发音
计算机科学
语言技术
多媒体
实证研究
移动设备
情感(语言学)
外语
语言习得
数学教育
心理学
人工智能
语言学
万维网
自然语言
理解法
沟通
认识论
哲学
作者
Ewa M. Golonka,Anita R. Bowles,Victor M. Frank,Dorna L. Richardson,Suzanne Freynik
标识
DOI:10.1080/09588221.2012.700315
摘要
This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amount of learners’ language production and its complexity significantly increased. The literature revealed moderate support for claims that technology enhanced learners’ output and interaction, affect and motivation, feedback, and metalinguistic knowledge.
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