Exploring the role of technology through collaborative learning in Ecuadorian language education
Main Article Content
Abstract
In order to resemble the real world outside the classroom, more and more institutions find it essential to implement technology into their teaching practices as learners make great use of it in their daily lives and are expected to use it in their future careers. As a consequence, the role of 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. Â 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.
Downloads
Article Details
COPYRIGHT NOTICE
Authors who publish in the INNOVA Research Journal keeps copyright and guarantee the journal the right to be the first publication of the work under the Creative Commons License, Attribution-Non-Commercial 4.0 International (CC BY-NC 4.0). They can be copied, used, disseminated, transmitted and publicly exhibited, provided that: a) the authorship and original source of their publication (magazine, publisher, URL and DOI of the work) is cited; b) are not used for commercial purposes; c) the existence and specifications of this license of use are mentioned.
References
Adair-Huck, B., Willingham-McLain, L., Youngs, B. (1999). Evaluating the Integration of Technology and Second Language Learning. CALICO Journal. 17(2). 269-306.
Brady, L. (2006). Collaborative Learning in Action. Frenchs Forests, NSW: Prentice Hall.
Bruner, J. (1996). The Culture of Education. Cambridge, Mass.: Harvard University Press.
Creswell, J. (2014). Research Design: Qualitative, Quantitative, & Mixed Methods Approaches. Thousand Oaks, California: SAGE Publications, Inc.
Freeman, D. (1992). Collaboration: Constructing Shared Understandings in a Second Language Classroom. In D. Nunan (Ed.), Collaborative Language Learning and Teaching. Cambridge; New York, NY: Cambridge University Press.
García-Sánchez, S. & Rojas-Lizana, S. (2012). Bridging the language and cultural gaps: the use of blogs. Technology, Pedagogy and Education. 21(3). 361-381. DOI: 0.1080/1475939X.2012.719396.
Gay, L., Mills, G. & Airasian, P. (2003). Educational Research: Competencies for Analysis and Applications. Upper Saddle River, NJ: Merrill/Prentice Hall.
Golonka, E., Bowles, A., Frank, v., Richardson, D. & Freynik, S. (2014) Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning. 27(1). 70-105. DOI: 10.1080/09588221.2012.700315.
Gomes de Matos, F. & Wigdorsky, L. (1966). Foreign Language Teaching in Latin America. Current Trends in Linguistics4, Ibero-American and Caribbean Linguistics. 464-533.
Gruba, P. & Hinkelman, D. (2012). Blending Technologies in Second Language Classrooms. Basingstone, UK; New York: Palgrave Macmillan.
Hsu, L. (2013) English as a foreign language learners’ perception of mobile assisted language learning: a cross-national study. Computer Assisted Language Learning. 26(3).197-213. DOI: 10.1080/09588221.2011.649485.
Kessler, G. & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space. Computer Assisted Language Learning. 23(1). 41-58. DOI: 10.1080/09588220903467335.
Lambert, M. (2012). A Beginner’s Guide to Doing your Education Research Project. London; Thousands Oaks: Sage.
Lan, Y., Sung, Y., & Chang, K.. (2007). A Mobile-Device-Supported Peer-Assisted Learning System for Collaborative Early EFL Reading. Language Learning & Technology. 11(2). 130-151.
Lee, L. (2007). Fostering Second Language Oral Communication Through Constructivist Interaction in Desktop Videoconferencing. Foreign Language Annals. 40 (4). 635-648.
Lin, C., Chan, H. & Hsiao, H. (2011). EFL Students' Perception of Learning Vocabulary in a Computer-Supported Collaborative Environment. The Turkish Online Journal of Educational Technology. 10(2). 91-99.
Lightbown, P. & Spada N. (2013). How Languages are Learned. Oxford: Oxford University Press.
Mesh, L. J. (2010). Collaborative Language Learning for Professional Adults. Electronic Journal of e-Learning. 8 (2).161 –172.
Ministerio de Educación (2012). Fortalecimiento del Inglés. Retrieved from http://educacion.gob.ec
O’ Donnell, A. & Hmelo-Silver, C. (2013). What is Collaborative Learning?: An Overview. In C. Hmelo-Silver, C. Chinn, C. Chan & A. O’Donnell (Eds.), The International Handbook of Collaborative Learning. New York: Routledge, Taylor & Francis Group.
Pellerin, M. (2014). Language Tasks Using Touch Screen and Mobile Technologies: Reconceptualizing Task-Based CALL for Young Language Learners. Canadian Journal Of Learning & Technology, 40(1), 1-23.
Stanley, G. (2013). Language Learning with Technology. Ideas for Integrating Technology in the Classroom. Cambridge: Cambridge University Press.
Torgerson, C., Hall, J. & Light, K. (2012). Systematic Reviews.In J. Arthur, M. Waring, R. Coe & L. Hedges (Eds.), Research Methods and Methodologies in Education. London: Sage.
Tsuei, M. (2011). Development of a PeerAssisted Learning Strategy in Computer Supported Collaborative Learning Environments for Elementary School Students. British Journal of Education Technology. 42 (2). 214-232.
Yen, Y., Hou, H., & Chang, K. (2013). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: a case study in Taiwan. Computer Assisted Language Learning. DOI:10.1080/09588221.2013.839568.
Wailey, J. & Bailey. J. (2006). Effects of Collaboration and Argumentation on Learning From Web Pages. In A. O’Donnell, E. Hmelo-Silver & G. Erkens (Eds.), CollaborartiveLearning, Reasoning, and Technology. Mahwah, NJ: L. Erlbaum Associates.