Foreign Language Learning: CALL, MALL, and Social Media Perspectives

Foreign Language Learning: CALL, MALL, and Social Media Perspectives

Kijpokin Kasemsap (Suan Sunandha Rajabhat University, Thailand)
DOI: 10.4018/978-1-5225-2548-6.ch009
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This chapter reveals the overview of Computer-Assisted Language Learning (CALL) in foreign language learning; the overview of mobile technology in foreign language learning; the overview of Mobile-Assisted Language Learning (MALL); the overview of web-based language learning; Facebook applications in global education; social media applications in foreign language learning; and the significance of social media in foreign language learning. Through CALL, MALL, and social media applications, teachers and language learners can go online to read or listen to the learning material about different areas of interest, and can write or speak about what they have discovered, telling others in the foreign language class or other classes elsewhere in the world. Technology tools enable teachers to differentiate instruction and adapt classroom activities, thus enhancing the foreign language learning experience in global education.
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The advances in technology have enabled the rapid development in the field of language education (Rahimi, 2015). As web-based English learning (WBEL) continues to affect students around the world, it is necessary to gain the clear understanding of the factors to improve both teachers’ instruction and students’ learning activities (Chen, 2014). The web-based technologies can contribute to the enhancement of students’ proactive approach to language learning in the web-based learning (WBL) environment (Chen, 2014). WBL is the learning that uses the Internet as a method for delivering learning and instruction (Kasemsap, 2016) toward language learning (Sung & Yeh, 2012). The utilization of the web-based technologies can make the language learning course more interesting because of the varied information (Peters, Weinberg, & Sarma, 2009).

The development of technology has facilitated the transmission and access to various learning resources, and communication among participants in the teaching and learning processes (Chiu, 2015). Mobile learning is one of the most important trends of educational applications (Wu et al., 2012) through conversations among people and personal interactive technologies (Sharples, Taylor, & Vavoula, 2007). Zou and Yan (2014) indicated that the advance of mobile technology has turned the handheld devices into the integral part of student's daily life toward paving the way for the rise of mobile-assisted language learning (MALL). MALL improves the language learning motivation and develops the better attitudes in language learners in the modern learning language environments (Kasemsap, 2017a). Mobile technology contributes to adjust the educational settings and stakeholders need to recognize how they grow together with this technology (Cronjé, 2011).

Understanding the design and content of websites becomes more complicated when students’ language proficiency affects the perception of websites toward language learning (Roy, 2016). With either synchronous or asynchronous communication through the Internet, language learners can communicate and interact with other learners or native speakers of the target language around the world in a time-saving and cost-effective way (Chen, Lin, Yeh, & Lou, 2013). Students can utilize the websites to acquire the learning information (Shih, 2011) toward increasing their listening, speaking, reading, writing, and sociolinguistic skills (Thorne, Black, & Sykes, 2009).

Many universities, which offer the professional education, have integrated the technological tools with teaching and that has facilitated the teaching and learning process (Viswanathan, 2015). Information and communication technology (ICT) tools, ranging from social networking sites (SNSs) (e.g., Facebook and blogs) to virtual learning environments, can be employed to enhance the second language-related teacher education (Kuzu, 2007). Social media enables the creation of knowledge value chain to customize the information (Kasemsap, 2014). Many studies have examined the role of blogs either as an instructional tool in teaching the foreign language for the second language teachers (e.g., Killeavy & Moloney, 2010; Miyazoe & Anderson, 2010). English language proficiency significantly affects students' perceived effectiveness of writing practice in the classroom blog (Nami, 2015).

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