Perceived Benefits of Technology Enhanced Language Learning in Beginning Language Classes

Abstract

This paper examines the perceptions of benefit of Technology Enhanced
Language Learning (TELL) on students’ language learning, comfort &
enjoyment, and increased confidence using technology at a large Southern
California University during one university term. Through a survey
administered to 345 beginning language students, 11 tutors and 12
instructors, and through selective interviews and classroom observations,
several questions were examined: 1.) Perceived confidence, benefits, and
comfort/enjoyment with TELL for instructors, tutors, and students at the
beginning and end of the semester; 2.) Students’ perceived impact of
TELL between pre and post survey measures on second language skills,
learning culture, student motivation to learn a language, and preparing
students for class tests and quizzes; 3.) Whether or not target language
orthography, exposure to TELL, student gender, and instructors’ or
tutors’ previous confidence in using TELL, impacted perception of benefit
by students; 4.) Positive and negative aspects of incorporating a TELL
component in the language classroom for instructors and tutors. The
results showed that incorporating TELL in a new, but limited, way in all
beginning level classes at one university was a positive experience for
many participants, especially in the areas of comfort/enjoyment, and
increased confidence in using technology. However, unless tasks were
clearly tied to learning objectives, students did not recognize their
instructional value.