Technology and language learning
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Technology and language learning
Use of technology in the language classroom
Curated by Yuly Asencion
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INTERVIEW WITH MARTA GONZÁLEZ-LLORET AND VILSON LEFFA: Building an interface between SLA and Technology

I think that as a SLA researcher, it is very important not to let the technology "blind" your research. So many "new shiny" technologies appear that it is very tempting to focus on the technology itself rather than in the language learning. This is the same for teachers, curriculum developers and administrators. Bringing technology in the language classroom has to be a decision made based on SLA research and conscious pedagogical choices. The technology should follow, or better "accompany" the language teaching methodology and pedagogical choices.

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Shona Whyte's curator insight, July 26, 9:42 AM
Interesting discussion of relations between theory and practice, research and pedagogy, plus references with links
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SOCIAL NETWORKING FOR LANGUAGE EDUCATION by Lamy & Zourou (2013)

SOCIAL NETWORKING FOR LANGUAGE EDUCATION by  Lamy & Zourou (2013) | Technology and language learning | Scoop.it
EDITOR: Marie-Noëlle Lamy EDITOR: Katerina Zourou TITLE: Social Networking for Language Education SERIES TITLE: New Language Learning and Teaching Environments PUBLISHER: Palgrave Macmillan YEAR: 2...

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Shona Whyte's curator insight, December 10, 2014 5:48 AM

Good informative review of what looks like an interesting collective volume.

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Second Language Acquisition Theories as a Framework for Creating Distance Learning Courses | Ariza | The International Review of Research in Open and Distance Learning

The article reviewed the research on distance learning for second language learners and concluded that SLA theories can, and should, be the framework that drives the development of courses for students seeking to learn languages.
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The CALL-SLA interface: Plonsky & Ziegler 2016

... Statistical results indicate a small relative effect ( ES = .512) for the use of technology in L2 learning, suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts . Absolute effects also provide strong evidence for the efficacy of CALL ( ES = .84). Results demonstrate positive benefits for CALL glossing ( ES = .60) and CMC ( ES = .33) relative to non-CALL contexts, although more research i s needed to understand the full impact of game -based or mobi le-assisted language learning. Syntheses also seem to support a general trend towards a developmental advantage for CALL (e.g. , Lai & Li, 2011; Sauro, 2011; Zhao, 2003; although see Lee et al. , 20 15, for an exception).

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8 grandes ideas detrás del Laboratorio de Aprendizaje Construccionista

8 grandes ideas detrás del Laboratorio de Aprendizaje Construccionista | Technology and language learning | Scoop.it
Post de Diego Leal que habla acerca de 8 grandes ideas del construccionismo de Seymour Papert para el diseño de ambientes de aprendizaje.
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