A Review of Technology Integration in ELT: From CALL to MALL

Yıl 2018, Cilt: 1 Sayı: 1, 1 - 12, 01.06.2018

Abdu Al-kadi

Öz

This is an attempt to give a bird’s-eye view of ways in which ELT has been reconciled with technology. It succinctly chronicles a series of common technological tools, applications, and approaches, starting from the excitement offered by CALL which predated MALL and its associated allies. It shows how ELT has shaped up under the auspices of modern information and communication technology (ICT) which has driven a transformation from traditional teacher-centered and text-bound classrooms into student-centered and interactive paradigms. The paper argues that despite this refinement, technology per se is not a recipe for success in learning and teaching English as a foreign or second language (L2). Technology integration into L2 pedagogy relatively lacks a solid theoretical framework; it requires reconciliation between theory and practice which is an ongoing debate. The paper concludes with a contention that the onus is on pedagogues to innovatively re-appropriate accessible ICTs and make informed choices that best fit the particularity of their teaching situations.

Anahtar Kelimeler

CALL; ELT; L2 pedagogy; post-method era; technology-integration

Bilgisayar Destekli Dil Öğreniminden Mobil Destekli Dil Öğrenimine: Teknolojinin İngilizce Öğretimine Entegrasyonu

Öz

Bu çalışma İngilizce öğretiminin teknoloji ile bağdaştırılmasının farklı yönlerine ilişkin genel bir çerçeve çizmektedir. Çalışmada, CALL’ dan (Bilgisayar Destekli Dil Öğrenimi) başlayarak MALL (Mobil Destekli Dil Öğrenimi) ve ilgili unsurlar ekseninde, çeşitli yaygın teknolojik enstrümanlar, uygulama ve yaklaşımlar özetlenmektedir. Çalışma genel anlamıyla dil sınıflarını öğretmen merkezli ve kitap güdümlü olmaktan öğrenci merkezli ve daha etkileşimli bir ortama dönüştüren modern bilgi ve iletişim teknolojilerinin İngilizce öğretimini nasıl şekillendirdiğini gözler önüne sermektedir. Bütün bu gelişmelere rağmen, İngilizceyi ikinci ya da yabancı dil olarak öğrenmek için teknolojinin tek başına yeterli olmadığı bu çalışmada ifade edilmiştir. Teknolojinin yabancı dil pedagojisine entegrasyonu, görece sağlam bir kuramsal çerçeveden yoksundur, ve bu konuda kuram ve uygulamanın uyumlu bir şekilde işlemesini sağlamak gerekmektedir. Çalışmanın sonucunda, yenilikçi bir biçimde bilgi ve iletişim teknolojilerini uyarlamada ve eğitim durumlarına en uygun olan seçimleri yapmada asıl sorumluların pedagoglar olduğu ifade edilmiştir.

