A Development of Context-Appropriate Framework for Implementing Technology-Enhanced Language Learning
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The purpose of this study is to develop a context-appropriate framework for implementing technology-enhanced language learning. To accomplish the objective, researchers examined the importance and effectiveness of educational technology (Edtech) in language learning and analyzed the components of previous studies. On the basis of literature research regarding sub-components of frameworks, researchers developed a framework called Technology triptych for language learning (Technology of Learning, Technology in Learning, Technology through Learning) to implement a technology-integrated English class; which is expected to be systematically applicable in language learning contexts. To enhance the validity of the framework, a survey and in-depth interviews of a focus expert group were conducted. Researchers then modified and refined the framework, and the final version of the framework was presented. Moreover, researchers classified available Edtech based on a framework and showed ways using said framework in implementing technology-enhanced language learning classes, especially in primary English education. Teachers and Edtech developers can refer to the technology triptych in terms of lesson planning, implementation, and reflection, and instructors can evaluate various emerging Edtech in light of the analytic framework as well.
Abstract
The purpose of this study is to develop a context-appropriate framework for implementing technology-enhanced language learning. To accomplish the objective, researchers examined the importance and effectiveness of educational technology (Edtech) in language learning and analyzed the components of previous studies. On the basis of literature research regarding sub-components of frameworks, researchers developed a framework called Technology triptych for language learning (Technology of Learning, Technology in Learning, Technology through Learning) to implement a technology-integrated English class; which is expected to be systematically applicable in language learning contexts. To enhance the validity of the framework, a survey and in-depth interviews of a focus expert group were conducted. Researchers then modified and refined the framework, and the final version of the framework was presented. Moreover, researchers classified available Edtech based on a framework and showed ways using said framework in implementing technology-enhanced language learning classes, especially in primary English education. Teachers and Edtech developers can refer to the technology triptych in terms of lesson planning, implementation, and reflection, and instructors can evaluate various emerging Edtech in light of the analytic framework as well.
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