LANGUAGE LEARNING IN DIGITAL ENVIRONMENTS: CHALLENGES AND OPPORTUNITIES FOR APPLIED LINGUISTICS
Keywords:
Computer-assisted Language Learning, Digital Language Learning, Language Pedagogy, Applied Linguistics, Technological Integration
Abstract
The swift integration of digital technologies into language education has brought forth various benefits and challenges for the field of applied linguistics. This paper examines the present state of computer-assisted language learning and its wide-ranging implications for language acquisition and instruction in the digital age. The thorough review of existing literature underscores the considerable potential of digital technologies to improve language learning by improved access to diverse resources, personalized and adaptive instructional approaches, and increased opportunities for authentic interaction and communication. However, the paper also recognizes the multifaceted challenges that educators encounter, including the critical need for specialized training and professional development, the potential dangers of over-reliance on technology, and concerns regarding the long-term effects on language acquisition and the development of fundamental linguistic competencies.
References
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Woo, J. H., & Choi, H. (2021). Systematic Review for AI-based Language Learning Tools. In arXiv (Cornell University). Cornell University. https://doi.org/10.48550/arXiv.2111.
Xu, X., Yuan, B., Song, T., & Li, S. (2023). Curriculum Recommendations Using Transformer Base Model with InfoNCE Loss and Language Switching Method (p. 389). https://doi.org/10.1109/icaica58456.2023.10405630
Yutdhana, S., & Kohler, K. N. (2023). Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach. In English Language Teaching (Vol. 16, Issue 6, p. 45). Canadian Center of Science and Education. https://doi.org/10.5539/elt.v16n6p45
Zuhri, F. (2021). English Learning Achievement of Multilingual Learners Through Digital Literacy Practices. In Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research. https://doi.org/10.2991/assehr.k.210427.026
Woo, J. H., & Choi, H. (2021). Systematic Review for AI-based Language Learning Tools. In arXiv (Cornell University). Cornell University. https://doi.org/10.48550/arXiv.2111.
Xu, X., Yuan, B., Song, T., & Li, S. (2023). Curriculum Recommendations Using Transformer Base Model with InfoNCE Loss and Language Switching Method (p. 389). https://doi.org/10.1109/icaica58456.2023.10405630
Yutdhana, S., & Kohler, K. N. (2023). Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach. In English Language Teaching (Vol. 16, Issue 6, p. 45). Canadian Center of Science and Education. https://doi.org/10.5539/elt.v16n6p45
Zuhri, F. (2021). English Learning Achievement of Multilingual Learners Through Digital Literacy Practices. In Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research. https://doi.org/10.2991/assehr.k.210427.026
Woo, J. H., & Choi, H. (2021). Systematic Review for AI-based Language Learning Tools. In arXiv (Cornell University). Cornell University. https://doi.org/10.48550/arXiv.2111.
Xu, X., Yuan, B., Song, T., & Li, S. (2023). Curriculum Recommendations Using Transformer Base Model with InfoNCE Loss and Language Switching Method (p. 389). https://doi.org/10.1109/icaica58456.2023.10405630
Yutdhana, S., & Kohler, K. N. (2023). Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach. In English Language Teaching (Vol. 16, Issue 6, p. 45). Canadian Center of Science and Education. https://doi.org/10.5539/elt.v16n6p45
Zuhri, F. (2021). English Learning Achievement of Multilingual Learners Through Digital Literacy Practices. In Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research. https://doi.org/10.2991/assehr.k.210427.026
Ahmad, S., Umirzakova, S., Mujtaba, G., Amin, M., & Whangbo, T. K. (2023). Education 5.0: Requirements, Enabling Technologies, and Future Directions. In arXiv (Cornell University). Cornell University. https://doi.org/10.48550/arxiv.2307.15846
Alakrash, H., & Razak, N. A. (2021). Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy. In Sustainability (Vol. 13, Issue 21, p. 12304). Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/su132112304
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Attias, M., Utunen, H., Crowder, R., Black, A., Arabi, E., Litam, K., & Tokar, A. (2023). Using Digital Tools to Train Health Emergencies Personnel in Fragile Contexts. In Studies in health technology and informatics. IOS Press. https://doi.org/10.3233/shti230415
Chu, M.-W., & Fowler, T. A. (2023). Gamification of Formative Feedback in Language Arts and Mathematics Classrooms: Application of the Learning Error and Formative Feedback (LEAFF) Model. https://www.igi-global.com/gateway/article/246015
Darzhinova, L., & Zou, D. (2021). A Systematic Review of Technology-enhanced Assessment of Monolingual and Bilingual Written Language Comprehension [Review of A Systematic Review of Technology-enhanced Assessment of Monolingual and Bilingual
