“Applying information and communication technologies to

language teaching and research: an overview” – A Critical

Review

Rokaya Hajjaji
ML Student
Ibn Tofail University

I. Introduction
In this paper, we will be critically reviewing a chapter titled “Applying
information and communication technologies to language teaching and
research: an overview” by Antonio Pareja-Lora, Pilar Rodríguez-Arancón, and
Cristina Calle-Martínez from The Complutense University of Madrid, which is a
public research university located in Madrid. This chapter addresses the
adaptation of education to international changes, particularly in response to new
learning programs, policies, and assessment methods. It explores the emergence
of various learning environments, including blended learning and e-learning,
emphasizing learner-centric approaches. The chapter aims to examine the role
of information and communication technologies (ICTs) in language teaching and
learning, discussing their effectiveness compared to traditional methods and
their implications for language educators and researchers. It is structured into
three sections: describing the general application of ICTs in language education,
introducing new trends such as MALL and CLIL, and discussing the application of
language technologies in teaching and learning.

II. Summary
This chapter demonstrates the effective integration of new teaching and
learning methods, like blended learning and e-learning, into language education
through the use of information and communication technologies (ICTs). This is a
fundamental premise in various areas of language education research, such as
CALL, MALL, CLIL, and LMOOCs. MOOCs represent a novel approach to distance
and lifelong learning, closely tied to technology and innovation. Despite their
benefits, MOOCs encounter challenges like high dropout rates and student
isolation. Integration of social networks aims to address these issues, enhancing
the learning experience. Additionally, this chapter discusses the general
application of ICTs in language education, and introduces emerging trends like
MALL and CLIL, and explores the application of language technologies like
computational linguistics and language resources in language teaching and
learning. MALL is considered an evolution of traditional distance and lifelong
learning methods, offering learners the flexibility to engage in language learning
anytime and anywhere. Moreover, Content and Language Integrated Learning
(CLIL) involves teaching subjects in a second language (L2) as a means to promote
intercultural communicative competence, computer literacy, and lifelong
learning skills. CLIL offers holistic teaching benefits, such as multidisciplinary
learning and positive attitudes towards other languages. Although, its
implementation faces challenges, including the need for specialized materials
and vocabulary acquisition. Computational linguistics involves the digital
processing and management of languages and language resources, such as
corpora and dictionaries. The section explores various applications of
computational linguistics in language education through seven articles. The
articles demonstrate how computational linguistics contributes to language
learning by providing tools for grammar improvement, vocabulary acquisition,
and translation studies. This book chapter explores the broader use of ICT,
introduces emerging ICT trends in language learning, and demonstrates the
application of language technologies such as computational linguistics and
language resources in language education.

III. Critical Assessment

The chapter provides a comprehensive overview of various teaching and
learning methods, such as blended learning, e-learning, and MOOCs, in language
education. It also introduces emerging trends like MALL and CLIL, covering a wide
range of methodologies and technologies.
The study effectively demonstrates the integration of information and
communication technologies (ICTs) into language education, emphasizing their
importance in enhancing teaching and learning outcomes. Moreover, The
inclusion of practical examples, such as MALL apps and digital tools like
Vocabulary Notebook, offers concrete illustrations of how technology can be
used to facilitate language learning. The exploration of language technologies
like computational linguistics and language resources provides insights into their
potential contributions to language education, particularly in areas such as
grammar improvement, vocabulary acquisition, and translation studies.
While the chapter provides theoretical insights and examples, it lacks
empirical evidence and case studies demonstrating the effectiveness of these
methodologies in real-world language learning environments. Without empirical
2
data, it may be challenging to assess the practical implications of the proposed
approaches.
Additionally, it briefly mentions challenges faced by certain methodologies,
such as high dropout rates in MOOCs and the need for specialized materials in
CLIL, it does not delve deeply into addressing these challenges or discussing
potential solutions. A more thorough analysis of the limitations and practical
obstacles would provide a more balanced perspective.

Finally, the paper primarily focuses on theoretical frameworks and general

trends in language education, but it does not provide insights into the specific
contexts or cultural nuances that may influence the adoption of these
methodologies. As a result, the generalizability of the findings to diverse
educational settings may be limited.
IV. Conclusion
To conclude, this chapter provides a thorough exploration of teaching and
learning methods in language education, covering various approaches like
blended learning, e-learning, MOOCs, MALL, and CLIL. It emphasizes the crucial
role of integrating ICTs to improve learning outcomes. While it offers practical
examples and insights into language technologies, it lacks factual evidence and
detailed discussions on challenges and solutions. Additionally, it overlooks
specific cultural contexts that may impact the effectiveness of these methods.
Addressing these gaps would enhance its relevance and credibility in diverse
educational settings.

V. Recommendation
I believe that educators and researchers may appreciate the study for its
comprehensive overview of teaching and learning methods in language
education, as well as its emphasis on the integration of ICTs. The practical
examples and insights into language technologies could be valuable for
educators looking to enhance their teaching methods. Overall, I think this paper
is informative, insightful, and definitely useful for researchers and educators.

3
4
References
Pareja-Lora, A., Rodríguez-Arancón, P., & Calle-Martínez, C. (2016). Applying
information and communication technologies to language teaching and
research: an overview. In A. Pareja-Lora, C. Calle-Martínez, & P.
Rodríguez-Arancón (Eds), New perspectives on teaching and working
with languages in the digital era (pp. 1-22). Dublin: Research-
publishing.net. http://dx.doi.org/10.14705/rpnet.2016.tislid2014.418