Foreign+Languages

//Welcome to **West Chester's Technology in Foreign Language Education** page! This page contains annotated bibliographies, full research papers, and references/links to educational technology resources that you can use to integrate technology into your classroom. ENJOY!//

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== =**Annotated Bibliographies**=

//**Foreign Language (FL) Tech paper**// =__**Annotated Bibliography**__=

1. Tella, Seppo (1996). Foreign language and modern technology: Harmony or hell? University of Hawaii Press (technical report #12) (pp.3-17).

This article explains how technology has created incredible ways to connect learners. It also gives several examples of tool educators can use in their classroom. Those tools can facilitate a learning environment based on authentic communication, collaborative learning and also oriented activities.

2. Beltz, JA-Language, Learning & Technology (2002). Social Dimensions of Tele-collaborative Foreign Language Study. Retrieved from http://www.questia.com

This article talks about the socially and institutionally contingent features of language valuation, the micro features of situated classroom interaction and individual psycho-biography in order to provide a rich and multi-faceted characterization of foreign language learning.

3. Steinemann, Kathy (2007). Internet languages-Learning Resources. Retrieved from http://www.a-language-guide.com This article enlightens several learning resources student can use while at home or school, to help with homework and classroom activities. The use of the Internet is widespread in several fields and areas, without a doubt, it also conveys great prospective for learning use, specifically foreign language education.

Text to Speech Technology and Foreign Language Learning

Azuma, J. (2008). Handbook of research on computer-enhancedlLanguage acquistion and learning. Chapter XXIX applying TTS technology to foreign language teaching. Retrieved on Feb. 1, 2010 from http://reference.igi-online.com.navigator-wcupa.passhe.edu/content/details.asp?ID=20643 This article discusses the educational implications for text-to-speech technology including the possibilities of replacing native speaking teachers. Kilickaya F. (2006). ‘Text-to-speech technology’ what does it offer to foreign language learners. Retrieved Feb 1, 2010 from http://www.tell.is.ritsumei.ac.jp/callejonline/journal/7-2/Kilickaya.html Kilickaya discusses possibly educational uses for TTS such as being a part of multi-media language labs. He also discusses down falls which need to be over come to use TTS to its full potential. Tritton, P. (1991, May). Automatic translation of Spanish text to phonetics: using letter-to-sound rule. Hispania. 74(2) 478-480. Retrieved Feb. 6, 2010 from http://wf2dnvr12.webfeat.org/ Discussed in this article are the details needed to create a TTS system for Spanish. This article is a good contrast to the other two which center on English as the language being taught.

Technology in Foreign Language Education

Fernández, Ma Victoria. "Webquests: How Do Students Approach Their Integration in the Foreign Language Classroom?." Teaching English with Technology: A Journal for Teachers of English 7.2 (2007): MLA International Bibliography. EBSCO. Web. 26 Jan. 2010.

This article discusses the use of WebQuests in the classroom and how they can be used to further develop language skills by allowing students to communicate more and to share knowledge. A WebQuest is an activity during which students draw all or most of their information from the web. A study done on the use of WebQuests in one classroom found that students liked working with “authentic material,” working in groups, and gathering information from the web. The articles says that teachers could easily integrate the use of WebQuests into their classroom as a way to enhance learning.

Kern, Richard G. "Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production." Modern Language Journal 79.4 (1995): 457-476. MLA International Bibliography. EBSCO. Web. 26 Jan. 2010.

In this article, Kern describes how using a “chat room” type program in the language classroom can facilitate more output of the second language than classroom lecture can alone. With the InterChange technology, students can discuss topics on a network while teachers serve a more of a moderator to their discussion. Students enjoyed the relative anonymity of the discussion, the ability to “talk” without interrupting others and the opportunity to think and revise before sending a response. In turn, teachers see benefits such as more opportunities for students to share their ideas, more language production, a more collaborative feeling in the classroom, decreased anxiety over having to speak aloud and a positive effect on students’ reading and writing skills.

Schmid, E. Cutrim. "Investigating the Use of Interactive Whiteboard Technology in the English Language Classroom through the Lens of a Critical Theory of Technology." Computer Assisted Language Learning: An International Journal 19.1 (2006): 47-62. MLA International Bibliography. EBSCO. Web. 31 Jan. 2010.

