The use of synchronous and asynchronous technological tools for socio-constructivist language learning

Yıl 2019, Cilt: 9 Sayı: 2, 1 - 6, 30.06.2019

Dennis Emmerson

Öz

Language Learning has undergone significant changes in terms of
its underlying theoretical foundation and the practical implications of
instructional techniques. Although the significant contributions of behavioral
and cognitive theorists cannot be overstated, the relatively new constructivist
ideology seems to be particularly promising in this field.  This paper will examine socio-constructivist
theory as it relates to language learning and explore the recent technological
advancements which learners and educators can exploit in a sociocultural way to
improve the efficiency and effectiveness of language acquisition. The benefits
of using synchronous and asynchronous tools, in particular, to facilitate
language learning in social and collaborative ways will also be explained in a
detailed discussion.

Anahtar Kelimeler

edtech, technology, EFL, socio-constructivist

Kaynakça

• Abdelraheem, A. Y. (2012). Interactions quality in Moodle as perceived by learners and its relation with some variables. Turkish Online Journal of Distance Education , 13 (3), 375-389.
• Back, M. (2013). "La Orquesta": Symbolic performance in a multilingual community of practice. Modern Language Journal, 97( 2), 383-396. doi:10.1111/j.15404781.2013.12009.x
• Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System , 22 (1), 17-31. Gokool-Ramdoo, S. (2008). Beyond the Theoretical Impasse: Extending the applications of Transactional Distance Education Theory. The International Review of Research in Open and Distance Learning . 9 (3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/541/1151
• Kim, T. (2011). Sociocultural dynamics of ESL learning (de)motivation: An activity theory analysis of two adult Korean immigrants. C anadian Modern Language Review, 6 7( 1), 91-122.
• Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. F oreign Language Annals , 25 (5), 441-454.
• Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 7 9( 4), 457-476.
• Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance Learning , 9 (3). Retrieved fromh ttp://www.irrodl.org/index.php/irrodl/article/view/523/1137
• Lave, J., & Wenger, E. (2002). Legitimate peripheral participation in communities of practice. Supporting lifelong learning, 1, 111-126.
• Murugaiah, P., & Thang, S. (2010). Development of interactive and reflective learning among Malaysian online distance learners: An ESL instructor's experience. International Review Of Research In Open And Distance Learning , 1 1 (3), 21-41.
• Nolan, R. E. (2001). The power of theory in the administration of ESL programs. Adult Basic Education , 11 (1), 3-16.
• Parks, S., & Maguire, M. H. (1999). Coping with on-the-job writing in ESL: A constructivist- semiotic perspective. Language Learning, 4 9( 1), 143-75.
• Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. Calico Journal, 20( 1), 7-32.
• Vygotsky, L. S. (2012). Thought and language . MIT press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (Ed.by M. Cole, V. John-Steiner, S. Scribner, & E. Souberman). Cambridge, MA: Harvard University Press.
• Warschauer, M. (1997). Computer-mediated collaborative learning: theory and practice. The Modern Language Journal, 81( 4), 470-481.
• Wang, Q. (2009). Designing a web-based constructivist learning environment. Interactive Learning Environments, 17( 1), 1-13.
• Weisband, S. P. (1992). Group discussion and first advocacy effects in computer-mediated and face-to-face decision making groups. Organizational behavior and human decision processes , 53 (3), 352-380.
• Whyte, S. (2011). Learning theory and technology in university foreign language education The case of French universities. Arts and Humanities in Higher Education, 10( 2), 213-234.