Written Language Comprehension]. The Journal of AsiaTEFL, 18(1), 319. https://doi.org/10.18823/asiatefl.2021.18.1.23.319
Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2023). Immersive virtual reality in K-12 and higher education: A 10-year systematic review of empirical research. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13030
Du, Y. (2022). Application of the Data-Driven Educational Decision-Making System to Curriculum Optimization of Higher Education. In Wireless Communications and Mobile Computing (Vol. 2022, p. 1). Wiley. https://doi.org/10.1155/2022/5823515
Emidar, Indriyani, V., & Ningsih, A. G. (2023). The Effect of Digital Literacy and Writing Skills on The Skills of Developing Teaching Materials for Prospective Teacher Students. In JMKSP (Jurnal Manajemen Kepemimpinan dan Supervisi Pendidikan) (Vol. 8, Issue 2, p. 666). https://doi.org/10.31851/jmksp.v8i2.11457
Eutsler, L., & Perez, A. (2022). Culturally Relevant Model for Digital Language and Literacy Instruction. In Language and Literacy (Vol. 24, Issue 2, p. 107). Language and Literacy Researchers of Canada. https://doi.org/10.20360/langandlit29576
Gershon, S. K., Ruipérez‐Valiente, J. A., & Alexandron, G. (2021). Defining and measuring completion and assessment biases with respect to English language and development status: not all MOOCs are equal. In International Journal of Educational Technology in Higher Education (Vol. 18, Issue 1). Springer Nature. https://doi.org/10.1186/s41239-021-00275-w
Gilakjani, A. P. (2017). A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills [Review of A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills]. International Journal of English Linguistics, 7(5), 95. Canadian Center of Science and Education. https://doi.org/10.5539/ijel.v7n5p95
Giralt, M., Benini, S., Murray, L., Lütge, C., Erdemgil, Y., Mustroph, C., Simões, A. R., Senos, S., Bracci, L., Biagi, F., Čekse, I., & Merse, T. (2023). Towards the Integration of Digital Citizenship in Foreign Language Education: concepts, practices and training. In Alsic (Vol. 26, Issue 1). Marc Bloch University. https://doi.org/10.4000/alsic.6904
Hidayat, D. N., Lee, J. Y., Mason, J., & Khaerudin, T. (2022). Digital technology supporting English learning among Indonesian university students. In Research and Practice in Technology Enhanced Learning (Vol. 17, Issue 1). Springer Nature. https://doi.org/10.1186/s41039-022-00198-8
Houston, R. D., & Erdelez, S. (2023). The digital divide: Who really benefits from the proposed solutions for closing the gap. https://asistdl.onlinelibrary.wiley.com/doi/10.1002/meet.1450390111
Hung, H.-T., Yang, J. C., Hwang, G., Chu, H., & Wang, C. (2018). A scoping review of research on digital game-based language learning [Review of A scoping review of research on digital game-based language learning]. Computers & Education, 126, 89. Elsevier BV. https://doi.org/10.1016/j.compedu.2018.07.001
Jia, F., Sun, D., Ma, Q., & Looi, C. (2022). Developing an AI-Based Learning System for L2 Learners’ Authentic and Ubiquitous Learning in English Language. In Sustainability (Vol. 14, Issue 23, p. 15527). Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/su142315527
Jung, M.-Y. (2023). Videoconferencing Improves Students’ Language Learning in the EFL Classroom. https://onlinelibrary.wiley.com/doi/10.1002/tesj.112
Klímová, B., & Pikhart, M. (2023). Cognitive Gain in Digital Foreign Language Learning [Review of Cognitive Gain in Digital Foreign Language Learning]. Brain Sciences, 13(7), 1074. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/brainsci13071074
Li, J., Brar, A., & Roihan, N. (2021). The use of digital technology to enhance language and literacy skills for Indigenous people: A systematic literature review. In Computers and Education Open (Vol. 2, p. 100035). Elsevier BV. https://doi.org/10.1016/j.caeo.2021.100035
Liu, M.-H., & Kleinsasser, R. C. (2022). Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud. In TechTrends (Vol. 67, Issue 2, p. 342). Springer Science+Business Media. https://doi.org/10.1007/s11528-022-00813-x
Lomicka, L., & Lord, G. (2019). Reframing Technology’s Role in Language Teaching: A Retrospective Report. In Annual Review of Applied Linguistics (Vol. 39, p. 8). Cambridge University Press. https://doi.org/10.1017/s0267190519000011
Mac Lochlainn, C., Nic Giolla Mhichíl, M., & Beirne, E. (2023). Diversity, exclusion and inclusion: a case study of welcome online & minority language representation in MOOCs. https://www.tandfonline.com/doi/full/10.1080/01434632.2020.1823988
Magal-Royo, T., Laborda, J. G., Mora‐Cantallops, M., & Sánchez‐Alonso, S. (2021). Alternative Computer Assisted Communicative Task-based Language Testing: New Communicational and Interactive Online Skills. In International Journal of Emerging
Technologies in Learning (iJET) (Vol. 16, Issue 19, p. 251). kassel university press. https://doi.org/10.3991/ijet.v16i19.26035
