ICT tools for Foreign Language Instructions
More and more adults exploit technology-supported solutions to enhance and practice their language skills at their own pace and at a distance without being obliged to be physically present in the classroom. In addition, individuals use the tools because they offer learning advantages as compared to classic textbook-based instruction. Some of the tools are also used by trainers who integrate them into classroom instruction making the learning process more interactive, flexible, and engaging. In early stages of using technology as a complementary learning tool in language learning TV-series and CD-ROMS were deployed for exposing learners to typical communication practices and conversation. At a later stage internet-based tools including email, synchronous chat, forums, and digital video were used for providing additional channels to practice comprehension, writing, and communication. Over the past decade there is a clear and strong shift towards using emerging on-line ICT services and communities. Language learning experiences through computer-mediated technologies become ever more interactive and multimodal exploiting the social dimension that is introduced through Web 2.0 (Wang and Vasquez, 2012. For example, several studies focus on how to best integrate blogs (Alm, 2009; Antenos-Conforti, 2009) and wikis (Arnold et al, 2009; Zorko, 2009) into the teaching and learning process with direct links to learning outcomes. Another popular practice is the exposure to language learning through scheduled online meetings using tools and platforms for videoconferencing including Skype, Flashmeeting, and podcasts (Godwin- Jones, 2005).
The potential of social networking technologies, such as Facebook (TM) and Twitter (TM) towards language learning is also explored (Wang and Vasquez, 2012). Some advocate that social networks can form collaborative and communication-oriented learning environments where knowledge is constructed as part of a social procedure (Wang and Vasquez, 2012). Virtual worlds, mainly 3D, and digital games also have a place in this list; for example, there is a lot of activity in Second Life Virtual World towards language learning (Hundsberger, 2009).
ICT technologies become increasingly acknowledged as mediums for engaging learners in meaningful and interactive language learning experiences but according to recent studies there is need for more empirical research in this area (Auer, 2012; Wang and Vasquez, 2012). Three factors are related to the ICT’s potential towards language learning: first, ICT can promote open learning as opposed to the standardized way of teaching foreign languages (Esch and Zahner, 2000); second, ICT can be used as a cognitive tool taking into account studies in the area of cognitive psychology according to which the technology offers the potential for ‘knowledge construction, organisation, and re-organisation’ (Esch and Zahner, 2000); last, ICT can form ‘social-oriented and communication-based’ learning environments’. In terms of language learning this is an excellent opportunity for learners’ exposure to a ‘community of practice’ (Lave and Wenger, 1991), where the foreign language can be better practiced allowing interaction within an authentic context as well as social interactions with other practitioners (Esch and Zahner, 2000).
