According to Kozma (1994), “[…] certain media “possess particular characteristics that make them

both more and less suitable for the accomplishment of certain kinds of learning tasks.”

Write an argumentative essay (approximately 1000 words) to express your views on the above
opinion and the applications of technology in teaching English language to speaker of other
languages. Use scholarly articles and theories in Chappelle (2017), Beatty (2011) and Blake (2008)
and at least five other sources to support the argument.

Chị là mình đồng ý với ý kiến của ổng, là mình chứng minh từng cái media có những đặc điểm phù
hợp với task này hơn là task kia

Body:

I. Advancements in Technology for TESOL (approximately 200 words):

Technological advancements have brought about significant changes in language teaching and
learning. Chappelle (2017) highlights the benefits of computer-assisted language learning (CALL)
systems, which provide interactive and personalized learning experiences. CALL platforms offer
multimedia resources, interactive exercises, and real-time feedback, catering to individual learners'
needs and preferences. This revolution in technology has opened up new avenues for TESOL
educators to create engaging and dynamic learning environments.

II. The Suitability of Media for Different Learning Tasks (approximately 250 words):
Kozma (1994) argues that different media possess unique characteristics that affect their suitability
for specific learning tasks. However, rather than viewing this as a limitation, educators can leverage
this diversity to create a well-rounded instructional approach. Beatty (2011) emphasizes the
importance of integrating various media in language teaching to cater to different learning styles
and preferences. By incorporating a range of technologies, educators can enhance language learning
experiences and facilitate better engagement among learners.

III. Technology as a Complementary Tool (approximately 250 words):

While technology offers numerous advantages, it should be viewed as a tool that supports and
enhances traditional instruction rather than replacing it. Blake (2008) asserts that technology should
be integrated into language teaching to supplement classroom activities. Online dictionaries,
language learning apps, and virtual language exchanges are examples of technology-enabled
resources that facilitate authentic language practice and cultural immersion. By leveraging
technology as a complementary tool, educators can provide additional resources and opportunities
for language learning.

IV. Personalization and Differentiation in Technology-Assisted Learning (approximately 250

words):
One of the strengths of technology in TESOL is its ability to personalize and differentiate
instruction. Chappelle (2017) highlights the role of adaptive learning systems in providing tailored
content and immediate feedback to individual learners. Such personalized approaches foster learner
autonomy, motivation, and engagement. Technology also enables educators to cater to diverse
learner needs, ensuring that each student receives the necessary support and resources for their
language development.

V. Enhancing Language Skills through Technology (approximately 200 words):

Technology offers diverse opportunities to enhance language skills. Digital platforms provide
multimedia resources, allowing learners to practice listening and speaking skills through interactive
exercises, videos, and podcasts. Additionally, computer-mediated communication tools, such as
online discussion forums and video conferencing, connect learners to native speakers, promoting
authentic language use and cultural exchange (Blake, 2008). These technology-mediated
interactions create a more immersive language learning environment, facilitating the development
of all language skills.

VI. Addressing Challenges and Ensuring Equity (approximately 150 words):

While technology holds tremendous potential, challenges such as limited access and the digital
divide need to be addressed. Beatty (2011) emphasizes the importance of equitable access to
technology for all language learners. Efforts should be made to bridge the gap between learners
with and without technological resources. Additionally, educators must critically evaluate the
quality and reliability of online resources to ensure their effectiveness and accuracy.

Conclusion (approximately 100 words):

In conclusion, technology plays a crucial role in enhancing English language teaching to speakers
of other languages by offering personalized learning experiences, enhancing language skills, and
promoting cultural exchange. While different media possess specific characteristics that influence
their suitability for particular learning tasks, a balanced approach that combines technology with
traditional instruction is essential. By embracing technology as a complementary tool, TESOL
educators can create dynamic and engaging learning environments, catering to diverse learner
needs. Efforts to address challenges and ensure equitable access will further maximize the benefits
of technology in TESOL.

