Mediation of Digital Tools in English Learning
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Published:
Jul 20, 2021
Keywords:
mediation sociocultural theory digital tools
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Abstract
Given the emergence of the use of digital tools in English teaching and learning and of sociocultural theory (SCT) in recent years, this paper sets out to introduce the concepts of tools, digital tools, and mediation in SCT. It then argues for the ground for enhancing and promoting the use of digital tools in English learning and teaching. Studies documenting evidence of technology-enhanced artefacts are reviewed to discuss how mediation of digital tools brings about cognitive, social, and linguistic changes to EFL/L2 learners. The paper concludes with implications for language education in the digital era, particularly English learning with digital tools.
Article Details
How to Cite
Huong, L. P. H., & Hung, B. P. (2021). Mediation of Digital Tools in English Learning. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 512–528. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253278
Section
Research Articles
References
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Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(01), 4–20. doi:10.1017/S0958344014000159
Chapelle, C. A. (2006). Interactionist SLA theory in CALL research. In J. L. Egbert & G. M. Petrie (Eds.), CALL Research Perspectives (pp. 53–64). New York: Routledge.
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197–216. doi:10.1017/S0958344014000287
Ellis, R., & Fotos, S. (1999). Learning a second language through interaction (Vol. 17). John Benjamins Publishing.
Foster, P. & Ohta, A. S. (2019). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402-430. https://doi.org/10.1093/applin/ami014
Fouz-Gonzalez, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631–663. doi:10.1080/09588221.2017.1340309
Jung, Y., Kim, Y., Lee, H., Cathey, R., Carver, J., & Skalicky, S. (2019). Learner perception of multimodal synchronous computer-mediated communication in foreign language classrooms. Language Teaching Research, 23(3), 287-309. https://doi.org/10.1177/1362168817731910
Goertler, S. (2009). Using computer‐mediated communication (CMC) in language teaching. Die Unterrichtspraxis/Teaching German, 42(1), 74-84.
Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40(1), 62-78. https://doi.org/10.1111/j.1944-9720.2007.tb02854.x
Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66–81. https://doi.org/10.1111/j.1467-8535.2011.01260.x
Hubbard, P., & Levy, M. (2016). Theory in computer-assisted language learning research and practice. In F. Farr & L. Murray (Eds), The Routledge Handbook of Language Learning and Technology (pp. 24–38). Routledge.
Hung, H. T. (2009). Learners' perceived value of video as mediation in foreign language learning. Journal of Educational Multimedia and Hypermedia, 18(2), 171-190.
Kitade, K. (2008). The role of offline metalanguage talk in asynchronous computer-mediated communication. Language Learning & Technology, 12(1), 64–84.
Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Harvard University Press.
Lantolf, J. P. (2006). Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition, 28(1) 67-109. https://doi.org/10.1017/S0272263106060037
Lantz-Andersson, A., Linderoth, J., & Säljö, R. (2009). What's the problem? Meaning making and learning to do mathematical word problems in the context of digital tools. Instructional Science, 37(4), 325-343. DOI 10.1007/s11251-008-9050-0
Le, P. H. H. (2020). The role of mediation in classroom interaction. In H. Lee & B. Spolsky (Eds), Localising global English: Asian perspectives and practices (139-150). Routledge.
Le, P. H. H. (2021). Textbook mediation in EFL university students' learning. Language Related Research Journal, 12(3), 255-276.
Lee, J. (2015). The mediating role of self-regulation between digital literacy and learning outcomes in the digital textbook for secondary school. Educational Technology International, 16(1), 58-83.
Lenkaitis, C. A. (2019). Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy. Computer-Assisted Language Learning, 33(5), 483-509.
https://doi.org/10.1080/09588221.2019.1572018
Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3-4), 348–365. https://doi.org/10.1080/09588221.2017.1312463
Ma, F. C. M. (2020). Analysing a language-driven content-based language teaching textbook using sociocultural theory. Indonesian JELT: Indonesian Journal of English Language Teaching, 15(2), 169-181. https://doi.org/10.25170/ijelt.v15i2.1848
Martin-Beltrán, M., Tigert, J. M., Peercy, M. M., & Silverman, R. D. (2017). Using digital texts vs. paper texts to read together: Insights into engagement and mediation of literacy practices among linguistically diverse students. International Journal of Educational Research, 82, 135-146.
