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Theories and Literatures for Technology-Enhanced Language Instruction

Theories and Literatures for Technology-Enhanced Language Instruction

Jiyou Jia
Copyright: © 2019 |Pages: 33
ISBN13: 9781522576631|ISBN10: 1522576630|EISBN13: 9781522576648
DOI: 10.4018/978-1-5225-7663-1.ch003
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MLA

Jia, Jiyou. "Theories and Literatures for Technology-Enhanced Language Instruction." Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 50-82. https://doi.org/10.4018/978-1-5225-7663-1.ch003

APA

Jia, J. (2019). Theories and Literatures for Technology-Enhanced Language Instruction. In I. Management Association (Ed.), Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications (pp. 50-82). IGI Global. https://doi.org/10.4018/978-1-5225-7663-1.ch003

Chicago

Jia, Jiyou. "Theories and Literatures for Technology-Enhanced Language Instruction." In Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 50-82. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7663-1.ch003

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Abstract

This chapter examines the related literatures and theories for technology-enhanced language instruction. Blended learning, as computer-assisted instruction, has a positive effect on students' learning performances. The research on long-term applications of blended learning in language instruction in middle schools and its effects is hard to find. Nevertheless, some defects exist in the few studies. In China there are much fewer empirical studies on the effects of blended learning on language learning represented by examination scores. Vocabulary learning is essential to English learning and requires the mastery of the pronunciation, spelling, and meaning. Computer-assisted vocabulary learning can provide choice and cloze questions regarding the pronunciation, spelling, and meaning, and give the students instant feedback and grading. The literature review suggests that a quasi-experiment for at least one school term or even longer time in different schools located in various areas is valuable to assure the results' reliability.

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