Acceso usuarios
Es reseña de:
Technology and English language teaching in a changing world
Ju Seong Lee (ed. lit.), Di Zou (ed. lit.), Michelle Mingyue Gu (ed. lit.)
Palgrave MacMillian Cham, 2024
Coming to its own in the 1960s with the advent of the “language laboratory”, to many, the notion of technology-enhanced (language) education is no longer a rocket science. As such, only in the aftermath of the COVID-19 pandemic, did technology begin to gain a surge of interest it deserved in language education environments, where a paradigm shift in the mode of instructional delivery, from traditional face-to-face to remote online education, came to existence. It now transpires that technology tends to serve as the sine qua none of the post-pandemic language education context, where the integration of technology into language teaching and learning environments is no longer merely an emergency response but rather a broader pursuit of pedagogical efficacy. More recently, Artificial Intelligence (AI) has made inroads into mainstream education, including the language education enterprise, allowing for AI-driven enhanced teaching and learning. Despite ample research, little do we know about how AI transcends its role as a key driver of quality education. As a prime example, ChatGPT, an AI tool, is underexplored in second/foreign language (L2) education contexts (Derakhshan & Ghiasvand, 2024). In such a milieu, any endeavour to bring to the fore the potentials and concerns surrounding technology-empowered language education is highly valued.
