Innovation in Language Learning

The study, Click here for L2 learning!, quantitatively and qualitatively investigates the utilization of technology in the foreign language classroom. Five instructors (n=5) integrated two types of technological components, textbook and non-textbook, into ten (n=10) intact classes over the course of ten weeks. Textbook activities, resources that are extensions of the textbook, included but were not limited to, short video clips and online homework. Nontextbook activities consisted of radio feeds and newspaper webpages. Through the integration of these elements, the five French, Italian, and Spanish instructors brought supplemental activities to sixty-seven participants (n=67) in order to provide “interactive, authentic environments”.

In order to eliminate any confounding effects of chapter material and presentation order, the counterbalancing of treatments and presentation orders across each intact class was included in the experimental design. Each class was assigned one of two presentations: textbook (Chapter 3) followed by non-textbook technology (Chapter 4) or non-textbook (Chapter 3) followed by textbook technology (Chapter 4). After the two-chapter treatment period, instructors choose the type of technology to integrate for Chapter 5, if any at all.

Results of participants’ pre- and post-tests show that certain types of technology are more effective for L2 language learning when implemented into a specific course level and language. Qualitative results of participant surveys reveal that technology integration created links between chapter material and L2 learners that are highly dependent on learners’ individual experiences. Instructor surveys also illustrated that the ease in which implementation occurred not only influenced participant satisfaction but also instructors’ sustained use of technology after the treatment period. Results also confirm that the integration of authentic materials and meaningful activities are important components in the L2 classroom.