我就喜歡這樣的妳

 questions 

1. What are some of the challenges and limitations of TELL, and how can they be addressed to ensure that technology is used in a way that benefits all learners?
2. How can TELL be used to provide learners with personalized learning experiences, and what are some of the benefits of this approach?
3. In what ways might the field of TELL continue to evolve in the future, and what are some potential implications for language learners and educators?

 ABSTRACT 

Based on my role as Editor in Chief of the journal Language Learning & Technology since 2000 and on my experiences as a technology-enhanced language learning (TELL) researcher, developer and teacher, I will provide an overview of recent cutting-edge research on the uses of technologies for second language teaching and learning. I suggest that the “L” in TELL should represent “languaculture” rather than just “language,” as the field of second language education is increasingly placing greater emphasis on the inextricable link between language and culture. I will also look to the future and suggest promising trajectories for TELL development and research.

  N 

technology-enhanced language learning (TELL)

multimodal computer-mediated communication (CMC):  social media, text, audio, video

Languaculture is a term coined by Agar (1994), an anthropologist, who posited that language consists not only of grammar and vocabulary, but also past knowledge, local and cultural information, habits and behaviors. Indeed, applied linguists have recognized the inseparability of language and culture.

Language Learning & Technology (LLT)

 summary 

In this essay, Chun discusses the current state of Technology-Enhanced Language Learning (TELL) and offers insights into the future directions of the field. She highlights the importance of understanding how TELL can be used to support language learning, including its potential to provide learners with personalized learning experiences and opportunities for authentic communication.

Chun also discusses the challenges and limitations of TELL, such as the need for careful pedagogical design and the potential for technology to create unequal access to learning opportunities. She argues that as the field continues to evolve, it will be important to address these challenges in order to ensure that technology is used in a way that benefits all learners.

Overall, the essay emphasizes the need for continued research and development in TELL in order to fully understand its potential and to address its challenges. Chun suggests that by focusing on issues such as pedagogical design, learner autonomy, and accessibility, the field can continue to push forward and provide valuable support for language learners in the future.

Conclusion

To conclude, let us return to Table 1, which outlined the stages of CALL. For TELL in the 2010s, mobile and wearable technologies were proposed to be at the cutting edge, and this has been the case with mobile devices and apps, as well as AR and VR applications. Digital literacies and multiliteracies were seen as an important pedagogical goal, and for the future, I suggest that this is not an essential objective just for students, but for teachers as well. In addition, we might want to expand our attention to include identity development and social and educational inequalities, which could be called critical digital literacies. In viewing languaculture as encompassing symbolic and intercultural competence, telecollaboration may be a promising way to achieve these types of competence. And for the broader goals of global communication and encouraging identity as global citizens beyond national borders, we may want to adopt new theories, such as translanguaging, which emphasizes the multimodal and multisensory nature of multilingual language users’ social interaction (Wei, 2018).

 REFERENCES