Grammar:
In tutorial CALL, the computer takes on the role of a tutor (Levy 1997) by evaluating learner
responses and presenting new material in one‐to‐one interactions.
Later applications
Paying particular attention to branching, (the individualization of practice sequences based on prior
student performance)
Increased focus on record keeping and the individualization of the learning experience (Burston
1989)
 deductive teaching approach to grammar:
+ explicit explanations of grammatical concepts
+ focusing language practice on graded and discrete grammatical points
 Grammar learning activities: short sentence‐ based practice, isolated grammatical forms
(multiple choice, fill‐in‐the‐blank, match or rank, and reassemble or translate small chunks
of text items)
(Hubbard and Siskin 2004; Schulze and Heift 2013)
 There are three algorithms: String matching, Pattern mark‐up, Error anticipation that
determine the distinct ways in which the CALL application responds to learner errors.
 The underlying algorithms are not scalable because the number of ill‐formed responses that
students might make to a prompt is infinite  cannot be anticipated.
 The computer needs to be capable of a more sophisticated linguistic analysis of student input to
detect errors and provide instructional guidance
ICALL
 creates opportunities for learner‐computer interactions with computer reactions and
responses to learner output, error detection, and error‐specific feedback
 draws the learners’ attention to a gap between their interlanguage and the target language
through salient modified language input
 provides appropriate feedback to a large range of unanticipated errors that the student may
make
 The computer takes on the role of a tool (Levy 1997)
 empower the learner to use or understand language and enhance L2 grammar awareness
CMC has been shown to be effective for L2 grammar learning in both expert ‐to ‐learner and
peer‐to‐peer intercultural and intracultural exchanges due to the frequent occurrence of LREs,
enhanced visibility of feedback, and extended time for feedback processing.
  Researchers concur that for CMC feedback to be beneficial, it needs to be based on well‐
structured tasks that are tailored to specific CMC formats, learner populations, and grammar
features

MAVL could be defined as learning vocabulary via mobile devices and with mobility
(Chapelle, 2017)

ASYNCHRONOUS CMC
Second-generation CMC Tools
Blogs: online hypertext journals that others read and react to  allow students to exercise their own
voice with a freedom that cannot be experienced in moderated discussion forum
Blogs demand more personal responsibility from students than forums.
Blogs also afford the student the possibility of reaching a public beyond the confines of the
classroom.
A blog requires no special knowledge of HTML.
 Blogs can be used effectively to develop each student’s individual learning voice but only if they
are intentionally designed into the course and are clearly valued throughout the course to ensure
student motivation and participation (Reynard, 2007)
Second-generation CMC Tools
Wikis: a group product rather than the initiative of one individual
Any participant can add, modify, rearrange, or even destroy text, images, and other multimedia
objects from earlier contributions  has the potential to be counterproductive
A wiki provides the ideal tool with which to carry out collaborative writing and project-based work.
Wiki content is expected to have some degree of seriousness and permanence

L2 writing with Web 2.0 applications

 Recent research has shown that collaborative writing on web‐based word processing tools,
such as Google Docs, benefit learners’ writing development through peer editing and
meaning‐related revising.
 Overall, wiki‐based collaborative writing tends to yield written pieces with higher accuracy
(Storch, 2011, 2012; Wigglesworth & Storch, 2012).
  Research has found that success of using wiki‐based approaches to teaching L2 writing
depends on factors including task type, writing topics, grouping methods, group dynamism,
learner’s L2 proficiency level, and so on.
L2 writing and AWE
 “Only modest evidence that AWE feedback has a positive effect on the quality of the texts
that students produce using AWE” with the exception of few cases where the researcher
reported error correction improvement in students’ texts (Stevenson & Phakiti, 2014, p.62).
 Link et al. (2014) note that there are numerous possible ways of integrating AWE with
teacher feedback.
 AWE tools can be implemented to achieve a variety of purposes, ranging from fostering
student autonomy and motivation, to enhancing students’ metalinguistic knowledge (Link et
al., 2014).

L2 writing and corpus‐based technologies

 Empirical studies of corpus use for data‐driven learning have yielded positive findings
(Flowerdew, 2012).
 Positive learning outcomes associated with intensive interactions with corpus tools have
been revealed through micro‐level analysis of learners’ behaviors.
 There are relatively fewer studies on the use of a corpus for discourse level learning and
writing, especially for academic writing (Birch‐Becaas & Cooke, 2012; Chang, 2012;
Charles, 2007; Tribble & Wingate, 2013).
 Another major area of corpus‐based research on L2 writing results is the development of
new tools, such as paraphrasing tool (Chen et al., 2015) and web ‐based concordancing
program (Bloch, 2009).

Title: Exploring the Applications of Technology in Teaching English as a Second Language

Introduction: In the digital age, technology has revolutionized various aspects of our lives,
including education. With the increasing globalization and the growing need for effective language
acquisition, the use of technology in teaching English as a second language (TESL) has gained
significant attention. This essay aims to evaluate the opinion expressed by Kozma (1994) regarding
the suitability of certain media for learning tasks while discussing the applications of technology in
TESL.

Body Paragraph 1: Media Characteristics and Learning Tasks Kozma argued that different media
possess specific characteristics that can influence their suitability for particular learning tasks.
While this view holds some truth, it is essential to consider the dynamic nature of technology and
the diverse learning needs of English language learners (ELLs). Traditional media, such as
textbooks, can be limited in providing interactive and personalized learning experiences. In
contrast, technology offers a wide range of resources and platforms that cater to different learning
styles and abilities.

