The Use of Technology for Second Language Learning and Teaching: A Retrospective

By M. Salaberry. 2001

510 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/454dcd7e474fdfb2c526c474c678b6660204a990

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jonita Stepp-Greany
2. Richard G. Kern
3. Catherine McLoughlin
4. Mark J. W. Lee
5. Yong Zhao
6. Paul M. Leseman
7. R. Berk
8. Carol A. Chapelle

In Language and Linguistics

1. Richard G. Kern
2. Jonita Stepp-Greany
3. Catherine McLoughlin
4. Mark J. W. Lee
5. Yong Zhao
6. Paul M. Leseman
7. R. Berk
8. Carol A. Chapelle

In Literature and Literary Theory

1. Richard G. Kern
2. Jonita Stepp-Greany
3. Catherine McLoughlin
4. Mark J. W. Lee
5. Yong Zhao
6. R. Berk
7. Carol A. Chapelle
8. Julie A. Belz

Citations in the corpus

• Social Robots for Language Learning: A Review (2018, background): “…in studying the use of technology for language learning: New technologies are often met with great enthusiasm, but research on their effectiveness often does not meet empirical standards and/or does not necessarily provide conclusive evidence of the benefits of these technologies (Salaberry, 2001).”
• The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. (2008, background): “…this means that before attempting to leverage the affordances of social software, teachers need to identify pedagogical outcomes (for example, drawing on the three P’s in Figure 1) and ensure that technology integration is aligned to tasks and assessment (Joyes, 2005/2006; Salaberry, 2001).”
• Student perceptions on language learning in a technological environment: Implications for the new millennium (2002, background): “Studies of the effect of technology-enhanced instruction on achievement and studies of student attitudes regarding learning with technology have also increasingly been reported (Salaberry, 2001).”
• The Use of the Communicative Language Teaching Approach to Improve Students’ Oral Skills (2018, background): “In addition to the use of authentic materials in the classroom, Swaffar and Vlatten (1997) state that using video in the classroom exposes learners to authentic voices and different dialects, which provides them with cultural backgrounds (as cited in Salaberry, 2001).”
• Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis (2013, methodology): “Thus language educators have long looked at information and communication technologies (ICT) as possible solutions to this problem (Egbert, Chao, & Hanson-Smith, 1999; Hanson-Smith, 1999; Salaberry, 2001).”
• English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology (2003, background): “R. Ellis’ (1999) broad view of the construct offers an excellent starting point because he theorizes interaction beyond the concrete activity of the visible interactions occurring in a two-way, face-to-face classroom task, for example.”
• Perspectives on Technology in Learning and Teaching Languages (2006, background): “Although space does not permit an exhaustive research review (for recent reviews, see Chapelle, 2003; Kern, Ware, & Warschauer, 2004; Salaberry, 2001; Thorne & Payne, 2005; Warschauer & Kern, 2000; 184 TESOL QUARTERLY Zhao, 2003), I focus on key issues arising from the recent technologyrelated…”
• Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom (2009, background): “…1994; Payne, 1993), writing (Leland, 1994), second-language learning (Chapple & Curtis, 2000; Liu, 2005; Plass, Chun, Mayer, & Leutner, 1998; Salaberry, 2001), active learning (Greg, Hosley, Weng, & Montemayor, 1995), and multicultural diversity and sensitivity training (Pintertis &…”