Blog entry # 8 Jan 29, 2010

Designing Instructional Technology for Language Learning

By: Jonita Stepp-Greany

Summarized by: Adeba Sultana

Focus: This article promotes the variety of options in designing technology enhanced instruction for foreign language. It is reflecting on a number of learning issues, theories and questions that need to be considered when designing instructions for second language learning via computers.

Current issues of learning that may affect the planning of instruction through computers:
• Sequencing of instruction: “Proficiency is more likely to result when instruction proceeds from structured input to communicative output …” (Van Patten,1995 through Stepp-Greany, 2003).
• Constructivism: “In the constructivist framework, learning occurs by exposing students to primary sources within a situated context, and encouraging them to see relationships.” (Brooks & Brooks, 1993 through Stepp-Greany, 2003)
• Affective issues: including but not limited to students feelings about learning, degree of confidence and knowledge about how he/she learns best.
• Metacognition: The process by which the learner thinks about his/her learning.
• Schema Theory: Student will be better able to break down complex material if they are given schemata.

Decision making in Design: Several factors play a role while making decisions on how to design. This article explains each one in details. Some examples are:
1. Learner discovery v. tutored instruction
2. Task-based, real world learning v. learning for its own sake.
3. Generating multiple answers v. one right response.
4. Interactive v. passive learning.
5. Holistic v. building block learning.

Conclusion: A wider variety of learners can be reached in the technology enhanced language learning when in addition to the traditional positive models, a more holistic model based on current theories and practices are developed.

Stepp-Greany, J. (2003). Designing instructional technology for language learning. Academic Exchange Quarterly, 7(4), Retrieved from http://www.rapidintellect.com/AEQweb/dec2595.htm