior, 29(6), 2211-2217. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0747563213001672
  • Li, L. (2014). Understanding language teachers' practice with educational technology: A case from China. System, 46: 105-119. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0346251X14001304
  • Lin, C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78, 48-59. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131514001171
  • Liu, C., Chen, H., Shih, J., Huang, G., & Liu, B. (2011). An enhanced concept map approach to improving children’s storytelling ability. Computers & Education, 56(3), 873-884. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131510003210
  • Liu, G., Lo, H., & Wang, H. (2013). Design and usability testing of a learning and plagiarism avoidance tutorial system for paraphrasing and citing in English: A case study. Computers & Education, 69: 1-14. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131513001620
  • Liu, M. (2012). Discussing teaching videocases online: Perspectives of preservice and inservice EFL teachers in Taiwan. Computers & Education, 59(1), 120-133. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131511002211
  • Liu, T., & Chu, Y. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131510000667
  • Luccioni, A., Benotti, L., & Landragin, F. (2015). Overspecified references: An experiment on lexical acquisition in a virtual environment. Computers in Human Behavior, 49, 94-101. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0747563215001454
  • Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating in a MOOC. Paper presented at the Seventh International Conference on Networked Learning, Aalborg, Denmark. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mackness.pdf
  • Perifanou, M. A., & Economides, A. A. (n.d.). MOOCs for Foreign Language Learning: an effort to explore and evaluate the first practices. Retrieved from http://www.conta.uom.gr/conta/publications/PDF/2014-%20INTED-%20MOOCs%20for%20foreign%20language%20learning.pdf
  • Pyun, D. O., Kim, J. S., Cho, H. Y., & Lee, J. H. (2014). Impact of affective variables on Korean as a foreign language learners' oral achievement. System, 47, 53-63. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0346251X1400150X
  • Rahimi, M., & Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0747563212000271
  • Rodriguez, O. (2012). MOOCs and the AI-Stanford like Courses: two successful and distinct course formats for massive open online courses. European Journal of Open, Distance, and ELearning, 2012(I). Retrieved from http://www.eurodl.org/?article=516
  • 10.5944/openpraxis.5.1.42
  • Sandberg, J., Maris, M., & Geus, K. (2011). Mobile English learning: An evidence-based study with fifth graders. Computers & Education, 57(1), 1334-1347. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131511000327
  • Sanders, R. H. (2013). Why Learn a Foreign Language? Computer, 46(4), 83-85. Retrieved from http:// ieeexplore.ieee.org /stamp/stamp.jsp?tp=&arnumber=6494544&isnumber=6494531
  • Sanprasert, N. (2010). The application of a course management system to enhance autonomy in learning English as a foreign language. System, 38(1), 109-123. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0346251X09001481
  • Stickler, U., & Shi, L. (2013). Supporting Chinese speaking skills online. System, 41(1), 50-69. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0346251X12001327
  • C. W.Tsai, (2013), Multimedia Tools and Applications, 67, pp. 137, 10.1007/s11042-011-0957-0
  • V.Venkatesh, (2003), Management Information Systems Quarterly, 27, pp. 425, 10.2307/30036540
  • Viberga, O., & Grönlund, Å. (2013). Cross-cultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China. Computers & Education, 69, 169-180. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131513001814
  • Wang, J., Mendori, T., & Xiong, J. (2014). A language learning support system using course-centered ontology and its evaluation. Computers & Education, 78, 278-293. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131514001420
  • Wang, L., Qian, Y., Scott, M. R., Chen, G., & Soong, F. K. (2012). Computer-Assisted Audiovisual Language Learning. Computer, 45(6), 38-47. Retrieved from http:// ieeexplore.ieee.org /stamp/stamp.jsp?tp=&arnumber=6193077&isnumber=6226503
  • Wang, Y., Chen, N., & Levy, M. (2010). The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment. Computers & Education, 55(2), 777-788. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131510000904
  • Wen, Y., Looi, C. K., & Chen, W. (2015). Appropriation of a representational tool in a second-language classroom. International Journal of Computer-Supported Collaborative Learning, 10(1), 77-108. Retrieved from http:// link.springer.com /article/10.1007/s11412-015-9208-0
  • Wu, E., Lin, W., & Yang, S. C. (2013). An experimental study of cyber face-to-face vs. cyber text-based English tutorial programs for low-achieving university students. Computers & Education, 63, 52-61. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131512002837
  • Yamada, M. (2009). The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study. Computers & Education, 52(4), 820-833. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131508001978
  • Yang, J. C., Chen, C. H., & Jeng, M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346-1356. Retrieved from http:// www.sciencedirect.com /science/article/pii/S036013151000165X
  • Yang, Y. C., Chuang, Y., Li, L., & Tseng, S. (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking. Computers & Education, 63, 285-305. Retrieved from http://0-www.sciencedirect.com /science/article/pii/S036013151200303X
  • Yang, Y. C., & Wu, W. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131511003289
  • Yeh, S. W., Lo, J. J., & Huang, J. J. (2011). Scaffolding collaborative technical writing with procedural facilitation and synchronous discussion. International Journal of Computer-Supported Collaborative Learning, 6(3), 397-419. Retrieved from http:// link.springer.com /article/10.1007/s11412-011-9117-9
  • Yuan, L., MacNeill, S., & Kraan, W. (2008). Open educational resources - Opportunities and challenges for higher education. Centre for Educational Technology, Interoperability and Standards (CETIS). Retrieved from http://publications.cetis.org.uk/wp-content/uploads/2012/01/OER_Briefing_Paper_CETIS.pdf
  • Yuan, L., & Powell, St. (2013). MOOCs and Open Education: Implications for Higher Education. Centre for Educational Technology, Interoperability and Standards (CETIS). Retrieved from http://publications.cetis.org.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf
  • Zeng, G., & Takatsuka, S. (2009). Text-based peer–peer collaborative dialogue in a computer-mediated learning environment in the EFL context. System, 37(3), 434-446. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0346251X0900058X
  • Zervas, P., & Sampson, D. G. (2014). Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata. IEEE Transactions on Learning Technologies, 7(1), 6-16. Retrieved from http:// ieeexplore.ieee.org /stamp/stamp.jsp?tp=&arnumber=6692840&isnumber=6812165
  • Zottmann, J. M., Stegmann, K., Strijbos, J. W., Vogel, F., Wecker, C., & Fischer, F. (2013). Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence. Computers in Human Behavior, 29(5), 2100-2108. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0747563213001179
  • Zou, X., & Zhang, X. (2013). Effect of different score reports of Web-based formative test on students' self-regulated learning. Computers & Education, 66, 54–63. Retrieved from http:// www.sciencedirect.com /science/article/pii/S0360131513000559