Research methods for investigating technology for language and culture learning | Culture and communication in digital worlds

Author(s): Dorothy M. Chun

Year of publication: 2017

Keywords: CALL (Computer-assisted languaculture learning), Intercultural competence, Language skills development, Digital language learning, Collaborative technologies

Methodology/Sample: _/_

Reference: Chun, D.M. (2017). Research Methods for Investigating Technology for Language and Culture Learning. In C.A. Chapelle & S. Sauro (Eds.), The Handbook of Technology and Second Language Teaching and Learning (pp. 393-408). Wiley. https://doi.org/10.1002/9781118914069.ch26

Abstract

Based on selected research studies that are among the most highly-cited or considered seminal or influential, this chapter provides an overview of the various qualitative, quantitative, and mixed-methods approaches that have been used to date in CALL research. CALL is used to refer to “Computer-Assisted Languaculture Learning,” which encompasses not just second language learning but also learning about the cultures associated with these languages. Areas of investigation have included learning of grammar, vocabulary, reading/writing, listening/speaking, pragmatics and intercultural competence, as well as overall communicative and intercultural competence. Technologies investigated in these areas range from tutorial lessons to collaborative Internet-based projects. Potential future methodologies and directions for future research are discussed for Computer-Assisted Languaculture Learning.

> Summary

The paper discusses the evolution of computer-assisted language learning (CALL) and its impact on second language acquisition (SLA).
It highlights the shift from quantitative to qualitative research methods in language teaching.
The role of computer-mediated communication (CMC) in promoting SLA through negotiation and interaction is emphasized.
New technologies and methodologies, such as eye-tracking, are explored for enhancing research in SLA.
The integration of technology in language learning is seen as crucial for developing digital and multiliteracies.

> Problem statement

The paper discusses the integration of technology in language learning and its impact on learner identity and digital literacies.
It highlights the need for research methods that align with sociocultural and ecological theories in language and culture learning.
The challenges of effectively utilizing new technologies for teaching and research in second language acquisition (SLA) are emphasized.
The paper also addresses the necessity of adapting methodologies to enhance understanding of technology’s role in language learning.

> Methods used

The paper discusses empirical research methods for Computer-Assisted Language Learning (CALL) and emphasizes the need for qualitative approaches.
It highlights the use of eye-tracking technology to study noticing in second language acquisition (SLA).
Ethnographic and discourse analytic methods are employed in a case study on L2 literacy and learner identity.
The research advocates for combining various data collection methods to enhance confidence in results.
It also mentions the importance of stimulated recall sessions to gain insights into learners’ thought processes during tasks.

> Practical implications

The integration of new technologies can enhance teaching and research in language learning contexts.
Task-based teaching approaches can be effectively supported by technology.
Traditional quantitative studies remain essential for evaluating technology’s impact on language learning.
Qualitative methods, such as ethnographic studies, are suitable for real-world learning environments.
Future research should explore emerging technologies to develop digital and multiliteracies in language education.
The paper emphasizes the need for innovative uses of technology in research endeavors.