McDonald, G., Le, P. H. H, Higgins, J., & Podmore, V. (2005). Artifacts, tools, and classrooms. Mind, Culture, and Activity, 12(2), 113_127. https://doi.org/10.1207/s15327884mca1202_3
Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187-199. https://doi.org/10.1016/j.ijer.2017.08.007
Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11-25. https://doi.org/10.1016/j.compedu.2014.10.025
Moorhouse, B. L., & Beaumont, A. M. (2020). Utilising video conferencing software to teach young language learners in Hong Kong during the COVID‐19 class suspensions. TESOL Journal, 11(3), 1-6. https://doi.org/10.1002/tesj.545
Nguyen, L. V. (2008). Computer mediated communication and foreign language education: Pedagogical features. International journal of instructional technology and distance learning, 5(12), 23-44.
Niemi, H., & Multisilta, J. (2016). Digital storytelling promoting twenty-first century skills and student engagement. Technology, Pedagogy and Education, 25(4), 451-468. http://dx.doi.org/10.1080/1475939X.2015.1074610
Nieto, C. H. (2007). Applications of Vygoskyan concept of medaition in SLA. Colombian Applied Linguistics Journal, 9, 213-228.
Nishioka, H. (2016). Analysing language development in a collaborative digital storytelling project: Sociocultural perspectives. System, 62, 39-52. http://dx.doi.org/10.1016/j.system.2016.07.001
Pham, V. P. H. & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer-Assisted Language Learning, 29(4), 724-748. https://doi.org/10.1080/09588221.2015.1026355
Rubtsova, O. V. (2019). Digital media as a new means of mediation (part one). Cultural-Historical Psychology, 15(3), 117-124. https://doi.org/ 10.17759/chp.2019150312
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303. https://doi.org/10.1080/09588221.2017.1308383
Shaffer, D. W., & Clinton, K. A. (2006). Tool for thoughts: Reexamining thinking in the digital age. Mind, Culture, and Activity, 13(4), 283-300. https://doi.org/10.1207/s15327884mca1304_2
Toohey, K., Dagenais, D., Fodor, A., Hof, L., Nuñez, O., Singh, A., & Schulze, L. (2015). "That sounds so cooool": Entanglements of children, digital tools, and literacy practices. TESOL Quarterly, 49(3), 461-485. https://doi.org/10.1002/tesq.236
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (144-188). M. E. Sharpe.
Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117–134.
Wertsch, J. V. (1998). Mind as action. Oxford University Press.
Wrigglesworth, J. (2019). Using smartphones to extend interaction beyond the EFL classroom. Computer-Assisted Language Learning, 33(4), 413-434. https://doi.org/10.1080/09588221.2019.1569067
Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 203-214.
Alkhezzi, F., & Al-Dousari, W. (2016). The impact of mobile learning on ESP learners' performance. Journal of Educators Online, 13(2), 73–101.
Babni, A. (2019). Computer-mediated communication and language education: Focus on written communication. i-Manager's Journal on English Language Teaching, 9(1), 50-58.
Bailey, D. R., & Lee. A. R. (2020). Learning from experience in the midst of COVID-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21(2), 178-198.
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 Corona virus (COVID-19) pandemic in Georgia. Pedagogical Research, 5, 1-9. https://doi.org/10.29333/pr/7937
Blake, C. (2009). Potential of text-based internet chats for improving oral fluency in a second language. The Modern Language Journal, 93(2), 227–240. doi:10.1111/j.1540- 4781.2009.00858.x
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(01), 4–20. doi:10.1017/S0958344014000159
Chapelle, C. A. (2006). Interactionist SLA theory in CALL research. In J. L. Egbert & G. M. Petrie (Eds.), CALL Research Perspectives (pp. 53–64). New York: Routledge.
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197–216. doi:10.1017/S0958344014000287
Ellis, R., & Fotos, S. (1999). Learning a second language through interaction (Vol. 17). John Benjamins Publishing.
Foster, P. & Ohta, A. S. (2019). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402-430. https://doi.org/10.1093/applin/ami014
Fouz-Gonzalez, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631–663. doi:10.1080/09588221.2017.1340309
Jung, Y., Kim, Y., Lee, H., Cathey, R., Carver, J., & Skalicky, S. (2019). Learner perception of multimodal synchronous computer-mediated communication in foreign language classrooms. Language Teaching Research, 23(3), 287-309. https://doi.org/10.1177/1362168817731910
Goertler, S. (2009). Using computer‐mediated communication (CMC) in language teaching. Die Unterrichtspraxis/Teaching German, 42(1), 74-84.
Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40(1), 62-78. https://doi.org/10.1111/j.1944-9720.2007.tb02854.x
Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66–81. https://doi.org/10.1111/j.1467-8535.2011.01260.x
Hubbard, P., & Levy, M. (2016). Theory in computer-assisted language learning research and practice. In F. Farr & L. Murray (Eds), The Routledge Handbook of Language Learning and Technology (pp. 24–38). Routledge.
