“Applying information and communication technologies to

language teaching and research: an overview” – A Critical

Review

Rokaya Hajjaji
ML Student
Ibn Tofail University

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.
Summary
This volume aims to demonstrate 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. They leverage social networks and function as Open Educational
Resources, with language variants (LMOOCs) facilitating language learning
through immediate feedback and open access to diverse content. 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. Mobile-Assisted Language Learning (MALL) utilizes
mobile devices as a platform for 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.
While CLIL offers holistic teaching benefits, such as multidisciplinary learning
and positive attitudes towards other languages, its implementation faces
challenges, including the need for specialized materials and vocabulary
acquisition. Challenges are addressed in this section by proposing solutions
such as integrating ICT methods, using digital tools like Vocabulary Notebook,
and adopting a holistic approach combining various teaching practices to
enhance students' performance in CLIL environments. 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.
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

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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 data, it may be challenging to assess the practical implications of the
proposed approaches.
Additionnaly, 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.
Furthermore, 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.
Conclusion
In essence, 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 empirical 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 across diverse educational
settings.
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
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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.

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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