Benefits of ICT-enhanced foreign language teaching and learning

In the last decade, changing conceptions of learning and rapid technological advances have been accompanied by changes in language teaching and learning. Language classrooms are increasingly turning into blended learning environments that focus on active learning. It is commonly known that active learning advances the learning process and thus raises the quality of the language learning experience. Blended language learning uses multiple teaching and guiding methods by combining face-to-face sessions with online activities and utilizing a mix of technology-based materials. The growing use of ICT in blended language learning environments has changed the face of language teaching and learning in a beneficial way and will continue to do so along with future technological innovations. The main benefits of ICT to language learning are presented below by drawing on the perspectives of Jonassen et al. (1999) who define technology-enhanced meaningful learning as active, authentic and cooperative.

First and foremost, ICT–and the Internet in particular–provides language learners with the opportunity to use the language that they are learning in meaningful ways in authentic contexts. The Internet provides an easy and fast access to the use of current and authentic materials in the language being studied, which is motivating for the language learner. Such authentic materials include, for instance, online newspapers, webcasts, podcasts, newsroom video clips or even video sharing websites such as, say, YouTube. Where language teachers earlier searched and carried authentic materials like maps and train timetables to a classroom, they can now ask learners to access such information online, thus helping them learn with current and real-time materials. Another motivating language learning opportunity using ICT is provided by chat rooms and virtual environments such as Second Life where the language learner can practice not only the written use of the language, but also practice speaking and pronunciation, without the fear of making mistakes.

A second important benefit derived from the use of ICT in a language classroom is based on the opportunities it affords for cooperation and collaboration with one’s peers. Language teachers all over the world are introducing myriads of ICT-enhanced language learning projects, including simulations, between their students and groups in other countries, thus widening the language learning perspective into that of learning about the cultural context of the language being used. Previously, students or classes would write letters or later even e-mails to each other. Today, using ICT they can ‘skype’ or chat online, where they can not only write to each other in real-time, but also see each other and speak to each other online. Students are thus able to write, read, speak, listen, and react to a conversation using ICT as part of the language learning process. They are motivated to communicate and collaborate with peers to produce common products, for instance, wikis. These beneficial ICT-enhanced language learning activities call for the teacher to organize and monitor them, although in a blended language learning class the overall role of the teacher has changed from the traditional authoritative role to that of a facilitator.

A third major benefit of the use of ICT in blended language learning classrooms is the opportunity that ICT-based tools give to language teachers so that they can tutor their learners more effectively. With the help of ICT-based tools and the constantly growing number of available educational resources language teachers are able to give individual and personalized guidance to the learners. The use of several media–audio, video, authentic contexts, and real-world experiences help language learners with different learning styles to assimilate the content according to their needs. In a blended learning environment that uses ICT tools, it is easier for the language teacher/tutor to use different approaches with students and accommodate different learning styles and the different needs of fast, slow, or handicapped language learners.

Institutions in all educational sectors have a very important role in supporting their language teaching staff and their language learners in the meaningful use of ICT in language teaching and learning. This guide aims to help institutions to do that. The other two ODLAC guides (http://www.elearningguides.net) focus on the teachers and learners.

Kumar, S., & Tammelin, M. (2008). Integrating ICT into Language Learning and Teaching: Guide for Institutions. Altenberger Straße 69, 4040 Linz: Johannes Kepler Universität Linz.