Volume 3, Issue 1 August 2021, pp. 21–33
The exploration of the functions of technology on English learning and teaching in Chinese colleges
Previous studies have proved the significance of technology in language teaching and learning. However, in Chinese colleges, teachers usually pay little attention to integrating technological products (e.g., mobile applications) in English as a foreign language (EFL) teaching, and thus students tend to show low skills to use technology to enhance their EFL learning. Meanwhile, considering the weakness of EFL education in Chinese universities, this argumentative essay aims to improve Chinese educators’ attention to realise the functions of technology on improving the effectiveness of EFL education. With this focus, this essay will discuss the role of technology through four aspects, namely, language, culture, difference and identity. In this regard, four arguments will be presented; 1. language as ‘a representation system’ could transfer and acquire linguistic knowledge in multiple ways through technology; 2. technology could establish a shared meaning map (culture) for enhancing college students’ English communication competence; 3. technology as a medium could distinguish and group linguistic information; 4. identity could be expressed by digital literacies in an information-shared website for language learning.
© Chenyang Zhang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Zhang, C. (2021). The exploration of the functions of technology on English learning and teaching in Chinese colleges. Technology in Language Teaching and Learning, 3(1), 21–33. https://doi.org/10.29140/tltl.v3n1.455
Promoting acts of kindness on campus: Views of Chinese international students in the UK
Ming Cheng, Olalekan Adekola
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 17–32.
Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study
Nguyễn Nhật Quang, Phạm Nhật Linh, Nguyễn Thị Thu Hiền
The JALT CALL Journal Published: 2 April, 2022, Volume 18(1), 1–33.
Implementing backward design to foster intercultural communicative competence in textbook-based curricula: A proposed framework for English language practitioners
Hiba B. Ibrahim
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 1–16.
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
Grace Yue Qi, Yuping Wang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 54–82.
The effects of corpus use on learning L2 collocations
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 34–53.
Captions and learnability factors in learning grammar from audio-visual input
Anastasia Pattemore, Carmen Muñoz
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 83–109.
Chinese language learners evaluating machine translation accuracy
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 110–136.
Statistical analysis of the impact of the e-learning platform Furago on French learners’ listening skills
Albéric Derible, Éric Wiel
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 137–161.
Work integrated language learning: Boundary crossing, connectivity, and L2 affordances
Linda Febring, Alastair Henry
Migration and Language Education Published: 29 April, 2022, Volume 3(1), 1–22.
YouTube for second language learning: What does the research tell us?
Australian Journal of Applied Linguistics Published: 30 April, 2022, Volume 5(1), 19–26.