Abstract
While language teachers have often been first-generation adopters, there is no guarantee that simply introducing new technology in the classroom will boost learner motivation. If there is no adaptation in pedagogy, there is no added value to even the most cutting-edge devices. The potential for technology-enhanced language learning (TELL) to boost learner motivation comes from its familiarity, not its novelty. This in turn allows for the development of twenty-first century skills whose relevance to learners’ real lives, and whose ability to boost learner autonomy, can increase learners’ sense of self-efficacy. This can result in the classroom buzz associated with engaged and motivated learners.
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Weinberg, L. (2017). Motivation, Technology and Language Learning. In: Breeze, R., Sancho Guinda, C. (eds) Essential Competencies for English-medium University Teaching. Educational Linguistics, vol 27. Springer, Cham. https://doi.org/10.1007/978-3-319-40956-6_20
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