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Computer-Assisted Second Language Acquisition by Hayo Reinders and Glenn Stockwell

The document discusses how technology has become integral to language learning and the shift from computer-assisted language learning to computer-assisted second language acquisition. It reflects on implementing virtual learning during the COVID-19 pandemic and how understanding principles of second language acquisition can help improve online education. While more research is still needed, technology opens up opportunities for lifelong and widespread language learning.

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Angelica Jimenez
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31 views2 pages

Computer-Assisted Second Language Acquisition by Hayo Reinders and Glenn Stockwell

The document discusses how technology has become integral to language learning and the shift from computer-assisted language learning to computer-assisted second language acquisition. It reflects on implementing virtual learning during the COVID-19 pandemic and how understanding principles of second language acquisition can help improve online education. While more research is still needed, technology opens up opportunities for lifelong and widespread language learning.

Uploaded by

Angelica Jimenez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ANGELICA R.

JIMENEZ MAED - English Language Education

Computer-Assisted Second Language Acquisition by Hayo Reinders and Glenn Stockwell

A Reflection Paper

Since 1990’s, the role of technology in the academe has been so evident that many researches arise in terms of its
effectivity to the learning process. It is inevitable not to use technology in our daily living, and up until now, where many
innovations are being conducted, educators are gearing towards its usage because it is no longer a question whether these
technologies are helpful or not, due to the advantages it offers. It becomes apparent that these are aids in teaching and the
issue nowadays are the utilization of these to their full length and the process as to how it should be used for the learners
to acquire knowledge. In the article presented by Reinders and Stockwell, it highlighted Computer-Assisted Language
Learning (CALL) and its development in becoming Computer-Assisted Second Language Acquisition (CASLA). They
used Ellis (2005,2008) 10 ‘generalizations’ of research findings from second language acquisition studies in classroom
instruction then align it with CASLA’s related researches to review the effectivity of technology in acquiring a language.
Given such, the article provides a stepping stone in improving the new modalities of learning in the Philippines, which are
synchronous and asynchronous classes, as it gives opportunities, current issues, possible leeway, and abundant
information regarding language learning and technology.

The occurrence of the COVID-19 pandemic started our country’s dependence to computer-based resources as it is
the only way to deliver quality instructions to students, and this gives much promotion to maximize the use of technology.
It is quiet challenging to embrace the new normal in teaching, especially to language educators. Aside from the fact that
language is complex and learning it requires holistic capability and context adaptability, the actual appearance of learning
virtually and not face to face make a whole new process of learning difficult. It may look like the learners will be aloof,
given the new set up, but reading this article makes me realize that the indifference the learner may feel will also create a
positive result as they will become more aware and conscious of the language they produce, thus, improving their
language acquisition. Also, such struggle will be an ease if both the learners and the teachers have a full understanding of
the affordances and the factors involved in using these modalities. CALL, a teaching-learning approach that presents,
reinforce, and assess language learning with computer and computer-based resources as the main tool, is the primary
focus in the article. One of the strategies in implementing this approach is through Computer Mediated Communication
(CMC) wherein language learning takes place when student communicates to another person through e-mails, chats, or
video conferences. This has taken place nowadays as teachers are already using different applications such as Google
Meet, Zoom, Facebook, Messenger etc., to contact their learners in the new normal.

It is quiet astonishing to be familiar with these terms while reading the article as it gives me a glimpse of the e-
learning situation, specifically in language. The evolution from CALL to CASLA makes the second language acquisition
be open for possibilities of reconstructing language learning approaches, since the ubiquity of technology will necessarily
make a difference to the overall learning environment. Reinders and Stockwell adopted Ellis (2005,2008) 10 principles of
instruction in language learning and align it with CASLA studies. With this, they have exhibited that prime ideologies
which are authenticity of learning, provision of implicit and explicit knowledge, attention to learner’s uniqueness, and the
attainment of language proficiency can still be achieved even though it is no longer classroom-based but virtually
conducted.

Furthermore, I noticed that even though there are lot of researches conducted about language and technology, the
specificity and process of e-language learning is not yet precisely presented and needs more emphasis. As stated earlier,
our educational system has just started maximizing technology in learning and there will be a lot of unanswered questions
like “Will it be effective? Will the students really grasped what needs to be learned? Will they be proficient in that
language? What other methods, strategies, and techniques should I use in language learning?” The initial stages we are
taking right now might be unclear and there may be a lot of doubts regarding CASLA, but the reading material is an eye
opener that technology will necessarily have an impact in the teaching-learning process. Through this, learning is not only
lifelong, but “lifewide” as it goes beyond the classroom setting. It creates vast range of opportunities not only for the
teachers but also to the learners as internet is worldwide and can reach even the most unreachable places in just few
clicks. These functions of technology should be used as our advantage in aiming language accuracy and fluency while
acquiring second language.

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