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Creating a Technology-Rich English Language Learning Environment

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Second Handbook of English Language Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

This chapter presents a theoretical framework for how and why technology can actually enhance language learning. Then the chapter provides a step-by-step process for making decisions about technology use. Teachers must understand outcome goals for the class or curriculum, identify learning activities that allow students to achieve those outcomes, and only then select one or more technology platforms that can deliver those learning activities via task-based assignments. Evaluation of each potential technology should be based on the affordances of the technology. Best practices and examples are provided. In addition, the chapter addresses how technology fits in with the overall language learning environment, including the physical environment, the social/cultural environment, the instructional environment, and the assessment environment. This chapter uses accessible language and is based on the assumption that readers are teachers who do not currently make extensive use of technology.

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Author information

Authors and Affiliations

  1. Wayne State College, Wayne, NE, USA

    Michael W. Marek

  2. Asia University, Taichung, Taiwan

    Wen-Chi Vivian Wu

Authors
  1. Michael W. Marek
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  2. Wen-Chi Vivian Wu
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Corresponding author

Correspondence to Michael W. Marek .

Editor information

Editors and Affiliations

  1. University of New South Wales, Sydney, NSW, Australia

    Xuesong Gao

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Marek, M.W., Wu, WC.V. (2019). Creating a Technology-Rich English Language Learning Environment. In: Gao, X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-02899-2_39

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