Learning a Second Language Supported by Digital Technologies: A Systematic Review
Abstract In this article, a systematic review is carried out with the objective of identifying the existing evidences about the implementation and the advantages of the use of different digital technologies in educational programs that promote the acquisition of a second language. This systematic review follows the methodology according to the recommendations provided by the Evidence-based Software Engineering method, the checklist of The Critical Appraisal Skill Program) to evaluate the quality of the selected articles and Preferred Reporting Items for Systematic Reviews and MetaAnalysis for the preparation of the report. The databases used were Web of Science and Scopus. 8 articles are selected that meet the inclusion and exclusion criteria. Among the main results obtained, we emphasize that in the studies that use the tools of the Web 2.0, the social competences of language are integrated, specifically, the communication and interaction with purposes of production and social integration of the student in a new language. Therefore, Web 2.0 tools contribute to a more dynamic teaching of a language, generating a greater interaction that helps the acquisition of this. On the other hand, in research using Computer Based Learning tools, the individual is evaluated on specific topics of the language competencies such as phonetic and grammatical production.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Arasa, Haldon, L. (2015) La enseñanza de español en Estados Unidos dentro del Modelo de Inmersión Dual Gómez y Gómez. RedELE revista electrónica de didáctica del español lengua extranjera de lenguas extranjeras. ISSN: 1571-4667, año 2015, número 27
Arrufat, M. J. G., Sánchez, V. G., & Santiuste, E. G. (2010). El futuro docente ante las competencias en el uso de las tecnologías de la información y comunicación para enseñar. EDUTEC. Revista electrónica de tecnología educativa, (34).
Bishop, J. (2007). Increasing participation in online communities: A framework for human–computer interaction. Computers in human behavior, 23(4), 1881-1893.
Brantmeier, C., Vanderplank, R., & Strube, M. (2012). What about me? Individual self-assessment by skill and level of language instruction. System, 40(1), 144–160. Recuperado de: https://doi.org/10.1016/j.system.2012.01.003.
Chun, D., Smith, B., & Kern, R. (2016). Technology in Language Use, Language Teaching, and Language Learning. Modern Language Journal. Recuperado de: https://doi.org/10.1111/modl.12302.
Clarke, J., Miles, S. & McGee, P. (2003). Changing system to personalize learning: introduction to the personalization workshop. The Education Alliance.
Craig, D. V. (2013). Content Creators and Language Learners: Exploring Web 2.0 And Wikis. The Journal of Educators Online. Recuperado de: https://doi.org/10.9743/JEO.2013.2.5.
Cussó-Calabuig, R., Carrera Farran, X., & Bosch-Capblanch, X. (2017). Are boys and girls still digitally differentiated? the case of catalonian teenagers. Journal of Information Technology Education: Research, 2017, vol. 16, p. 411-435.
Dooly, M. (2016). Becoming little scientists: technologically-enhanced project-based language learning. Language Learning & Technology, 20(201), 54–78. Recuperado de http://llt.msu.edu/issues/february2016/doolysadler.pdf.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Garrido, C.C., y Urtza, G. R. (2013) en Chen, K. T. C., & Liao, D. Y. C. (2013). English oral skills training through theater performance in an EFL setting. New Educational Review, 33(3), 193–204.
Hurtado, R. (2005) en Narváez, E., de Petrino Silvia, F., Mirta, F., María, C. A., García-Calvo, J., Payer Sánchez, M., y Alvarado, Á. (2005). La Educación Bilingüe y los Múltiples Beneficios de un Programa de Lenguaje Dual: Una Alternativa para el Inmigrante Latinoamericano en los Estados Unidos La Educación Bilingüe y los Múltiples Beneficios de un Programa de Lenguaje Dual: Una Alternativa para el Inmigrante Latinoamericano en los Estados Unidos. Revista Docencia Universitaria, 6(1). Año 2005 SADPRO – UCV. Universidad Central de Venezuela.