Hung, H. T. (2009). Learners' perceived value of video as mediation in foreign language learning. Journal of Educational Multimedia and Hypermedia, 18(2), 171-190.
Kitade, K. (2008). The role of offline metalanguage talk in asynchronous computer-mediated communication. Language Learning & Technology, 12(1), 64–84.
Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Harvard University Press.
Lantolf, J. P. (2006). Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition, 28(1) 67-109. https://doi.org/10.1017/S0272263106060037
Lantz-Andersson, A., Linderoth, J., & Säljö, R. (2009). What's the problem? Meaning making and learning to do mathematical word problems in the context of digital tools. Instructional Science, 37(4), 325-343. DOI 10.1007/s11251-008-9050-0
Le, P. H. H. (2020). The role of mediation in classroom interaction. In H. Lee & B. Spolsky (Eds), Localising global English: Asian perspectives and practices (139-150). Routledge.
Le, P. H. H. (2021). Textbook mediation in EFL university students' learning. Language Related Research Journal, 12(3), 255-276.
Lee, J. (2015). The mediating role of self-regulation between digital literacy and learning outcomes in the digital textbook for secondary school. Educational Technology International, 16(1), 58-83.
Lenkaitis, C. A. (2019). Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy. Computer-Assisted Language Learning, 33(5), 483-509.
https://doi.org/10.1080/09588221.2019.1572018
Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3-4), 348–365. https://doi.org/10.1080/09588221.2017.1312463
Ma, F. C. M. (2020). Analysing a language-driven content-based language teaching textbook using sociocultural theory. Indonesian JELT: Indonesian Journal of English Language Teaching, 15(2), 169-181. https://doi.org/10.25170/ijelt.v15i2.1848
Martin-Beltrán, M., Tigert, J. M., Peercy, M. M., & Silverman, R. D. (2017). Using digital texts vs. paper texts to read together: Insights into engagement and mediation of literacy practices among linguistically diverse students. International Journal of Educational Research, 82, 135-146.
McDonald, G., Le, P. H. H, Higgins, J., & Podmore, V. (2005). Artifacts, tools, and classrooms. Mind, Culture, and Activity, 12(2), 113_127. https://doi.org/10.1207/s15327884mca1202_3
Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187-199. https://doi.org/10.1016/j.ijer.2017.08.007
Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11-25. https://doi.org/10.1016/j.compedu.2014.10.025
Moorhouse, B. L., & Beaumont, A. M. (2020). Utilising video conferencing software to teach young language learners in Hong Kong during the COVID‐19 class suspensions. TESOL Journal, 11(3), 1-6. https://doi.org/10.1002/tesj.545
Nguyen, L. V. (2008). Computer mediated communication and foreign language education: Pedagogical features. International journal of instructional technology and distance learning, 5(12), 23-44.
Niemi, H., & Multisilta, J. (2016). Digital storytelling promoting twenty-first century skills and student engagement. Technology, Pedagogy and Education, 25(4), 451-468. http://dx.doi.org/10.1080/1475939X.2015.1074610
Nieto, C. H. (2007). Applications of Vygoskyan concept of medaition in SLA. Colombian Applied Linguistics Journal, 9, 213-228.
Nishioka, H. (2016). Analysing language development in a collaborative digital storytelling project: Sociocultural perspectives. System, 62, 39-52. http://dx.doi.org/10.1016/j.system.2016.07.001
Pham, V. P. H. & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer-Assisted Language Learning, 29(4), 724-748. https://doi.org/10.1080/09588221.2015.1026355
Rubtsova, O. V. (2019). Digital media as a new means of mediation (part one). Cultural-Historical Psychology, 15(3), 117-124. https://doi.org/ 10.17759/chp.2019150312
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303. https://doi.org/10.1080/09588221.2017.1308383
Shaffer, D. W., & Clinton, K. A. (2006). Tool for thoughts: Reexamining thinking in the digital age. Mind, Culture, and Activity, 13(4), 283-300. https://doi.org/10.1207/s15327884mca1304_2
Toohey, K., Dagenais, D., Fodor, A., Hof, L., Nuñez, O., Singh, A., & Schulze, L. (2015). "That sounds so cooool": Entanglements of children, digital tools, and literacy practices. TESOL Quarterly, 49(3), 461-485. https://doi.org/10.1002/tesq.236
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (144-188). M. E. Sharpe.
Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117–134.
Wertsch, J. V. (1998). Mind as action. Oxford University Press.
Wrigglesworth, J. (2019). Using smartphones to extend interaction beyond the EFL classroom. Computer-Assisted Language Learning, 33(4), 413-434. https://doi.org/10.1080/09588221.2019.1569067
Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 203-214.