Effects of Technology-Enhanced Language Learning On Second Language Composition of University-Level Intermediate Spanish Students

Problem question:

        1.      What are the advantages and disadvantages of using technology tools compared to the traditional education system?
Oxford, R. M. N, (2004) Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students. Retrieve from the following link: http://digital.library.unt.edu/ark:/67531/metadc4688/m2/1/high_res_d/dissertation.pdf  
           This article is relevant to my literature review paper as it talks about different technology tools which pave the way for students to enhance their vocabulary, practice grammar, and learn a language. The purpose of this study was to identify students that use technology tools to enhance their grammar and writing skills, and describe the differences between traditional education systems and those that use technology tools.
           I have chosen this research paper as it will provide me information about the role of technology in learning a language in comparison to the traditional system. In addition, it will give me a clear picture of the advantages and disadvantages of using technology tools to improve students’ writing skills, enhance students’ vocabulary, and grammar.

 

“The Impact of Using Technology in Teaching English as a Second

Language”

Problem questions:
      1.      What is the impact of using technology tools to teach a language as a second language?
        2.      How can technology tools be used in order to improve students’ reading, listening, writing and speaking skills properly, as well as which tools are appropriate to make these improvements?
Bassma, B.N (2013). The Impact of Using Technology in Teaching English as a Second Language: Retrieve from the flowing link: http://dx.doi.org/10.5539/ells.v3n1p111
          This case study is obviously applicable to my literature review paper as it aims to underline the role tools of technology have in teaching a language. It talks about various strategies and techniques which can be used in order to help students to learn a language and improve all four (reading, listening, writing, and speaking) of their skills by integrating technology into classroom activities. There are many technology tools such as the internet, computer assisted language learning programs, presentation software, electronic dictionaries, chatting and email messaging programs, listening CD-players, and learning video-clips that facilitated the learning environment.
          The reason that I selected this article is because it talks about the role of technology in teaching and learning a language. In fact, this will enable me to find how technology tools can be used in order to improve students’ reading, listening, writing and speaking skills properly, as well as which tools are appropriate to make these improvements. Additionally, it provides me information about different strategies and techniques to support teaching and learning environment.

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“Reflection Using an Online Discussion Forum: Impact on Student Learning and Satisfaction”

Problem questions:
1.      What online communication or social networking strategies might help to engage students in meaningful activities and tasks?
Bye, L., Smith, S., & Rallis, H. (2009) Reflection Using an Online Discussion Forum: Impact on Student Learning and Satisfaction. Education, 28(8), 841-855
             This quasi-experimental study discusses whether students are satisfied and learn more using an online discussion with peers, or a hardcopy reflection with one-time feedback from the facilitator/instructor. A t-test was used to measure the difference between an experimental section and a comparison section of the same course regarding the following: post-course ratings of how well the course objectives had been achieved, what students hoped to gain from the course, satisfaction with the course, and student end-of-the-semester grades.
             I have chosen this quasi-experimental study because it explains how the advent of online asynchronous and synchronous discussion tools creates the potential for students to carry on a reflective dialogue with one another, making reflection an interactive, shared process rather than merely a solitary process, and can potentially facilitate the constructivist method of reflective knowledge acquisition. It also gives me a clear picture of whether the use of asynchronous discussion forums increases communication between students, peers, and the facilitator/instructor.

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“Technology-Enhanced, Collaborative Language Learning”

Problem questions:
1.      Do technology tools create a healthy environment for students to work collaboratively and communicate effectively to learn a language?
2.      What are the advantages and disadvantages of using technology tools to teach a language?
Wang, Y. (2008). Collaborate to Learn: A Case Study of Technology-enhanced, Collaborative Language Learning. AIP Conference Proceedings, 1007(1), 189-198. doi:10.1063/1.2937605
           This case study is very relevant to my research paper because it was conducted to examine how the use of technology-enhanced, collaborative language learning enables students to work collaboratively in a university context. The aim of the study was to explore some technological aspects of language education, to consider these aspects in terms of language studies and to enable each student to develop his or her ability to improve this style of learning. Furthermore, it talks about advantages and disadvantages of technology tools in teaching a language.
           I have chosen this case study because it provides me a clear picture of how technology tools pave the way for students to work collaboratively and learn a language. It also reveals the impact of technology tools in enhancing students’ various skills and promoting a high level of understanding. Furthermore, it is important that people understand the advantages and disadvantages of tools of technology in teaching a language. 