Body Paragraph 2: Technology and Language Acquisition

Chappelle (2017) highlights the potential of technology in enhancing language acquisition. Through
the integration of multimedia elements, such as audio, video, and interactive exercises, technology
provides a more immersive and engaging learning environment. For instance, language learning
applications and online platforms offer interactive exercises, real-time feedback, and the ability to
connect with native speakers, which can enhance speaking and listening skills.

Body Paragraph 3: Personalized Learning and Adaptive Technology

Beatty (2011) emphasizes the importance of personalized learning in language acquisition.
Technology can facilitate adaptive learning experiences by tailoring content, pacing, and
assessment to individual needs. Adaptive technology, such as intelligent tutoring systems, can
identify learners' strengths and weaknesses, providing targeted feedback and personalized
recommendations. This individualized approach can significantly benefit ELLs, allowing them to
progress at their own pace and focus on areas that require improvement.

Body Paragraph 4: Blended Learning and Collaborative Opportunities

Blake (2008) emphasizes the potential of blended learning, combining traditional classroom
instruction with technology-mediated activities. Blended learning allows for a seamless integration
of technology and traditional teaching methods, providing a balanced approach to language
learning. Technology can facilitate collaborative opportunities by enabling online discussions,
group projects, and virtual language exchanges. These collaborative activities promote
communication, cultural understanding, and the development of interpersonal skills, all of which
are crucial in language acquisition.

Body Paragraph 5: Access and Flexibility in Language Learning One of the significant advantages
of technology in TESL is its ability to provide greater access and flexibility. Digital resources and
online platforms can be accessed anytime and anywhere, eliminating barriers of time and location.
This is especially beneficial for adult ELLs or those who may have work or family commitments.
Additionally, technology allows for self-paced learning, enabling learners to review materials,
practice language skills, and track their progress, thus promoting autonomy and learner
empowerment.

Conclusion: In conclusion, the applications of technology in teaching English as a second language

have revolutionized language learning experiences. While acknowledging the validity of Kozma's
argument regarding the suitability of specific media for learning tasks, it is essential to embrace the
dynamic nature of technology and its potential to cater to diverse learning needs. Technology offers
interactive and personalized learning experiences, adaptive technology for individualized
instruction, blended learning opportunities for collaboration, and increased access and flexibility in
language learning. Therefore, integrating technology in TESL can significantly enhance language
acquisition and empower English language learners in their journey toward linguistic proficiency.
Please note that the length of the essay may vary based on individual writing styles and preferences.
This essay provides a general structure and ideas for your argumentative essay.

Technology has also been found to be helpful in students’ visual and verbal learning, higher
thinking skills, problem solving, feedback, hands-on learning and collaborative learning (Hani,
2014)

In present education, technology is seen to be an effective means of assisting the process of learning
in digital era (Ahmadi, Citation2017; Ahmani, Citation2019) that is becoming a global trend (Zhang
& Yu, Citation2021).

Rintaningrum and Aldous (Citation2016) found that the learners of English find it easier to learn
English when they have some technological facilities at home. Moreover, with the assistance of
technology, the learners of the English language are able to find many authentic materials (Larsen-
Freeman & Anderson, Citation2011) that are useful for learners to improve their language
competence (Clements & Sarama, Citation2003) and cooperative learning (Jeremy
Harmer, Citation2007; D. W. Johnson et al., Citation2014) as well as to improve positive attitude
towards learning (Gordon et al., Citation2011).
Technology provides so many features on educational menus that enable the learners of English to
have new experiences the learners do not find from conventional education (Eady &
Lockyer, Citation2013)
Technology in the form of multi-media is able to improve students’ learning motivation and
attention (Passey et al., Citation2004; Shyamlee & Phil, Citation2012) and promotes autonomy to
enhance students’ performance in the EFL classroom (Azmi, Citation2017; Kreutz &
Rhodin, Citation2016; Tapscott (Citation2009).
Technology such as internet provides users with some potential use not only for learning but also
for communication, planning future career, and developing larger and useful participation
(Abbasi, Citation2020; Costley, Citation2014). It is because technology provides some essential
tools for learning that allow students to use for facilitating cooperative learning and offering
exciting alternatives for more language skills development through experimentation
(Ahmadi, Citation2017; Basset et al., Citation2006).

Ratna Rintaningrum (2023) Technology integration in English language teaching and learning:
Benefits and challenges, Cogent Education, 10:1, DOI: 10.1080/2331186X.2022.2164690
https://doi.org/10.1080/2331186X.2022.2164690

The results show that some benefits of integrating technology in English language learning are
learners can do some coding, practice online quizzes or tests, improve speed of answering
questions, improve scores in English tests, learn another foreign language, do some collaborative
learning, encourage independent learning, have opportunities to write, speak, listen, and read in
English, do online learning, get online references, use of multiple computer application, obtain the
latest information, translate, have opportunities to use multi-media presentation as well as
demonstrate new method of teaching. Some challenges in technology integration are type of
technology used, the rapid changes of technology development, the number of classes taught, class
size, cost, time, age, lecturers’ workload, ability to use technology as well as availability the
technology to use.