Ingold, C. W., Rivers, W., Chavez Tesser, C. and Ashby, E. (2002). Report on the NFLC/AATSP survey of Spanish language programs for native speakers. Hispania, 324-329.
Kern, R. 1996. Computer-mediated communication: Using e-mail exchanges to explore personal histories in two cultures. Telecollaboration in foreign language learning, 105-119.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom.
Larsen-Freeman, D. (2009). Adjusting expectations: The study of complexity, accuracy, and fluency in second language acquisition. Applied linguistics, 30(4), 579-589.
Malinina, A. (2016) en Rubacha, K., Sirotova, M., & Chomczyska-Rubacha, M. (2016). Educational self-efficacy in teachers of various ethical orientations. The Slovak researches. New Educational Review, 43(1), 193–200. Recuperade de https://doi.org/10.15804/tner.2016.43.1.16.
Martínez Sanz, L. (2014). Utilización de las TICs como herramienta integradora en las aulas bilingües Presentado por: Laura Martínez Sanz Tutelado por: Eduardo García Zamora Soria.
Menéndez Souto, J. Á. (2013). El uso de las TIC en la enseñanza bilingüe.
Ovando, C. J. (2003). Bilingual Education in the United States: Historical Development and Current Issues. Bilingual Education Journal, 27: 1 Spring 2003.
Potowski, K. (2007). Language and identity in a dual immersion school (Vol. 63). Multilingual Matters.
Postman, N., y Y?lmaz, M. E. (2006). Teknopoli: Technopoly: the surrender of culture to technology. Paradigma Yay?nc?l?k.
Qian, M., & Levis, J. (2018). A system for adaptive high-variability segmental perceptual training: Implementation, effectiveness, transfer. Language Learning & Technology, 22(221), 69–96.
Robinson, P. (Ed.). (2011). Second language task complexity: Researching the cognition hypothesis of language learning and performance (Vol. 2). John Benjamins Publishing.
Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. The future of children, 76-101.
Shin, D. (2014). Web 2.0 tools and academic literacy development in a US urban school: a case study of a second-grade English language learner. Language and Education. https://doi.org/10.1080/09500782.2013.771653
Thomas, W. P., & Collier, V. P. (2012). Dual language education for a transformed world. Dual Language Education of New Mexico/Fuente Press.
Urrútia, G., & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina clínica, 135(11), 507-511.
Vygotsky, L. S. (1981). The genesis of higher mental functions. 1n.J. V Wertsch (Ed.), The concept o/activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
Warschauer, M. (1997). Computer?mediated collaborative learning: Theory and practice. The modern language journal, 81(4), 470-481.
Arrufat, M. J. G., Sánchez, V. G., & Santiuste, E. G. (2010). El futuro docente ante las competencias en el uso de las tecnologías de la información y comunicación para enseñar. EDUTEC. Revista electrónica de tecnología educativa, (34).
Bishop, J. (2007). Increasing participation in online communities: A framework for human–computer interaction. Computers in human behavior, 23(4), 1881-1893.
Brantmeier, C., Vanderplank, R., & Strube, M. (2012). What about me? Individual self-assessment by skill and level of language instruction. System, 40(1), 144–160. Recuperado de: https://doi.org/10.1016/j.system.2012.01.003.
Chun, D., Smith, B., & Kern, R. (2016). Technology in Language Use, Language Teaching, and Language Learning. Modern Language Journal. Recuperado de: https://doi.org/10.1111/modl.12302.
Clarke, J., Miles, S. & McGee, P. (2003). Changing system to personalize learning: introduction to the personalization workshop. The Education Alliance.
Craig, D. V. (2013). Content Creators and Language Learners: Exploring Web 2.0 And Wikis. The Journal of Educators Online. Recuperado de: https://doi.org/10.9743/JEO.2013.2.5.
Cussó-Calabuig, R., Carrera Farran, X., & Bosch-Capblanch, X. (2017). Are boys and girls still digitally differentiated? the case of catalonian teenagers. Journal of Information Technology Education: Research, 2017, vol. 16, p. 411-435.