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“The Impact of an Online Learning Program on Teaching and Learning Strategies”

Question: Do online courses promote a high level of learning?

Livingston, K., & Condie, R. (2006). The Impact of an Online Learning Program on Teaching  and Learning Strategies. 

Theory Into Practice, 45(2), 150-158.
    

             This article explores the impact of technology on learning and teaching in the classroom. It draws on the findings of several recent studies conducted in Scotland concerning the impact of technology. In particular, it considers the findings of an evaluation of an online learning program (Scottish Common Higher Open Learning and Access Resources [SCHOLAR] Program). The article discusses the impact of active, self-regulating learners on the role of teachers and highlights some of the implications of blending traditional classroom teaching with online student learning. The implications that emerge for learning and teaching strategies and for the leadership and support function of teachers are relevant for any school systems using technology in classrooms.

  I choose this article because the results of the SCHOLAR Program evaluation showed that more than half the students (56%) said that they worked with the online materials at home for up to 2 hours per week, and get better result in tests. The findings also showed that, overall, the students preferred a blend of learning experiences using online materials and the more conventional printed text booklets. Nevertheless, the results showed that the students made greatest use of the online materials (87%), compared to use of online self-assessment activities (73%) and text booklets (56%). Students made frequent use of the self-assessment activities as part of the revision process prior to tests and said that they appreciated the immediate feedback the online assessments provided: “It gives immediate feedback;” “It tells you how well you have done and how you are progressing;” and “It is interactive because if you do it wrong, you can learn from your own mistakes.”

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"Utilizing Technology for Rehabilitation of the Upper Limb Following Strock"

Question: Does utilizing technology will help for rehablitation of the upper limb following strock? Crosbie, Jacqueline H. McNeill, Michael D. J. Burke, James McDonough, Suzanne (2009)
Utilizing Technology for Rehabilitation of the Upper Limb Following Stroke: the Ulster experience Physical Therapy Reviews, 14(5), 336-347.  

            This research paper discusses the effectiveness and feasibility of virtual technologies in upper limb stroke rehabilitation. Virtual technologies are being used to provide people who have suffered a stroke with opportunities to rehabilitate in a more focused way, and to offer support to continue access to therapy for more extended periods of time. The research was comprehensive, both qualitative and quantitative, including questionnaires, participant interviews, single case series and a randomized controlled trial design. This study focused mainly on incorporating the principles of motor learning which seem to be most effective in promoting motor recovery following stroke, i.e. repetitive, functional and task related practice of active movement of the limbs.
            I have chosen this research paper to find out if utilizing technologies will help in rehabilitation of the upper limbs following a stroke. I discovered the use of virtual technology has positive effects on the human brain. Results from a series of studies, using both able-bodied and disabled participants, indicate that the use of virtual technologies to augment and support rehabilitation after stroke is feasible and has positive effects on motor impairment and activity. There have been developments in two key areas: moving from unilateral practice to bilateral practice, and incorporating these movements into game-based systems.

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“How Can Technology Benefit Our Students”

Question: How can technology benefit our students?

 

Shieh, Ruey S.(2012) The Impact of Technology-Enabled Active Learning (TEAL) Implementation on Student Learning and Teachers' Teaching in a High School Context
Computers & Education,  v59 n2 p206-214 Sep 2012. 9 pp.
           This article discusses how technology increases motivation and self-esteem, changes the roles of students and teachers in the classroom, and facilitates the accomplishment of more complex tasks, and helps collaboration with peers. Moreover, class interaction and discussion is accomplished through the support of the Interactive Response System (IRS), which allows the instructor to pose questions and track and assess students’ responses to the discussed questions individually and immediately.
          I have chosen this article because it provides me a clear picture that when teachers incorporate technology tools in their lesson plans, it smoothes the learning process and provides an opportunity for students to actively take part in classroom activities. This study, which was conducted in Taiwan, shows that technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in a better position to define their goals, make design decisions, and evaluate their progress. In order to promote technology-enhanced innovative teaching in school-level education, Taiwan’s central government has appropriated substantial amounts of money to help schools, particularly resource-disadvantaged schools, to upgrade their technological facilities.