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Technology Uses in Creating Second Language (L2) Learning Environments: When Learners are Creators
PROCEEDINGS

, University of Indianapolis, United States ; , University of Oregon, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Technology has shown great potentials in facilitate L2 learning since it can provide three critical conditions in L2 learning, i.e., language input, opportunities for language uses, and feedback. In theory, with today’s technology, anyone can learn a foreign language successfully. However, how learner use technology to create their L2 learning environment is understudied. This study addresses two research questions: 1) How do students use technology in their L2 learning? 2) What factors affect how frequently ESL learners use technology? The findings indicate that Technology use in L2 learning is not as ideal as the great potentials of technology that have been repetitively claimed. Instead, technology use in L2 learning is multi-faceted. Although technology starts to be used by learners in L2 learning, there are variations among the frequency of individual learners’ technology use. Variations are also found in learners’ technology use by application. On the other hand, social network factors play a role in how learners use technology to learn English.

Citation

Zhang, G. & Zhao, Y. (2011). Technology Uses in Creating Second Language (L2) Learning Environments: When Learners are Creators. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2825-2832). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 15, 2019 from .

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