Name : Muhinin

Class : TBI 6D

Nim : 180107111

Technology Enhanced Language Learning

Connecting Theory and Practice

Reviewed by David B. Kent

Since the turn of the century, the learning landscape has come in ever-increasing ways to
be reshaped by technology. For English language learners this has ultimately seen changes
emerge in relation to the language skills viewed as necessary and important to them and in the
means of how those skills are to be acquired (Goh, 2015). As a result, how teachers, particularly
those in the English as a foreign language context (Warschauer, 2000), are expected to instruct
has also come to change. Keeping this in mind, many teachers today are consistently and
continually incorporating technology into their classrooms. However, as new technologies
emerge, and are then appropriated, their use needs to come from a base of acceptable and well-
established methods and practices that are grounded in learning theory. It is here where the book
Technology Enhanced Language Learning: Connecting Theory and Practice (Walker & White,
2013) stands out.The book is designed for teachers working with all age groups. Its twelve
chapters cover a comprehensive range of practical content that can be taken on board and
implemented. As such, the book serves as a guide to effective technology integration over that of
a research reference, with links and resources mentioned in the book available from an
associated website. Each chapter has a similar layout, but each addresses a different area of
language and learning, and what this means for teachers and students. For the most part, this
layout involves three sections: (a) situating the area of language in relation to technology, (b)
exploring how technology can further aid students in learning, and (c) how theory integrates with
practice. Importantly, this third section presents a series of example tasks utilizing various tools
and apps, and the means to adapt these to suit unique educational contexts. This meshes well
with the aims of the book, allowing for implementation techniques to be developed from a
pedagogical base and in a manner befitting of the technological prowess of the practitioner.
However, this kind of chapter structure has advantages and disadvantages. It allows teachers of
specific skillsets to dip into the text and focus on content that can enhance their instruction, but it
may not allow a teacher to readily see how to use technology across a range of language skills or
learner age groups. This is particularly poignant as novice teachers, or those totally unfamiliar or
uncomfortable using technology for language learning, might be the first to turn to such a
book.The first two chapters of the book outline the theoretical aspects behind how technology
has traditionally come to integrate with language learning in terms of computer-assisted language
learning (CALL) and covers the groundwork and rationale behind technology-enhanced
language learning (TELL). This sees a discussion revolving around Taylor’s (1980) “tutor, tutee,
tool” model in chapter 1, which is premised on the notion that technology serves different roles
at different times throughout the learning process, with students fluidly adopting these roles as
they learn. For example, the authors see the “tutor” role as including the use of technology to
provide learners with the likes of customized exercises or drills to complete; the“tutee” role is
one where students might construct their own learning by creating activities for each other
through the use of authoring software; and the “tool” role is one where students could employ
applications like editing software to complete tasks like video creation. While chapter 2
establishes the importance behind language construction and digital communication, it also
comes to highlight Prensky’s (2001) “digital native versus digital immigrant” argument.
Crucially, the authors recognize that it is not always the case that those among a younger
generation are naturally technologically savvy. Also emerging is the notion that students should
not become reliant on technology when learning or producing language, but come to actively
engage with language in the classroom from a context where technology is used to assist students
as required, and perhaps in a way that Bax (2011) might see as seamlessly integrated or
“normalized.”

Chapters 3 through 5 deal specifically with language skills: listening and speaking,
reading, and writing. Each of these chapters outlines the skills that are seen as important for the
improvement of language proficiency and matches these to technology-enhanced language
learning activities.
 Chapter 6 moves on to multimodality and learning, taking into account new literacies,
particularly visual literacy, and the awareness of critical analysis when constructing and viewing
such material.

Chapters 7 and 8 focus on two distinct age ranges: university-level learners and young
learners. Chapter 7 looks at study skills and English for academic purposes (EAP), and centers
on the use of digital tools geared for the typical university-aged student. The chapter covers both
traditional contexts of study as well as virtual learning environments and a range of technology-
led means of presenting and assessing learner content. Chapter 8 looks at young learners and the
need to ensure continued engagement of these learners. Examples like coding and digital
storytelling are provided. Another important element found in this chapter is the need to protect
users, especially children, from cyberbullying.

Chapter 9 presents a means of assessing learners with technology, from computer-

adaptive tests (CATs) to more traditional methods such as multiple-choice questions and cloze
exercises. Importantly, concepts such as reliability and validity are discussed, as is washback,
and what these mean when conducting digital assessment. Unfortunately, in-depth means of
conducting such assessments with a variety of learners are only hinted at and could have been
explored more fully.
The final chapters of the book, 10 through 12, look at the teachers’ role in relation to
incorporating technology into the classroom, the need for continual professional development,
and the future of TELL. In this regard, a means of developing skills to work with technology is
provided, which in turn aims to promote technological competency and the means for teachers to
see themselves becoming increasingly proficient in TELL pedagogical procedures over time.
 QUESTION

Read the following research article, make the summary on what is tell and why it
emerges ?

ANSWER

This article was emerges because it is explain about how important the technology to
learning English. As a result, how teachers, particulary those in English as the foreign language
context [Warschauer, 2000], are expected to instruct has also come to continually incorporating
technology into their calssroom. However, as new technologies emerge, and are then
approprieted, their use needs to come from a base on acceptable and well-established methods
and practices that are grounded in learning theory.