Dooly, M. (2016). Becoming little scientists: technologically-enhanced project-based language learning. Language Learning & Technology, 20(201), 54–78. Recuperado de http://llt.msu.edu/issues/february2016/doolysadler.pdf.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Garrido, C.C., y Urtza, G. R. (2013) en Chen, K. T. C., & Liao, D. Y. C. (2013). English oral skills training through theater performance in an EFL setting. New Educational Review, 33(3), 193–204.
Hurtado, R. (2005) en Narváez, E., de Petrino Silvia, F., Mirta, F., María, C. A., García-Calvo, J., Payer Sánchez, M., y Alvarado, Á. (2005). La Educación Bilingüe y los Múltiples Beneficios de un Programa de Lenguaje Dual: Una Alternativa para el Inmigrante Latinoamericano en los Estados Unidos La Educación Bilingüe y los Múltiples Beneficios de un Programa de Lenguaje Dual: Una Alternativa para el Inmigrante Latinoamericano en los Estados Unidos. Revista Docencia Universitaria, 6(1). Año 2005 SADPRO – UCV. Universidad Central de Venezuela.
Ingold, C. W., Rivers, W., Chavez Tesser, C. and Ashby, E. (2002). Report on the NFLC/AATSP survey of Spanish language programs for native speakers. Hispania, 324-329.
Kern, R. 1996. Computer-mediated communication: Using e-mail exchanges to explore personal histories in two cultures. Telecollaboration in foreign language learning, 105-119.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom.
Larsen-Freeman, D. (2009). Adjusting expectations: The study of complexity, accuracy, and fluency in second language acquisition. Applied linguistics, 30(4), 579-589.
Malinina, A. (2016) en Rubacha, K., Sirotova, M., & Chomczyska-Rubacha, M. (2016). Educational self-efficacy in teachers of various ethical orientations. The Slovak researches. New Educational Review, 43(1), 193–200. Recuperade de https://doi.org/10.15804/tner.2016.43.1.16.
Martínez Sanz, L. (2014). Utilización de las TICs como herramienta integradora en las aulas bilingües Presentado por: Laura Martínez Sanz Tutelado por: Eduardo García Zamora Soria.
Menéndez Souto, J. Á. (2013). El uso de las TIC en la enseñanza bilingüe.
Ovando, C. J. (2003). Bilingual Education in the United States: Historical Development and Current Issues. Bilingual Education Journal, 27: 1 Spring 2003.
Potowski, K. (2007). Language and identity in a dual immersion school (Vol. 63). Multilingual Matters.
Postman, N., y Y?lmaz, M. E. (2006). Teknopoli: Technopoly: the surrender of culture to technology. Paradigma Yay?nc?l?k.
Qian, M., & Levis, J. (2018). A system for adaptive high-variability segmental perceptual training: Implementation, effectiveness, transfer. Language Learning & Technology, 22(221), 69–96.
Robinson, P. (Ed.). (2011). Second language task complexity: Researching the cognition hypothesis of language learning and performance (Vol. 2). John Benjamins Publishing.
Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. The future of children, 76-101.
Shin, D. (2014). Web 2.0 tools and academic literacy development in a US urban school: a case study of a second-grade English language learner. Language and Education. https://doi.org/10.1080/09500782.2013.771653
Thomas, W. P., & Collier, V. P. (2012). Dual language education for a transformed world. Dual Language Education of New Mexico/Fuente Press.
Urrútia, G., & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina clínica, 135(11), 507-511.
Vygotsky, L. S. (1981). The genesis of higher mental functions. 1n.J. V Wertsch (Ed.), The concept o/activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
Warschauer, M. (1997). Computer?mediated collaborative learning: Theory and practice. The modern language journal, 81(4), 470-481.
Valencia, Y. S., & Serrano Sánchez, J. L. (2020). Learning a Second Language Supported by Digital Technologies: A Systematic Review. Education in The Knowledge Society, 21, 13. https://doi.org/10.14201/eks.18734
Downloads
Download data is not yet available.
+
−