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Literature Review

When it comes to learning a new language, there are often a variety of resources available

to help the learner. These can include formal institutional classes, textbooks, audio programs,

private tutors, YouTube videos, and online learning websites. However, each source typically

employs unique techniques used by previous linguistic scholars. Depending on the method, a

language can be understood in varying contexts, which can help a new language learner or just

plain confuse them. It is reasonable to then ask, “What are the most effective methods to become

fluent in a foreign language?” Research into the history of language teaching and learning

methods provides clues to this mystery worth unraveling.

Professors Blair Bateman and Baldomero Lago’s Methods of Language Teaching website

is good place to start with the basics. Throughout the many webpages, several methods are

presented by giving their origins, theories, and class activities. All have been argued over their

usefulness to students, making some experts in the field combine or reject techniques.

Ultimately, it has been agreed that teachers must first understand the individual needs of every

student and how language is acquired before going any further with their lessons (Bateman and

Lago, 2011). The large amount of information presented is great for those researching the topic.

It’s knowledgeable with citations and remains unbiased. However, it is a little overwhelming and

makes it unclear if there is any completely practical methodology.

Burton Bollag’s news article, Foreign-Language Departments Bring Everyday Texts to

Teaching, gives insight as to how language learning can be adapted in today’s times. There’s a

more recent challenge in some university language courses having a drop in registration

numbers. To combat this, some professors are revitalizing the programs with culture to connect

students with real-life scenarios. Other instructors don’t see the point, such as French professor
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Marie-Christine Koop at University of North Texas, “The problem with culture … is that it is so

vast. Which culture do you evaluate--the culture of the elite, or of the street?" (Bollag 3). This

further proves that language learning is more complicated than originally thought. There are

advantages and disadvantages that must be acknowledged. The source provides more than one

point of view from language experts, making it feel reputable and useful for potential

counterarguments.

Even more complicated, linguistic researchers Kiel Christianson and Sarah-Elizabeth

Deshaies have investigated the mental skills needed for informal language learners in The

Handbook of Informal Language Learning. Non-formal learning differs from a classroom setting

often by the lack of an instructor. In part, they have found that students who are more

experienced understand how to apply language learning strategies (30). Yet, most studies done

highlight L3 (third language) learners, so it is hard gauge whether L2 (second language) learners

are of the same measure. While it isn’t fully conclusive, their research provides better

understanding into how previous experience can affect the language learning process. This is

necessary background information to look into when experimenting with different approaches.

As such, assistant professor Dr. Serpil Meri-Yilan created a study that combined Tasked-

based Language Learning (TBLL) and Digital Storytelling (DST) practices to see whether they

improved language students’ speaking abilities in a blended environment. Methods that are in a

blended classroom (online and in-person) could be preferable to some learners. Out of the

twenty-six university-level students who participated, twenty-four saw their performances do

better with TBLL and DST in a digital classroom than a traditional one (41). While this study

focuses more on online versus in-person classes, it shows promise that learning can be more

effective in certain educational formats. TBLL and DST methods may attain different results in
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conjunction to students’ behaviors in where they learn together. Still, one study doesn’t make

positive claims of either method irrefutable to criticism.

English instructor Kagan Buyakkarci analyzes TBLL in a fair, critical manner. He gives

background information and reviews the learning process in detail. Even though he sees the

benefits to TBL, there’s room to examine its weak points. Of which, Buyakkarci says that TBL

isn’t as effective if class times are shorter and there is limited practice outside of class (319). It’s

a reasonable judgement to make because the approach is said to be time-consuming. Decidedly,

it makes one think if the method can be enhanced for better end-goals, like in the previous

paragraph’s mentioned study.

Alternatively, Deoksoon Kim believes that intercultural exchanges via the internet and

social media engages learners more. He argues this because they experience the structure of a

language and how it’s used in the intended culture (531). There’s also figures displayed to

visualize the relationships between traditional studies and digital ones. It’s quite complex to

comprehend at first, so additional explanation may be needed to break down the fundamental

elements.

In similar fashion, Angela Scarino and Anthony J. Liddicoat have found online

intercultural exchanges useful for language students. There are many different digital mediums

one can interact with that suits their needs to gaining knowledge of new cultures. Some of which,

they mention the blog-like website Cultura (115-116) and reading French news articles (109-

111). However, they also warn of interactions backfiring due to strong pre-existing beliefs and

stereotyping. This is not an outcome any teacher or learner intends to have and could make a

lasting negative impression. Scarino and Liddicoat’s findings seem to align with other sources

that language learning methods aren’t perfectly balanced to meet expectations.