Anahtar Kelimeler

CALL, ELT, yabancı dil pedagojisi, yöntem sonrası dönem, teknoloji entegrasyonu

Kaynakça

• Ben Youssef, A. & Dahmani, M. (2008). The impact of ICT on student performance in higher education: Direct effects, indirect effects, and organizational change. Revista de Universidad y Sociedad del Conocimiento (RUSC), 5(1), 45-56.
• Blake, R. (2016). Technology and the four skills. Language Learning & Technology, 20(2), 129- 142.Brett, P. (2001). The design, implementation, and evaluation of a multimedia application for second language listening comprehension (unpublished doctoral dissertation). University of Wolverhampton, Wolverhampton, UK.
• Chapelle, C. (2005). Interactionist SLA theory in CALL research. In J. Egbert and G. Petrie, (Eds.), Research perspectives on CALL (pp. 53-64). Mahwah, NJ: Laurence Erlbaum Associates.
• Chun, D., Kern, R. & Smith, B. (2016), Technology in language use, language teaching, and language learning. The Modern Language Journal, 100, 64–80. DOI: 10.1111/modl.12302Crystal, D. (2008).Texting. ELT J, 62 (1), 77-83. DOI:10.1093/elt/ccm08
• Davies, G., Otto, S., & Rüschoff, B. (2013). Historical perspectives on CALL. In M.Thomas, H. Reinders & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 19-35). London: Bloomsbury Academic.
• Derbel, F. (2017). Evaluation of ICT use in language education: Why evaluate, where to look and with what means? In S. Hidri & C. Coombe (Eds.), Evaluation in foreign language education in the Middle East and North Africa, Second Language Learning and Teaching (pp. 221-234). Switzerland: Springer International Publishing.
• Egbert, J. & Hanson-Smith, E. (Eds.) (2000(.CALL environments: Research, practice, and critical issues. TESOL-EJ, 4(3). Retrieved from http://www.teslej.org/wordpress/issues/volume4/ej15/ej15r16/
• Garrett, N. (2009). Technology in the service of language learning: Trends and issues. The Modern Language Journal, 93, 697-718. DOI: 10.1111/j.1540-4781.2009.00968.xGündüz, N. (2005). Computer-assisted language learning (CALL). Journal of Language and Linguistic Studies, 1(2), 193-214.
• Jarvis, H. & Achilleos, M. (2013). From computer-assisted language learning (CALL) to mobile assisted language use (MALU). The Electronic Journal for English as a Second Language(TESL-EJ),16(4), 1-18. Kenning, M. & Kenning, M. J. (1990). Computers and language learning: Current theory and practice. New York: Ellis Horwood.
• Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210. Retrieved from http://dx.doi.org/10.2307/40264516Kumaravadivelu, B. (2006). Understanding language teaching: From method to post method. Mahwah, N. J.: Lawrence Lawrence Erlbaum Associates.
• Lewis, G. (2015). Reality check: Evaluating the impact of technology in language teaching 10 years after Web 2.0. Plenary Session 2 of the 5th Bilgi University ELT Conference, May 9, 2015, Turkey.
• Miech, E., Nave, B., & Mosteller, F. (1997). On-CALL: A review of computer-assisted language learning in U.S. colleges and universities. Retrieved from ERIC, document production series No. ED 394525:1-115.
• Mohamed, S. (2014). Teachers’ perceptions of the integration of technology in the Tunisian EFL classroom context. TAYR Quarterly Journal, 1(2), 1-20.Motteram, G. (2013). Developing and extending our understanding of language learning and technology. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching (pp. 177-191). London: the British Council.
• Nimehchisalem, V. (2014). Approaches to the evaluation of computer-assisted language learning software. In R. Al-Mahrooqi & S. Troudi (Eds.), Using technology in foreign language teaching (pp 285-302). Newcastle upon Tyne: Cambridge Scholars Publishing.
• Sharples, M., Arnedillo-Sanchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning: Small devices, big issues. In N. Balacheff, S. Ludvigsen, T. Jong, A. Lazonder & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 233-249). Heidelberg: Springer.
• Stockwell, G. & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. Monterey, CA: The International Research Foundation for English Language Education. Retrieved from http://www.tirfonline.org/wp-content/uploads/2013/11/TIRF_MALL_Papers_StockwellHubbard.pdf
• Warschauer, M. & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57-71. DOI: 10.1017/S0261444800012970.
• Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Educational and Information Technologies, 6(4), 251-266.
• Whittaker, C. (2014). Blended learning in EFL: Adopting a principled approach to integrating technology. In R. Al-Mahrooqi & S. Troudi (Eds.), Using technology in foreign language teaching (pp 8-24). Newcastle upon Tyne: Cambridge Scholars Publishing.
• Wilkinson, M (2016). Language learning with ICT. In W.A. Renandya & H.P. Widodo (Eds.), English language teaching today: Linking theory and practice (257-276). Switzerland: Springer International Publishing.
• Zhao, Y., Byers, J. L., Puge, K., & Sheldon, S. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515. Retrieved from http://www.tcrecord.org/content.asp?contentid=10850