Article Review

Jung, H.J & Kim, S.H. (October 2004). Opportunities In Technology-Enhanced Language Learning (TELL) Classroom Environments. Teaching English with Technology A Journal for Teachers of English, Volume 4 (Issue 4). Retrieved July 18,2009, from http://www.iatefl.org.pl/call/callnl19.htm

a. Title:Opportunities In Technology-enhanced Language Learning (TELL) Classroom Environments.
b. Teaching English with Technology A Journal for Teachers of English, Volume 4 (Issue 4)
c. The website did not provide any information regarding the authors. I tried to use the search engine but couldn’t find anything. All we know is that in this article, Hee- Jung Jung is from Washington State University Pullman, WA, USA while Sang Hyun Kim is from University of Mississippi University, MS, USA.

Technology has become one of the tools used in teaching foreign language. The traditional method such as chalk and talk has become less popular as new technology such as computer and LCD projector are introduced into the class. The main question is whether technology gives more opportunities for students to enhance their proficiency? Due to my interest in this area I had decided to do a review on an article entitled ‘Opportunities In Technology-enhanced Language Learning (TELL) Classroom Environments’. This article is actually a research article. The aims of the research is to explore the opportunities that English as Foreign Language (EFL) teachers have created to help students meet English language literacy goals in technology enhanced language learning (TELL) classroom environments. This research involved a 5th grade EFL classroom and 8th grade EFL classroom from two different schools in South Korea. This research adopts a qualitative study by using interviews, observation and document collection for two months as the instruments. In order to evaluate the environments, the researchers used a framework of eight conditions for optimal language learning proposed by Egbert (1993). The eight conditions proposed by Egbert (1993) are interaction; authentic audience; authentic tasks; opportunities for exposure and production; time or feedback; intentional cognition, learning style and motivation; atmosphere; and control. From this research, the researchers discovered that the teachers understood what conditions should be considered in order to motivate students’ learning in their classrooms. However some of the concepts that the teachers believed were misunderstood or contradictory to the language learning theories. As a result, their intentions were not fully reflected in their classrooms. Besides that, the researchers find that the eight conditions should not be categorized separately for TELL classroom environment but should be composed as a whole because most classrooms’ activities involved multiple conditions that worked together and produce impact to one another. Students were more actively engaged in the language learning when the classroom environments met more conditions for optimal language learning. As conclusion, the researchers stated that researchers disputed about Computer Assisted Language Learning (CALL) theory without any experience in language classroom. Therefore they recommended the researchers to work together with the teachers in order to develop more approachable reflective scheme of CALL.

In my opinion, this is a very interesting article because people usually focus more on the effects of using technology towards the learner rather than the environment of the technology-enhanced classroom. Moreover, this article showed how the teachers applied the technology in classroom and the students’ reaction towards the activities which I find useful as a future educator. It helps to generate new ideas on how to utilize technology in language lesson. The research was well conducted since it used interviews, observation and document collection as instrument for data collection as well as Egbert’s framework of eight conditions for optimal language learning to analyze data. This research is important to the teaching and learning of ESL as it help teachers to realize that they can’t rely on the technology alone in their activities. Technology is only a medium for learning. Teachers usually think that as long as they used technology in their activities, the students will be interested in the lesson. However this belief was proven wrong when one of the students in the research group stated that learning with group work or games is more fun and helpful to learn English rather than focusing on the software. Another student complained that they don’t have enough time to give feedback due to the use of technology in classroom. Base on these, it is clear that teachers need to consider other factors that could increase the effectiveness of their teaching and learning process. The research showed that the students prefer to learn the target language by actually using the target language. Therefore teachers need to make sure that the students are able to use the target language and have time to give feedback even when technology is used in the classroom. In other words, this research helps teachers to be more critical in using technology for language teaching. Base on this, it can be conclude that a special workshop for teachers is necessary to help them use technology more creatively and effectively.
(700 words)