Mavridi, S. (2023). Master’s degree programmes and the development of language teacher TEL expertise in times of digital transformation (Vol. 3, Issue 2). https://doi.org/10.21428/8c225f6e.aa6abb4e
Melkonyan, A., & Matevosyan, A. (2020). Technology-assisted foreign language learning (TALL) in the digital age. In SHS Web of Conferences (Vol. 88, p. 2005). EDP Sciences. https://doi.org/10.1051/shsconf/20208802005
Meștereagă, E. (2023). Integrating the Social Context and Learning Ecologies of Digital Natives in EFL Teaching Approaches. In Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages (Vol. 18, p. 124). https://doi.org/10.59168/bqfu8766
Nguyen, L. A. T., & Habók, A. (2023). Tools for assessing teacher digital literacy: a review [Review of Tools for assessing teacher digital literacy: a review]. Journal of Computers in Education, 11(1), 305. Springer Science+Business Media. https://doi.org/10.1007/s40692-022-00257-5
Omar, M. K., Ruzaidi, D. U. A., Puad, M. H. M., & Jusoh, R. (2023). How Digitalized are School Students? Determining Digital Competencies and Motivation Factors in Using Technology for Learning. In International Journal of Academic Research in Progressive Education and Development (Vol. 12, Issue 2). https://doi.org/10.6007/ijarped/v12-i2/17382
Pham, T. H. N. (2023). Fostering learner autonomy in a blended learning environment: EFL teachers’ practices at Hanoi University of Industry. In International Journal of TESOL & Education (Vol. 3, Issue 3, p. 39). https://doi.org/10.54855/ijte.23333
R, Et. al. S. (2021). Fanfiction as an Academic Tool for Advanced Language Fluency: A Study. In Türk bilgisayar ve matematik eğitimi dergisi (Vol. 12, Issue 4, p. 364). Karadeniz Technical University. https://doi.org/10.17762/turcomat.v12i4.515
Rintaningrum, R. (2023). Technology integration in English language teaching and learning: Benefits and challenges. In Cogent Education (Vol. 10, Issue 1). Taylor & Francis. https://doi.org/10.1080/2331186x.2022.2164690
Rouf, Md. A. (2022). Emerging Trends in Global ELT: Implications for ELT in Bangladesh. In BELTA Journal (Vol. 6, Issue 1). https://doi.org/10.36832/beltaj.2022.0601.02
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Zuhri, F. (2021). English Learning Achievement of Multilingual Learners Through Digital Literacy Practices. In Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research. https://doi.org/10.2991/assehr.k.210427.026
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Yutdhana, S., & Kohler, K. N. (2023). Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach. In English Language Teaching (Vol. 16, Issue 6, p. 45). Canadian Center of Science and Education. https://doi.org/10.5539/elt.v16n6p45
Zuhri, F. (2021). English Learning Achievement of Multilingual Learners Through Digital Literacy Practices. In Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research. https://doi.org/10.2991/assehr.k.210427.026
Woo, J. H., & Choi, H. (2021). Systematic Review for AI-based Language Learning Tools. In arXiv (Cornell University). Cornell University. https://doi.org/10.48550/arXiv.2111.
Xu, X., Yuan, B., Song, T., & Li, S. (2023). Curriculum Recommendations Using Transformer Base Model with InfoNCE Loss and Language Switching Method (p. 389). https://doi.org/10.1109/icaica58456.2023.10405630
Yutdhana, S., & Kohler, K. N. (2023). Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach. In English Language Teaching (Vol. 16, Issue 6, p. 45). Canadian Center of Science and Education. https://doi.org/10.5539/elt.v16n6p45
Zuhri, F. (2021). English Learning Achievement of Multilingual Learners Through Digital Literacy Practices. In Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research. https://doi.org/10.2991/assehr.k.210427.026
Woo, J. H., & Choi, H. (2021). Systematic Review for AI-based Language Learning Tools. In arXiv (Cornell University). Cornell University. https://doi.org/10.48550/arXiv.2111.
Xu, X., Yuan, B., Song, T., & Li, S. (2023). Curriculum Recommendations Using Transformer Base Model with InfoNCE Loss and Language Switching Method (p. 389). https://doi.org/10.1109/icaica58456.2023.10405630
Yutdhana, S., & Kohler, K. N. (2023). Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach. In English Language Teaching (Vol. 16, Issue 6, p. 45). Canadian Center of Science and Education. https://doi.org/10.5539/elt.v16n6p45
Zuhri, F. (2021). English Learning Achievement of Multilingual Learners Through Digital Literacy Practices. In Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research. https://doi.org/10.2991/assehr.k.210427.026
Published
2024-12-25
How to Cite
Aghnia Assifa Nadia. (2024). LANGUAGE LEARNING IN DIGITAL ENVIRONMENTS: CHALLENGES AND OPPORTUNITIES FOR APPLIED LINGUISTICS. INTERNATIONAL SEMINAR, 6, 665-679. Retrieved from https://conference.unita.ac.id/index.php/conference/article/view/248
Section
Articles
