A systematic review of context-aware technology use in foreign language learning

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

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Second or Foreign Language Learning With Augmented Reality

Augmented Reality for Enhanced Learning Environments - Advances in Computer and Electrical Engineering ◽

10.4018/978-1-5225-5243-7.ch008 ◽

2018 ◽

pp. 193-221 ◽

Cited By ~ 1

Author(s):

Aubrey Statti ◽

Kelly M. Torres

Keyword(s):

Augmented Reality ◽

Foreign Language ◽

Language Learning ◽

Mobile Learning ◽

Technology Use ◽

Foreign Language Learning ◽

Theoretical Framework ◽

Learning Contexts ◽

Impact Of Technology ◽

The Impact

The following chapter will discuss the impact of technology use and mobile learning, specifically augmented reality (AR), in the process of learning a second or foreign language, namely English and Spanish. The chapter will begin with an overview of AR and then include a discussion of the theoretical framework, language learning contexts, as well as AR tools and applications in the process of second or foreign language learning. An overview of the benefits of AR in language learning will also be included, as well as an introduction to AR applications and specific AR systems, platforms, and case studies in language learning. The research will also provide a discussion of the challenges of using AR in language learning contexts, including specific attention to challenges with AR and learning, AR and language learning, and mobile learning as a whole. The chapter will conclude with final thoughts from the authors in terms of potential areas of AR development that are in need of further attention.

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Investigating Affordance in Technology-Enriched Language Learning Environment Through Exploring Students’ Perezhivanija

Chinese Journal of Applied Linguistics ◽

10.1515/cjal-2021-0011 ◽

2021 ◽

Vol 44 (2) ◽

pp. 187-202

Author(s):

Lili Qin ◽

Ren Wei

Keyword(s):

Learning Environment ◽

Foreign Language ◽

Language Learning ◽

Technology Use ◽

Social Life ◽

Teaching Practice ◽

Emotional Experience ◽

Foreign Language Learning ◽

English Learning ◽

Singular Form

Abstract Preceding works tend to explicate affordance through supposing what is happening here and now. They seldom relate it to actual social, diachronic activities, such as foreign language learning. To tackle this issue, this study explores how students actualize affordances in technology-enriched language learning environment (TELLE) by examining their perezhivanija (lived and emotional experience), a term borrowed from sociocultural theory. Because an individual’s social life is a developing process or a perezhivanie Perezhivanie is the singular form of perezhivanija. , it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized. Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China. The results showed that due to the students’ different past perezhivanija in English learning, their present interpretations of the perceived affordances in TELLE varied. This influenced hugely in their actions taken during their English learning in college to actualize the affordances. The findings indicated that the actualization of affordances is historical, dynamic and developmental instead of static. It does not lie in the autonomy of the students or the teachers, but in the institutional and cultural legitimacy of technology use in student’s social life. The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.

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Technology as a Motivational Factor in Foreign Language Learning

European Journal of Education ◽

10.26417/ejed.v1i3.p43-52 ◽

2018 ◽

Vol 1 (3) ◽

pp. 43 ◽

Cited By ~ 2

Author(s):

Panagiotis Panagiotidis

Keyword(s):

Foreign Language ◽

Language Learning ◽

Technology Use ◽

Foreign Language Learning ◽

Common Belief ◽

Motivational Factor ◽

Learning Context ◽

Impact Of Technology ◽

The Impact ◽

The Relationship

It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students’ personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students’ motivation. Amongst the various factors -tools, methods or strategies- that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners' motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.

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Second or Foreign Language Learning With Augmented Reality

Language Learning and Literacy ◽

10.4018/978-1-5225-9618-9.ch048 ◽

2020 ◽

pp. 933-954

Author(s):

Aubrey Statti ◽

Kelly M. Torres

Keyword(s):

Augmented Reality ◽

Foreign Language ◽

Language Learning ◽

Mobile Learning ◽

Technology Use ◽

Foreign Language Learning ◽

Theoretical Framework ◽

Learning Contexts ◽

Impact Of Technology ◽

The Impact

The following chapter will discuss the impact of technology use and mobile learning, specifically augmented reality (AR), in the process of learning a second or foreign language, namely English and Spanish. The chapter will begin with an overview of AR and then include a discussion of the theoretical framework, language learning contexts, as well as AR tools and applications in the process of second or foreign language learning. An overview of the benefits of AR in language learning will also be included, as well as an introduction to AR applications and specific AR systems, platforms, and case studies in language learning. The research will also provide a discussion of the challenges of using AR in language learning contexts, including specific attention to challenges with AR and learning, AR and language learning, and mobile learning as a whole. The chapter will conclude with final thoughts from the authors in terms of potential areas of AR development that are in need of further attention.

Download Full-text