Integrating Chinese Community into Canadian Society: Podcasts, Technology Apprehension, and Language Learning

Technology and Language Learning

Although podcasting is a relatively new technology, the use of computer technologies has a relatively long tradition in education (Collis & Moonen, 2001), including language education. Computer-Assisted Language Learning dates back to the early 1960s when simple repetition exercises were used in language education (Levy, 1997) as a direct result of behaviorism. In the 1970s and 1980s Computer-Assisted Language Learning attempted to follow the communicative approach, albeit without success (Bax, 2003). “Integrative Computer-Assisted Language Learning” (Warschauer & Healey, 1998), which originated in the 1990s and is still prevalent today (Ranalli, 2008), endeavored to include cultural contexts and to foster social interaction. These changes are the result of two forces: the rapid evolution of techology and the shifts in language acquisition theory. Meaningful social interaction (e.g., Long & Crookes, 1992) underpins current theories of language acquisition; therefore, this project adds to the extant body of research on the use of computer and online technologies in language acquisition by providing a contextualized understanding of an accessible learning tool, podcasting, and investigating its pedagogical feasibility for increasing student participation and interaction.