Nguyen,

However, Riasati et al. (2012) lamented that it would be naive to expect the implementation of
technology in any educational context to be successful without encountering some barriers such as
lack of access, training, time, as well as teachers’ and students’ acceptance and attitudes.
Riasati, M. J., Allahyar, N., & Tan, K. E. (2012) Technology in Language Education: Benefits and Barriers.
Journal of Education and Practice, 3(5), 25−30. Retrieved from
https://www.iiste.org/Journals/index.php/JEP/article/view/1495/1427

technological problems will make learning frustrating for the students, especially when the
teaching and learning are conducted online, and they have internet connectivity issues (Goshal,
2020).
Goshal, B. (2020). Advantages and disadvantages in online teaching learning during pandemic. International
Journal of Creative Research Thoughts, 8(8), 982−985. https://www.ijcrt.org/papers/IJCRT2008120.pdf

According to Altavilla (2020), the drawbacks of integrating technology in English language

classrooms include inequalities in accessing and using technology among students, the software
programs and digital applications are not one-fit-all teaching and learning tools to cater students
from different language backgrounds and learning abilities, and finally, technology does not cater
learners’ needs for genuine social interaction.

For instance, a study done by Tamilarasan et al. (2019) on teachers showed that English teachers
may not be leading the teaching as they rely too much on the multimedia devices

Rahmawati (2016) discovered that students perceived the drawbacks of online learning in English
language learning as decreasing social interaction, having technical problems, not allowing direct
teacher feedback, increasing the act of plagiarism, cheating and expensive.
Zboun and Farrah (2021) found several major drawbacks in implementing online language learning
such as less teacher-student interaction, decreased students’ motivation, increased students’
boredom and poor internet connectivity.
Krisnan et al. (2020) studied the challenges of learning English via online versus traditional method.
Although they found the respondents had positive attitudes on using online in learning English,
some respondents mentioned some drawbacks too such as poor internet connectivity, occurrence
of plagiarism and lack of teacher feedback

According to Simin and Heidari (2013), the integration of technology can also limit other skills such as
speaking communication. Technology may be a great medium for online interacting; however, it will
decrease the speaking communication among students and teachers. The introduction of technology may
include audio, visual, textual effect which fully meets the audio and visual requirements of the students and
can increase their interest. However, it also results in poor communication among students and teachers
(Shyamlee & Phil, 2012).
Shyamlee, S. D., & Phil, M. (2012). Use of Technology in English Language Teaching and Learning: An
Analysis. In International Conference on Language, Medias and Culture (Vol. 33, pp. 150-156).

Confirmability, the extent to which the research’s results are based on its purpose and not
distorted by the researcher’s bias, contributes to the trustfulness of a study when assertions
are verified (Jensen, 2008a). Baxter and Eyles (1997) stated: “Confirmability, similar to the
conventional notion of objectivity, focuses attention on both the investigator and the
interpretations” (p. 517). Confirmability requires the researcher to make explicit the potential
sources of bias in his or her personal and professional information (e.g., experience, training,
prior knowledge, values, beliefs, etc.) for the investigator, being the instrument in qualitative
inquiry (Patton, 2002). My experiences, motivations, formal English language training, and
perceptions of an English language academic in Vietnam might have affected the
interpretation of data and the problem under study, so the researcher’s perspectives were
made explicit (see section 3.5). To reduce researcher bias in this study, it was also necessary
to consider these with critical self-reflection (Patton, 2002) by writing researcher journals to
disclose my perspectives in collecting, interpreting, and analysing data (see section 4.3.1.1).

Confirmability:
researcher’s perspectives were made explicit
critical self-reflection (Patton, 2002) by writing researcher journals to disclose perspectives in
collecting, interpreting, and analysing data

English has become the language for instruction and curriculum in many countries. As the number of
English learners increases, new teaching methods have been implemented to test the effectiveness of the
teaching process (Shyamlee & Phil, 2012). Language is one of the most substantial elements in
communication. Students utilize different parts of English language skills such as listening, speaking,
reading, and writing for their proficiency and communication (Grabe & Stoller, 2002)
Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading. New York: Pearson Education.
https://doi.org/10.4324/9781315833743
Shyamlee, S. D., & Phil, M. (2012). Use of Technology in English Language Teaching and Learning: An
Analysis. In International Conference on Language, Medias and Culture (Vol. 33, pp. 150-156).