Innovation in Language Learning

This paper examines the impact of iPads in MFL learning from the perspective of the pupils involved. As a pilot project, all year 7 pupils (aged 11, first year of secondary education) at Dunottar School part of United Learning were issued with an iPad at the beginning of this academic year. The Modern Foreign Languages department has led in the implementation of educational apps within the school with the specific twofold aim of increasing motivation in second language acquisition and enhancing the quality and impact of teacher feedback for further progress.
Motivation in second language acquisition has been a focus of interest for researchers (e.g. Brown, 2001; Dörnyei, 2001; Graham & Weiner, 1996; Stipek, 1996; Gardner, 1985) as it is widely accepted as one of the key factors that influence the rate and success of L2 learning.
Feedback is seen as crucial for consolidating learning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978) with feedback practices having been transformed in the last 20 years (Hyland & Hyland, 2006) to incorporate current research and thinking. There is some research looking into how the use of technological developments in feedback can empower students and enhance language learning (Zhao, 2003; Warschauer et al., 1996).
The first part of this paper aims to describe the importance of motivation and effective teacher feedback for language learning within the context of a classroom in secondary education in the UK. The second part of the paper, a case study, aims at presenting pupils’ views on the effectiveness of the use of iPads in MFL lessons for a whole academic year. It draws on an analysis of individual and focus group interviews and a questionnaire, as well as lesson observations and informal interviews with French and Spanish teachers and school iPad champions.

Keywords: ICT, innovation, evaluation of language teaching and learning, second language acquisition, iPads, classroom, MFL;