How Technology Aids Students to Learn English as Their Second Language - Case Study Example

How technology aids students to learn English as their second language Name Professor Sociology of technology Date Introduction From the initial research we did as a group, we discovered that there is close link between language and technology in the contemporary society. Notably, technology has become an inalienable aspect of our daily lives, meaning that it has the power to influence many elements of individual life. The purpose of this research is to examine the manner in which technology plays a leading role in assisting students at the University of Canberra to learn English as their second language. Specific aspects of technology, such as movies and other technological products will be used to shade light on the relationship that exists between technology and language. Besides, the research will consider applicability of socio-technical models in boosting comprehension of existent relationship between language and technology. Ideally, the research will focus on four core socio-technical models, that is, the Actor Network Theory, Social Construction of Technology, Social Shaping of Technology and Technological Determinism. The core purpose of the research was to establish relationship existing between language and technology and produce information that could be applied by policy makers and business strategists in the current world of technology. In undertaking the research, I will narrow down and try to answer the question: How do English-oriented technological innovations assist students to learn English as their second language? Methodology For this research, English-oriented technological innovations imply common devices, objects, computer-aided applications and other elements of technology used for communication in the current society. It covers things like movies, radios, computer applications, the internet, social media, music and magazines. Participants that were used for the research were drawn from the University of Canberra, and the target group was students who learnt English as their second language. The participants included both students and educators within the University of Canberra. Academic staff was included in the investigation to assist in illuminating on learning methods commonly applied by international students in learning English as their second language. Academic staff used for the research was mainly drawn from the Academic Skills Centre and the English Language Intensive Course for Overseas Students Program (E.L.I.C.O.S). Data was gathered through questionnaires and interviews, which were presented to fifty international students from different locations in a randomized manner. Questionnaires, which consisted of 10-12 questions, were presented to potential participants via paper handouts. The questionnaires were designed in a manner that it could take a participant approximately two minutes to fill. Thereafter, information that was gathered through initial surveys was used to conduct fifteen-personal interviews with semi-structured questions. Every interview session was supposed to take between 10 and 15 minutes. During the interviews, different recording devices were used to ensure that information was captured accurately. Before the interview, participants were notified of the intension behind the interview and their privacy rights. Instead of quantitative research, qualitative research methods were applied to enable experiencing the world from the perspective of the international students. The method ensured that differences in international culture and linguistics were vastly considered. Caution was taken to ensure that selected group of participants were balanced in terms of gender, undergraduate study backgrounds and cultural diversity. After gathering of data, the summarizing method of analysis was applied to provide contrast and comparison. The method was deemed appropriate for gaining a nuanced comprehension into relationship existing between technology and language. Analysis and findings From the research, I discovered that technology is instrumental in assisting students to learn English as their second language. Research findings revealed that technology contributes massively to students learning of English language from an informal perspective. Interviews that I conducted, many aspects of an informal language, such as ‘howdy’ and ‘what’s up’ are learnt by students as they interact with technological products, such as movies, social media, magazines, radios and television programs. The students are exposed to the manner in which English language is applied in daily lives, and thus, they are unconsciously drawn to systems that have been established in the modern day society. The study revealed that students appropriate various technologies into their daily lives for interacting with the society. The different kinds of technologies have played a key role in guiding them to learn informal section of English language, which they cannot acquire in formal class setting. With the help of technologies, particularly those associated with popular media, such as movies, series, radios and television programs, international students were able to acquire language skills. One participant posited that in classroom, they learn the formal aspect of English language. Whereas, when they interact with technological products, they get a chance to learn the informal aspect of English language. For instance, when they watch US movies, they learn US accents, while Australian accent is learnt when they watch Australian movies or television programs. In addition, international students were able to improve on their language skills by realizing differentiation between accents from different regions across the globe. The interviews also revealed that international students benefited greatly from using technology because it helped them to acquire the informal language that could be used in day-to-day lives while interacting with other members of the society. Technology helped them to enhance formal English learnt in classrooms because they could find out ways in which they could apply acquired vocabularies and grammar (Cockburn & Susan, 1993 P. 31). Without technology, the international students could