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Technology Enhanced Language Learning

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Technology Enhanced Language Learning

Connecting theory and practice

Format: Paperback

Understand why and how you can use technology to enhance learning in the language classroom.

This highly-readable book brings together theory and practice, giving you a better understanding of why and how technology can enhance language learning. It helps you become more familiar with technology tools you can use in class, and gives you a better understanding of how to use them for language learning. Practical tasks help you reflect on their use.

Key features

  • Find out about practical classroom activities and the language learning theories they support
  • Find out about using technology to develop speaking, listening, reading and writing
  • Find out how to use technology for assessment, study skills, and young learners

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Technology Enhanced Language Learning helps you understand the theories and issues that underpin using technology with learners, allowing you to integrate the technology of today - and tomorrow - into teaching and learning in a principled way.

The authors put a particular emphasis on language skills as, in their view, technology 'radically changes the nature of the language skills (speaking, listening, reading, and writing) which learners use and need. ... For example, reading on screen is not the same as reading paper texts ... digital texts are multimodal, fluid, and combine words with images, video, and sound. There is an interaction and overlap between the different aspects of multimodal texts and this has implications for how learners read and make sense of digital documents.'

The book is organized into twelve chapters:

Chapter 1: Provides an overview of the theories underpinning learning and language learning with technology.

Chapter 2: Considers how technology provides new environments for language use and how this changes both the ways in which we communicate with each other and the language that we use.

Chapter 3: Covers speaking and listening skills and how to use the range of digital tools now available for working on these language skills.

Chapter 4: Considers the problems facing learners when learning to read in a new language and the ways in which technological tools can be used to support them to develop the skills they need.

Chapter 5: Asks how technology affects the processes and contexts of writing, considers different approaches to teaching L2 writing, and explores how learners can use technological tools to publish their work to new audiences.

Chapter 6: Discusses multimodality, especially the use of visual materials for language learning and teaching.

Chapter 7: Focuses on study skills and EAP and looks at how digital technologies have impacted on students in higher education.

Chapter 8: Looks at young learners, particularly primary school children, exploring how technology can be used to engage and support them.

Chapter 9: Analyzes the different types of assessment, and considers how technology may be used within each phase of assessment, exploring the benefits and potential pitfalls of technology-enhanced assessment.

Chapter 10: Considers technology use from the teacher's perspective, covering VLEs and PLEs, interactive whiteboards, and electronic voting systems, and the kind of skills teachers need to develop in order to use technology effectively with learners.

Chapter 11: Discusses choosing and using technology-enhanced language learning (TELL) materials, exploring the ways in which TELL may be incorporated into an existing syllabus or add to coursebook materials.

Chapter 12 Summarizes the main themes of the book and considers what the future may bring for the use of technology in language learning.