Technology L2 Learning

3 Credits · Level: Graduate, Undergraduate

Undoubtedly, the use of technology in the second/foreign language (L2) classroom has had a tremendous impact on both experimental research and pedagogy. Empirically and pedagogically, the findings of many of these technology-based studies appear to indicate that employing technology in the L2 classroom is more advantageous for L2 exposure and instruction in the classroom setting. However, two recent methodological studies addressed the robustness of research designs employed in technology-based empirical studies and, more specifically from a psycholinguistic perspective, the effects of computer-assisted language learning (CALL) and synchronous computer-mediated communication (SCMC) versus traditional instruction or face-to-face (FTF) in relation to L2 grammatical development (Cerezo, Baralt, Suh, & Leow, 2013), and vocabulary learning, reading and listening comprehension (Leow & Suh, forthcoming) and called for more robust investigation before addressing categorically the effects of the medium on these outcomes. In this seminar, students will conduct a data-based project that addresses empirically the effects of the electronic medium by probing deeper into how learners cognitively process online L2 data. Students will also be assessed by oral presentations and written assignments.