Innovation in Language Learning

Current polices and recent pedagogical trends have steered the field of education towards a more technological approach to teaching practice and content delivery. With over forty per cent of the world’s population now considered to be online, Information and Communication Technology (ICT) has become omnipresent in modern society. However, it has been argued that ICT has failed to reach the same levels of pervasiveness in language teaching that it has achieved in other aspects of education, business and everyday life. It is hypothesised that while language teaching across the globe is continually adapting to digital advancements, teachers’ and students’ beliefs are acting as barriers to the use of technology enhanced language learning. The aim of this paper is to examine the perceptions and experiences of in-service teachers and current students in relation to the use of technology in the language classroom. This investigation of practicing teacher’s cognitions and their implementation of technology will add to a growing body of research into teacher cognition, technology use and additionally will be of benefit to teacher development programs. By analysing the students’ and teacher’s views, the aim is to gain insight into the best practice of using technology in the classroom. Furthermore, by comparing and contrasting the views of teachers and students, this research intends to address any gaps or mismatches in teacher/technology role perception, adding to the body of knowledge that can aid in teacher training and development. Through this paper the study will seek to understand if and how students find it beneficial learning a with technology, investigate the barriers that students’ and teachers’ beliefs may pose, in addition to examining how teachers employ language teaching methods utilising technology that are perceived as being beneficial in the classroom.