Technology enhanced language learning

Anelly Kremenska
2007 Proceedings of the 2007 international conference on Computer systems and technologies - CompSysTech '07  
This paper presents a critical stance in the face of the technology-enhanced language learning (TELL) hype in higher education (HE). This hype, largely driven by institutional -instrumental and financial -imperatives has come under increasing scrutiny in recent times. Indeed, emerging discourses surrounding the broader context of technology-enhanced learning question the focus on technology-led innovation rather than pedagogy-led innovation as well as a number of scholarly aspects that remain
more » ... rgely undertheorised (cf. Bayne, 2014; Kirkwood & Price, 2013 . In this paper we thus set out to articulate the challenges we face as language educators in the HE context and, in so doing, bring to light the glaring methodological gap that emerges from these. This discussion is complemented by practical examples from ongoing curricular innovation in intermediate Spanish language courses. These practical examples -drawn from an Action Research-driven pedagogic intervention on the use of PowerPoint in Spanish as a second/foreign language -illustrate the pedagogical strategies we have implemented to respond to these challenges critically, but also, creatively. These strategies integrate theoretical principles from cognitive grammar (cf. Llopis-García, 1 Corresponding author -The University of Queensland, School of Languages and Culture (Australia).
doi:10.1145/1330598.1330690 dblp:conf/compsystech/Kremenska07a fatcat:vcrxobc5ljgetozgy56aobmzpm