This article discusses the use of interactive whiteboards in the foreign language classroom, with an emphasis on the use of the voting feature. With this feature, students can anonymously answer questions posed by the teacher, giving them more knowledge about their own performance and the performance of their peers. With this knowledge, students are often encouraged when they realize that they are not the only ones getting the wrong answer and they often want to work harder to increase their abilities within their foreign language study.

Cain,James. “Podcasting enables 24/7 Foreign Language Study”.__MIT News.__1/3/2007.Massachusetts Institute of Technology. Retrieved on 1/22/2010 from [] This article, published by MIT, shows how five world language professors collaborated with their systems programmer to plan, create and use podcasts effectively in the classroom. There are concrete examples of how the professors each used podcasting to facilitate language immersion including assignments as podcasts, authentic video material and podcasting by phone.
 * PODCASTING IN WORLD LANGUAGE CLASSROOM**

Ducate,Lara and Lomicka, Lara. “Podcasting: An effective tool for honing language students’ pronunciation?”.__Language Learning and Technology__.13.2 (2009): 66-86 This research article documented a thorough investigation of French and German language students using pre- and post data to determine whether pronunciation improved during a semester through the use of podcasting. Unfortunately the researchers concluded that pronunciation did not improve markedly during the semester, but they found podcasting was still a viable tool to help focus on pronunciation problems. The site also offers very good rubrics and techniques for evaluating student-recorded podcasts.

Flippo, Hyde. “Listening to Podcasts in German”. __About.com__.2010.The New York Times Company.Retrieved on 1/22/2010 from [] This website is specifically for German students and teachers who would like to delve into the world of German podcasts. There are many interesting links listed for beginning and advanced students. ””Projects and Ideas- Podcasts”, __Langwitches.org__.2005-2007.Retrieved on 22/1/2010 from [] The entire web site is devoted to information about use of technology in the world language classroom. There are a few practical examples for creating podcasts. The web site also addresses standards for world language and ESL teachers.

Shelley, Nathan.“Podcasting in the Classroom”.__School of the Ephiphay__. Archdiocese of San Francisco.Retrieved on 1/22/2010 from [|http://userwww.sfsu.edu/~nshelley/] This is a great general website for teachers who want to start using or making podcasts in their classroom. There are a lot of valuable ideas about hardware and software needed, as well as the planning, developing and assessing podcasts. Additionally there are several useful links to use for podcasting or finding appropriate podcasts in a subject area.

**Annotated Bibliography**

Fernández, Ma Victoria. "Webquests: How Do Students Approach Their Integration in the Foreign Language Classroom?." Teaching English with Technology: A Journal for Teachers of English// 7.2 (2007): //MLA International Bibliography//. EBSCO. Web. 26 Jan. 2010.

This article discusses the use of WebQuests in the classroom and how they can be used to further develop language skills by allowing students to communicate more and to share knowledge. A WebQuest is an activity during which students draw all or most of their information from the web. A study done on the use of WebQuests in one classroom found that students liked working with “authentic material,” working in groups, and gathering information from the web. The article says that teachers could easily integrate the use of WebQuests into their classroom as a way to enhance learning.

Kern, Richard G. "Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production."// Modern Language Journal// 79.4 (1995): 457-476. //MLA International Bibliography//. EBSCO. Web. 26 Jan. 2010.

In this article, Kern describes how using a “chat room” type program in the language classroom can facilitate more output of the second language than classroom lecture can alone. With the InterChange technology, students can discuss topics on a network while teachers serve a more of a moderator to their discussion. Students enjoyed the relative anonymity of the discussion, the ability to “talk” without interrupting others and the opportunity to think and revise before sending a response. In turn, teachers see benefits such as more opportunities for students to share their ideas, more language production, a more collaborative feeling in the classroom, decreased anxiety over having to speak aloud and a positive effect on students’ reading and writing skills.

Schmid, E. Cutrim. "Investigating the Use of Interactive Whiteboard Technology in the English Language Classroom through the Lens of a Critical Theory of Technology."// Computer Assisted Language Learning: An International Journal// 19.1 (2006): 47-62. //MLA International Bibliography//. EBSCO. Web. 31 Jan. 2010.

This article discusses the use of interactive whiteboards in the foreign language classroom, with an emphasis on the use of the voting feature. With this feature, students can anonymously answer questions posed by the teacher, giving them more knowledge about their own performance and the performance of their peers. With this knowledge, students are often encouraged when they realize that they are not the only ones getting the wrong answer and they often want to work harder to increase their abilities within their foreign language study.

Full Research Papers