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Mobile learning, described by Sladana Maric in her paper Mobile Technology & Online

Language Learning, is another digital medium that opens new doors. Combined with educational

spaces, mobile technology has been on the rise to “maximise the potential of digital technologies

in language teaching with the support of pedagogical approaches that promote lifelong learning”

(Maric 3). With continuous increased availability in mobile devices, it’s understandable to come

to this conclusion. Language developers and instructors revitalize older ways of learning to fit

modern contexts.

Jane Seely sees educational gaming exemplifies this in Gamification in Learning and

Teaching. In essence, it relies on an evolution of computer-modeled procedures under the

blanket category of TELL, or Technology Enhanced Language Learning, to have the learner

experience their chosen language through social and practical situations while obtaining a digital

reward (Seely 2). Even then, there are the major drawbacks that it prioritizes earning points and

doesn’t always create innovative procedures to comprehending a language. This entangles

gamification into language learning with positive and negative attributes.

In their critique on gaming to the formal classroom setting, computer science researchers

Furdu et al. show that some aspects don’t inspire some to continue learning. In a university

study, they concluded that a public ranking system in an online learning environment

demotivated students from wanting to learn (59). This does not mean that they’re against the

concept entirely. Rather, they want to demonstrate the unintended side effects of using some

game elements. Their study also includes graphs and tables, which supplements this verdict.

In conclusion, it is hard to discern what is the most effective language learning method,

based on the currently reviewed material. Digital formats seem to be more popular in recent

years, so research concerning this methodical area should be conducted for a clearer answer.
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However the case, the paper’s final interpretation will be made by an opinion backed up with

logical and statistical facts. This is how linguistic researchers have argued their beliefs because

there’s yet to be an easy, straightforward response into language learning methods.

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Works Cited

Bateman, Blair, and Baldomero Lago. Methods of Language Teaching. Brigham Young

University, 2011. https://hlr.byu.edu/methods/content/index.html. Accessed 17 Mar.

2021.

Bollag, Burton. “Foreign-Language Departments Bring Everyday Texts to Teaching.” Chronicle

of Higher Education, vol. 54, no. 11, 9 Nov. 2007, p. 3. Education Research Complete,

http://sinclair.ohionet.org:80/login?url=https://search.ebscohost.com/login.aspx?

direct=true&db=ehh&AN=27711799&site=ehost-live. Accessed 4 Mar. 2021.

Buyukkarci, Kagan. “A Critical Analysis of Tasked-Based Learning.” Kastamonu Education

Journal, vol. 17, no. 1, Jan. 2009, pp. 313-320. ResearchGate.net,

https://www.researchgate.net/publication/285744934_A_critical_analysis_of_task-

based_learning. Accessed 25 Mar. 2021.

Christianson, Kiel, and Sarah-Elizabeth Deshaies. “Learning Languages in Informal

Environments: Some Cognitive Considerations.” The Handbook of Informal Language

Learning, edited by Mark Dressman and Randall W. Sandler, John & Wiley Sons, 2019,

pp. 27-37. OhioLINK EBC, http://rave.ohiolink.edu/ebooks/ebc2/9781119472384.

Accessed 17 Mar. 2021.

Furdu, Iulian, et al. “Pros and Cons Gamification and Gaming in Classroom.” BRAIN: Broad

Research in Artificial Intelligence and Neuroscience, vol. 8, no. 2, 2017, pp. 56-62,

https://arxiv.org/ftp/arxiv/papers/1708/1708.09337.pdf. Accessed 27 Mar. 2021.

Kim, Deoksoon. “Learning Language, Learning Culture: Teaching Language to the Whole

Student.” ECNU Review of Education, vol. 3, no. 3, Sep. 2020, pp. 519–541. ERIC,
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http://sinclair.ohionet.org:80/login?url=https://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1269591&site=ehost-live. Accessed 4 Mar. 2021.

Maric, Sladana. “OLLReN Paper on: Mobile Technology & Online Language Learning.” Online

Language Learning Research Network, Nov. 2018. https://ollren.org/ld.php?

content_id=46706095. Accessed 22 Mar. 2021.

Meri-Yilan, Serpil. “Task-Based Language Learning through Digital Storytelling in a Blended

Learning Environment.” Research-publishing.net, 10 Aug. 2020, pp. 37-44. ERIC,

http://sinclair.ohionet.org:80/login?url=https://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=ED607145&site=ehost-live. Accessed 4 Mar. 2021.

Scarino, Angela, and Anthony J. Liddicoat. Intercultural Language Teaching and Learning.

Blackwell Publishing, 2013. OhioLINK EBC,

http://rave.ohiolink.edu/ebooks/ebc2/9781118482070. Accessed 25 Mar. 2021.

Seely, Jane. “OLLReN Paper on: Gamification in Learning and Teaching.” Online Language

Learning Research Network, June 2019, https://ollren.org/ld.php?content_id=50117404.

Accessed 17 Mar. 2021.