calico journal (online) issn 2056–9017

Book Review

New Technologies and

Language Learning
Li Li

London, England: Palgrave

US $39.99
ISBN 9781137517678 (Paperback)
256 pages
2017

Reviewed by
Stephanie M. Knouse

This book by Li Li provides a comprehensive, evidence-based overview of

how multiple 21st century technologies can assist learners as they acquire a
second or foreign language. Written primarily for educators and researchers
of English as a Foreign Language (EFL), the book meticulously describes
how the use of specific technological tools aligns with the best practices
in foreign language pedagogy and fundamental theoretical frameworks in
second language acquisition (SLA). In each chapter, Li weaves in several
“Tasks,” which range from simple questions to more involved explorations
of programs or websites, so readers may reflect upon how technology might
be integrated in their respective teaching contexts. Likewise, throughout
the book Li integrates “Case Studies,” which are in-depth descriptions of
research investigations germane to the topic at hand. Each chapter ends with

Affiliation
Furman University, USA.
email: [email protected]

calico journal vol 37.2 2020  193–196 https://doi.org/10.1558/cj.36015

©2020, equinox publishing
194     Book Review

an “Annotated Further Reading” section, and features a brief review of two to

four relevant empirical studies.
The first part of the book is comprised of two chapters that orient readers on
technology-enhanced language learning (TELL) through a detailed history of
the discipline and how technology enhances learner motivation. In Chapter 1,
Li examines technology’s place in a globalized world and how the expansion
of TELL, computer-assisted language learning (CALL), computer-mediated
communication (CMC), and mobile-assisted language learning (MALL) offer
learners a powerful medium through which they can develop the various
components of the target language. The author links how these technologies
correspond to seminal SLA frameworks and explains how specific tools have
been implemented in language classrooms and studied by SLA researchers.
In Chapter 2, Li connects these SLA frameworks to how technology provides
learners with authentic input, output, opportunities for interaction, conscious
noticing, and meaningful feedback.
The second section of the book is where language educators can find the
bulk of the information on technological tools suitable for the language class-
room. In Chapter 3, Li describes how practitioners may use technology to
assist learners as they prepare for, carry out, and process speaking and lis-
tening tasks. Tools such as Skype, Voki, Visuwords, AntConc, Bubbl.us, and
pod- and vodcasts are featured. In Chapter 4, Li focuses on reading and writing
development through TELL. The author emphasizes how social media and
collaborative tools may assist in developing learners’ writing abilities and how
multimedia materials provide additional context cues that promote reading
comprehension. In Chapter 5, Li explains how technology can facilitate gram-
mar acquisition through online grammar exercises and text-based online chats,
as well as vocabulary acquisition through multimedia tools, educational games,
and online dictionaries. In Chapter 6, Li describes the instructional challenges
in ESP contexts and how technology can mitigate some of these obstacles. The
author stresses that technology is vital to these types of content-based courses
in that it facilitates authentic interactions and opportunities for real-life com-
munication, encourages self-directed learning, and often motivates learners
in ways techniques utilized in a traditional classroom do not.
The final portion of the book is a potpourri of information for language edu-
cators. In Chapter 7, Li offers readers recommendations on how to provide feed-
back on learners’ written work through annotation and screencast programs
and how to assess student progress through online exams and e-Portfolios.
In Chapter 8, Li provides an evaluation mechanism to help instructors assess
which technological tools are most appropriate for their learners. The ninth
and final chapter contains an examination of language educators’ attitudes
and beliefs on integrating technology.
 Book Review     195

Undoubtedly, there is a wealth of information in Li’s book, especially for

fledgling educators or graduate students who may need to apprise themselves
on how SLA and TELL intersect and how scholars have shown through empiri-
cal analysis that specific technologies do indeed advance language learners’
skills and knowledge. This book is also a valuable resource for more advanced
researchers themselves, as Li abundantly cites previous analyses throughout
the manuscript that could help expedite a literature review or be a springboard
off which a future analysis is designed. In terms of pedagogical recommenda-
tions to readers, Chapter 6 was particularly strong, as it featured how technol-
ogy could facilitate real-life interactions, the use of authentic materials, and
learner collaboration and agency in ESP; all of these components are hallmarks
of highly effective and engaging language classrooms in which the primary
focus is real-world communication and meaning making.
Yet, there are a few limitations that warrant mentioning. First, while the
breadth of the technological resources unquestionably adds to the book’s value,
the lack of depth of the featured tools prevents the reader from fully under-
standing the potential of certain technologies or how certainly they fit in to
the overall picture of enabling students in achieving course goals or learning
outcomes at a particular level. Additionally, there is only marginal reference
to how the use of technology can enhance learners’ cultural understanding
and knowledge. Indeed, one major benefit of TELL and CALL is the ability
to easily access artifacts, traditions, and customs that form part of target cul-
tures. To complement Li’s discussion of the role of technology in motivating
the language student, research has also shown that integrating meaningful
cultural information in language learning is a great source of motivation for
many students (Dörnyei & Csizér, 1998). Cultural awareness and knowledge
are likewise crucial components in developing and demonstrating learners’
levels of global competence, which is defined as a speaker’s “ability to com-
municate with respect and cultural understanding in more than one language”
(ACTFL, 2014, para. 1). In fact, the American Council on the Teaching of
Foreign Language’s (ACTFL) position statement on global competence explic-
itly states that speakers should be able to interact in virtual environments, in
conjunction with face-to-face situations in a classroom setting, in a culturally
sensitive and respectful manner with others. For these reasons, I wish Li had
included a chapter about how technology could be leveraged to enhance and
demonstrate learners’ cultural awareness and levels of global competence.
Furthermore, many foreign or second language educators that emphasize
proficiency-based instruction in all aspects of their teaching might be disap-
pointed by the lack of synergy between some of the recommended tools in
Li’s book that focus on discrete skills and the general framework utilized to
develop proficiency (Center for Advanced Research on Language Instruction,
196     Book Review

n.d., para. 1). While Li does include a lengthy discussion of how technology
assists with making gains in speaking and writing in Chapter 3, the author
could have included more content and terminology familiar to those language
practitioners that emphasize proficiency, such as descriptors of the different
proficiency levels—see the ACTFL Proficiency Scale or the Common European
Framework for Reference of Languages—and how level-specific activities using
technologies could facilitate gains in proficiency in the different genres of com-
munication. Even with these limitations, Li’s book is a useful resource and a
treasure-trove of evidence-based recommendations for language practitioners
and researchers alike.

About the Reviewer

Stephanie M. Knouse is an associate professor of Spanish, the University Supervi-
sor of Foreign Language Education, and the Executive Reflection Fellow at Furman
University in Greenville, South Carolina. Dr. Knouse’s research interests are social
justice in the language classroom, students’ attitudes and motivation toward lan-
guage learning, CALL, and variation in native and non-native speech. Dr. Knouse
regularly presents on these topics at national conferences in the United States and
has published articles in Foreign Language Annals, Hispania, Dimension, and other
journals.

References
ACTFL (American Council on the Teaching of Foreign Languages). (2014). Global com-
petence position statement. Retrieved form https://www.actfl.org/news/position​
-statements/global-competence-position-statement
Center for Advanced Research on Language Instruction. (n.d.). Characteristics of profi-
ciency-oriented language instruction. Retrieved from http://carla.umn.edu/articulation​
/MNAP_polia.html
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners:
Results of an empirical study. Language Teaching Research, 2(3), 203–229. https://doi​
.org/10.1177/136216889800200303