Technology in Lifelong Language Learning

Introduction

In an increasingly global world, language learning does not come to an end with high school or college language courses. Adults may have many motivations for learning a new language or improving their linguistic and communicative skills in a language they studied in school. The proliferation of technologies available on the market today provides unprecedented opportunities for exposure to language and tools for improving language teaching and learning. However, because of the vast availability of these tools, effective implementation is a challenge. Students, teachers, course designers, and administrators must understand the potential and limitations of the different technologies to choose the most appropriate for different purposes and use them to their best effect. This chapter will discuss different language learning tools available to promote lifelong language learning. For the purposes of this chapter, lifelong language learning is defined as the continued improvement of language skills throughout one’s life, primarily after concluding formal education. This learning may occur informally, incidentally, and individually, or in more purposeful or formal group settings. The discussion will include technologies that promote incidental learning and those that promote learning more systematically, those that are best for individual use, and those that are better for group use. While there are many other cognitive and social benefits to language learning and language learning tools, they are outside the scope of this chapter. The chapter will evaluate the benefits and limitations of different technologies specifically for language learning and discuss various considerations for their implementation.

Technology is used in various ways to support language learning in classes and independent learning situations. Although technology can be integrated in many ways, not all are equal. Technology must be used to support effectual instructional principles.

What are the principles of effective language instruction? Although research continues on the most helpful ways to teach a language, some theories about language acquisition have been so well researched over such a long period that researchers agree they should be incorporated into language instruction. These theories include the following:

• 1.

  Motivation is crucial in language learning. Technologies should help build or sustain motivation (Singleton, 2014).

• 2.

  Learning a language requires practice. Effective instruction includes opportunities to use the target language (Jones, 2018).

• 3.

  Language is used for communication. Therefore, opportunities for interaction must be included in instruction (Richards & Rogers (2014); Soon & Yunus, (2023)).

• 4.

  Comprehensible input helps with language acquisition. Students learn better from exposure to language that is challenging without being too difficult (Lichtman & Van Patten, 2021; Krashen, 1982).

• 5.

  Comprehensible input is usually insufficient for adult language learning. Explanations are necessary, at least for some aspects of language learning (Long, 1981; Laufer, 2006).

• 6.

  Language always has context. Therefore, when language is taught explicitly, it should be taught in context rather than in isolation (Long, 1991).

• 7.

  Language proficiency involves many skills. Depending on the purpose of learning, some skills may need more emphasis, but listening, speaking, reading, and writing are all critical for gaining proficiency (Council of Europe, 2020).

• 8.

  Feedback is essential, as is the opportunity to make corrections based on the feedback. Feedback can take many forms and should not only include error correction (e.g. Ferris, 2022).