find it difficult to express themselves because it could be difficult for them to apply traditionally learnt language. Technology helped by acting as a connecting bridge between formal English and informal English commonly applied in social setting. In other words, movies, radios, television programs, series, internet and social networks added a social aspect to the formal language acquired in class setting. The international students were able to recognize and comprehend cultural elements that commonly influence language. From the investigation, it was clear that, students objectified technological devices for multifarious purposes, for instance, for entertainment purposes and enhancing their language skills. Thus, international students could avoid the ‘serious’ atmosphere experienced in their classrooms and learn English language in an entertaining manner. In that respect, they could enhance memorability of new vocabulary and grammar by watching comical movies, television programs or interacting with peers in social sites. The social nature of technology provided students with an opportunity to focus on its content, engage better and discuss with other students in a bid to improve their language skills. While interviewing an international student with Arabic as the first language, I learnt that the student had watched a number of movies that greatly assisted in learning many aspects of language, which could not be obtained in formal setting (Winner, 1986 P. 47). For instance, the student noted that the movie entitled my big fat Greek wedding helped her to learn many new words because it was presented in a simple manner. She understood everything from the movie and could confidently share every detail with her friends. I learnt that use of technology by international students facilitated conversion. That is, the use of technology enabled the students to alter the way in which they relate with their peers by finding easier ways of applying what they accumulate from traditional learning methods. In most cases, students may not have much in common. Nevertheless, language acts as a unifying factor, especially for students who wish to learn from each other (Salasberry, 41). Technological devices surpass cultural and language differences existing between students because it brings them together and provides them with a common interest where they can share their experiences. One interviewee stated that he used Google translator to learn new words that could be applied in social context. The Google translator and other technological aids encourage students to apply the isolation approach of learning new language. Many students prefer isolation approach when they are new and are afraid of trying out the new language because they find difficulty in expressing themselves using the new language. Thereafter, when they have mastered many elements of the second language, they can further their language skills by using the communal approach (Vinck, 2003 P. 22). In that case, international students would prefer to use approaches, such as watching movies in theaters with friends, watching movies at home with peers and engaging in open discussions. Using technology in social places could help to hasten their language skills because they could learn new words and practice them instantaneously. With the communal approach, students could learn faster by asking questions and learning to use their vocabulary and grammar in a correct manner (Salasberry, 2001 P. 39). In addition, using technology in a social context plays a central role in learning societal elements such as culture, history, norms, values and religion. That means students can easily communicate without hurting others or behaving in a manner that may be deemed by others as disrespectful. Discussion There was no much differentiation between my findings and those of other researchers provided in the literature because most of the interviewees presented similar experiences. Relationship between language and technology appear to be similar. One thing that was clear was that the usefulness of technology in adding international students to learn English as their second language was inalienable. Conclusion In conclusion, it was clear that English based technologies play a key role in guiding international students to learn English as their second language. Technology provided students with an opportunity where they could learn the language in an informal setting. In other words, students could learn new vocabulary and grammar that could help them in socializing with other members of the society. Unlike in formal, classroom setting, technology helped students to learn and practice new vocabulary by recognizing variations in culture and accents across the population. Technology can help in providing an international perspective of English language by providing a view of different accents existing from one geographic region to another. Unlike in formal setting, technology helped to bring students together by attaching them to a common interest where they could share views and learn new aspects of their second language (Heath & Paula, 2000 P. 28). Technology acted as a perfect aid to students learning English as their second language because it is associated with practicality and social touch. Students could learn the new language by avoiding boredom because entertainment and learning is intertwined. Apart from discovering new vocabulary and grammar, technology also assisted international students to learn many societal elements including religion, values, norms, history and culture. Most of those elements dictate nature of language, thus, students can know how to communicate under various circumstances. References Cockburn, C & Susan, O 1993 Gender and Technology in the Making, London: Sage. Heath, C & Paula, L 2000 Technology in Action. Cambridge: Cambridge University Press. Salasberry, R 2001, ‘The Use of Technology for Second Language Learning and Teaching: A Retrospective’, The Modern Language Journal, vol.85, no.1, pp.39-56 Vinck, D 2003 Everyday engineering: An Ethnography of design and innovation. Cambridge, Ma.: MIT Press. Winner, L 1986 The Whale and the Reactor: A Search for Limits in an Age of High technology, 
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