Technologies in Use for Second Language Learning

By Mike Levy. 2009

419 citations recorded by the source corpus.

This article describes the technologies in use for second language learning, in relation to the major language areas and skills. In order, these are grammar, vocabulary, reading, writing, pronunciation, listening, speaking, and culture. With each language area or skill, the relevant technologies are discussed with examples that illustrate how practitioners have employed the technological tool to help assist the language learner. In each case, the examples are chosen to highlight current points of focus and priorities, to give an indication of successful applications, and, in some cases, to draw attention to areas in which further work is required before a viable application is achieved.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c88d9a7450db527b49ef5f1141f8901bf9b17915

How researchers see this paper

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

In Developmental and Educational Psychology

1. Paul Thompson
2. Nina Garrett
3. E. Ushioda
4. Ken Hyland
5. Jim McKinley
6. Shih-Chieh Chien
7. M. Lamb
8. Alastair Henry

In Language and Linguistics

1. Paul Thompson
2. Nina Garrett
3. E. Ushioda
4. Ken Hyland
5. M. Lamb
6. Douglas Biber
7. Ali H. Al-Hoorie
8. Jim McKinley

In Literature and Literary Theory

1. Paul Thompson
2. Nina Garrett
3. E. Ushioda
4. Ken Hyland
5. Raffaella Negretti
6. Douglas Biber
7. A. Molino
8. M. Lamb

Citations in the corpus

• The Routledge Handbook of English for Academic Purposes (2016, background): “For critical pedagogues like Freire, the classroom and curriculum are more than just a place and programme of study; rather, they are sites where power is exercised and students prepared for their roles in a capitalist society (McLaren, 2009, pp. 74–75).”
• Computer‐Assisted Language Learning Trends and Issues Revisited: Integrating Innovation (2009, background): “A number of good overviews of the issues are available: See Teacher Education in CALL (Hubbard & Levy, 2006); a special issue of the online journal Language Learning & Technology (LLT*; http://llt. msu.edu/vol6num3/default.html); and Kassen, Lavine, Murphy-Judy, and Peter (2007). CALICO∗ has had a T”
• Language learning motivation, self and identity: current theoretical perspectives (2011, background): “This sense of autonomy and ownership would seem critical in safeguarding against the perception that their personal and social world of digital technologies is being appropriated for language learning purposes by teachers (see Levy, 2009, p. 778).”