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Technology and Motivation in English Language Teaching and Learning
Advances in technology have made it easier for teachers and learners of English to access a wide range of resources in terms of authentic input and communication with native and nonnative speakers of English around the world. From the early days of computer-assisted language learning (CALL), there has been discussion of how technologies can play a role in motivating learners in learning a language (e.g., Warschauer, 1998), and as technologies have become more sophisticated, the growing range of uses of technology in and out of the classroom increases the potential for enhanced motivation.
This presentation looks at how technology can be used in the English language classroom, and how these uses can link to motivation. It begins with looking at general issues associated with technology and motivation, including a brief discussion of the affordances of technology and how this relates to motivation, and the issue of motivation for using technology from the perspective of both teachers and learners. This is followed by an overview of some newer communication technologies such as social networking tools (e.g., Lee, 2009) and virtual worlds (e.g., Deutschmann, Panichi & Molka-Danielsen, 2009), and how they can impact motivation through writing for a real audience potential for anonymity.
The presentation concludes by considering local and global issues associated with using technology for English language learning, and how motivation may be affected by the technologies that are available in both more and less technologically advanced regions.
Biographical sketch
Glenn Stockwell, PhD, is Professor in Applied Linguistics at Waseda University, Tokyo, Japan. He teaches a range of English language subjects and several applied linguistics subjects, including second language acquisition, second language teaching methodology, and computer-assisted language learning. His research interests include computer mediated communication, mobile learning, and the role of technology in the language learning process. He is co-author of CALL Dimensions (2006) with Mike Levy published by Lawrence Erlbaum, and editor of Computer Assisted Language Learning: Diversity in Research & Practice published by Cambridge University Press. He has published widely in international journals in the field of CALL, and is Editor-in-Chief of The JALT CALL Journal, Associate Editor of Computer Assisted Language Learning and Language Learning & Technology, and on the editorial boards of ReCALL and the CALICO Journal.
