INNOVA Research Journal 2017, Vol 2, No. 10.1, pp. 1-11
technology in second language education has become the focus of several studies in the last years.
These studies have resulted in the finding of multiple benefits such as the increase of learners’
motivation, an approach to authentic and meaningful communication, among others. Unfortunately,
most of the studies on the use of technology in second language education have been performed in
developed countries (e.g. Japan, Australia, USA), which become the perfect scenario to conduct a
sound research due to all of the elements these settings count on. Therefore, it becomes essential to
determine whether these models can be implemented in Latin American settings and how feasible these
will be due to the limited resources which public institutions usually rely on. This paper aims to review
past research on the implementation of technology of EFL classrooms. Due to the broad scope, the use
of technology implies and reluctance of more traditional instructors to include it, this literature-based
research was limited to studies combining a technological feature with collaborative learning, another
strong teaching approach in second language education. As a result, many advantages were found to
the potential replication of these models in the Ecuadorian EFL classroom. Similarly, some criteria
were developed to properly assess their feasibility for a more accurate outcome of the potential
effectiveness of these models in the Ecuadorian EFL classrooms. Gruba and Hinkelman’s (2012) four
considerations in the development of blended approaches to language learning were used as a reference
to evaluate previous studies according to our needs. To conclude, some recommendations were made
for future research on the topic.
Key words: second language education; EFL settings; technology; collaborative learning
Introduction
The current Ecuadorian government has included, among its multiple plans, a
restructuring of the education over the country. Being aware of the important role English as a
Foreign Language plays in professional development, a special emphasis has been placed on this
subject, typically neglected since its inclusion in public education. In order to achieve this
proposed reorganization, strategies include the renewal of national curricula, the elaboration of
textbook series that comply with these curricula, the development of EFL teacher training
programs, and the improvement and strengthening of teaching careers in higher-education
institutions (Ministerio de Educación, 2012). In the last two decades, many researchers have paid
great attention to the implementation of technology in the EFL classroom as a useful tool to
approach a more realistic use of the target language, enhance teaching practices, and mainly
attract and encourage new generations to learn a new language (Stanley, 2013). Nevertheless,
scarce research has been conducted in Ecuador and other Latin American EFL contexts where
studies have been limited to intercultural education, immigration, educational policies, Spanish
speakers’ pronunciation, among others. Evidently, second language methodology is a vast area
which needs to be explored in these countries. Although technology has proved to be
advantageous in terms of distance education and self-instruction, this study intends to explore the
benefits of introducing it in the Ecuadorian EFL classrooms. A good way to be innovative, but
without disregarding the traditional elements of a sound educational program, is the inclusion of
technology through collaborative tasks. The prime reason for this matter is, as social
constructivist theories suggest, that languages are mainly learned from the interaction with other
people. With this, two strong approaches are combined and the broad study of technology in
education might be limited to a particular focus and, therefore, seek to contribute to the
transformation in second language education the government is looking forward to.
Research Question & Objectives
Revista de la Universidad Internacional del Ecuador. URL: https://www.uide.edu.ec/
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