See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/380480471

The future of language learning teaching in a technology‐mediated 21st

century

Article in Modern Language Journal · May 2024

DOI: 10.1111/modl.12928

CITATIONS READS

3 382

1 author:

Marta Gonzalez-Lloret
University of Hawaii System
55 PUBLICATIONS 1,230 CITATIONS

SEE PROFILE

All content following this page was uploaded by Marta Gonzalez-Lloret on 03 June 2024.

The user has requested enhancement of the downloaded file.

DOI: 10.1111/modl.12928

C O M M E N TA R Y

The future of language learning teaching in a

technology-mediated 21st century

Marta González-Lloret

Department of Second Language Studies, University of Hawaii at Manoa, Honolulu, Hawaii, USA

Correspondence
Marta González-Lloret, Department of Second Language Studies, University of Hawaii at Manoa, Moore Hall 455, 1890 East-West Road,
Honolulu, HI 96822, USA. Email: [email protected]

In his Perspectives column, Kern (2024, this issue) examines the aftermath of transitioning language
learning to online platforms and reflects on the current perception of language education within institu-
tions of higher learning. He provides an insightful overview of the historical intertwining of language
and technology and presents the constraints and possibilities of technology for language learning,
focusing on the most current and controversial of recent technologies: generative artificial intelligence
(AI; e.g., Google Translate, ChatGPT, SpinBot, and Gemini). He discusses how these technologies
can be utilized to help learners develop a critical stand on their use for their own learning with the
guidance of human teachers “who can inspire, analyze, reflect, and discern” (Kern, 2024, this issue, p.
530). In this commentary, my aim is to explore the insights offered by Kern in his position piece with a
particular focus on navigating the landscape of foreign language learning post pandemic. Additionally,
I will discuss strategies for maximizing the potential of technology in facilitating language acquisition.
Drawing from the field of computer-assisted language learning (CALL), I will offer suggestions for
practices and tools that have gained widespread adoption. Furthermore, I emphasize that learning a
language transcends the acquisition of vocabulary and syntax. In today’s globalized society, learning a
language entails gaining knowledge into sociocultural practices and developing the ability to interact
with others and understand the world from a multicultural and multilingual perspective.

THE VALUE OF LANGUAGE LEARNING POST PANDEMIC

Undeniably, remote instruction during the global pandemic made clear the potential of technology for
education. The shift of language learning to online platforms transformed the dynamics of language
classes, introducing novel pedagogical activities previously unexplored and opened a universe of tech-
nological opportunities for educators and learners alike. But as Kern (2024, this issue) observes, both
teachers and learners often perceived online teaching during the pandemic as less effective than tra-
ditional face-to-face instruction. He suggests that this perception might be attributed to “weakened
(…) feelings of belonging” (Kern, 2024, this issue, p. 515), caused by a lack of community, which
is an essential element for learning, regardless of the instructional modality—which, unfortunately, is
harder to nurture in online environments.

© 2024 National Federation of Modern Language Teachers Associations.

The Modern Language Journal. 2024;108:541–547. wileyonlinelibrary.com/journal/modl 541

 15404781, 2024, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/modl.12928 by University Of Hawaii At Manoa, Wiley Online Library on [03/06/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
542 THE MODERN LANGUAGE JOURNAL

A significant reason why online teaching was not perceived as successful was the abrupt move to
digital platforms. In many cases, the move was made with a lack of preparation or of in-depth under-
standing of the pedagogical potentials and constraints of technology. Learning happened in spite of
rudimentary uses of technologies; thanks to the tireless determination of teachers investing countless
hours. However, those emergency remote classes should not be used as a benchmark for the potential
of online language teaching when it is well planned, designed, and executed. Technology-mediated
language learning can be as effective as face-to-face learning when it is based on a robust language
teaching methodology, integrates advancements in second language acquisition (SLA) research, and
includes a systematic approach to design, which will be subsequently discussed.
Furthermore, Kern (2024, this issue) raises a critical question emerging post pandemic in many
institutions: whether we really need to go back to face-to-face language teaching at all. Institutions are
increasingly drawn to the notion that language learning can be achieved through digital resources like
Duolingo and AI platforms capable of translation and content generation. This trend poses a threat to
foreign language programs, often viewed as peripheral to a research university’s mission, especially
when faced with declining enrollment. This is also true in my institution where the second language
general education requirement has been in question for years and where several language programs
are constantly threatened by the administration if their number of graduates falls below an arbitrary
number. However, this perspective fails to acknowledge the pivotal role that language and culture
play in a globalized society where most jobs require that we communicate with others in a different
language. Even when communicating in English as a lingua franca, individuals need to be able to
accommodate, understand, and negotiate meaning with a speaker of another language, skills that are
developed in a foreign language classroom. Moreover, the demand for language and linguistics studies,
particularly those intertwined with social sciences, is on the rise due to their relevance in various
domains such as big data, international relations, online education, commerce, health, business, and
more (Ortega et al., 2023).
Language teaching practitioners understand that learning another language is essential to under-
stand the complexities of the world and how others live and communicate in it; foster innovative
ways of thinking and working across cultures; enhance one’s life through access to film, music, lit-
erature, travel, and other experiences; and access personal and professional opportunities. So, why is
the interest in learning other languages declining in a globalized world where cross-cultural commu-
nications are more imperative than ever in various spheres of life, including work, commerce, social
connections, and leisure activities?
Primarily, investing time in learning a new language is a significant commitment, and when lan-
guage acquisition occurs solely within the confines of a classroom, the limited hours available are
often just not enough to develop basic communicative competence. Moreover, some institutions still
use traditional, and sometimes outdated, teaching methods that fail to align with the needs of the dig-
ital globalized age. Rote memorization and grammar-focused instruction can alienate students who
struggle to perceive the practical utility of their classroom learning. In many contexts, there is a dis-
connect from real-world language usage, and students struggle to apply what they learn in practical
situations, which leads to a lack of motivation (or demotivation) to learn the language. A survey con-
ducted by Preply in 2023 (Mykhalevych, 2023) examined the reasons behind the discontinuation of
language learning among 1,000 participants. Findings revealed that 30% ceased their language studies
because they had fulfilled educational requirement, 21% lacked opportunities for practice, 14% failed
to perceive its relevance to their lives, 12% found it too difficult, and 10% simply lost interest and
stopped their learning journey.
These hurdles for maintaining language learning can be easily overcome. First, a sound teaching
methodology could effectively address issues like the lack of opportunities for practice, perceived
irrelevance, difficulty, and demotivation. And this is true both for face-to-face and online language
courses.
 15404781, 2024, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/modl.12928 by University Of Hawaii At Manoa, Wiley Online Library on [03/06/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
GONZÁLEZ-LLORET 543

EFFECTIVE ONLINE LANGUAGE LEARNING

As previously stated, technology-mediated language learning can be as effective as face-to-face learn-
ing. What makes teaching effective is not so much the mode of communication but having a solid
language teaching methodology based on SLA research and including a well-designed course, as well
as fostering a sense of community that will maintain student motivation, foster interaction and support,
and provide relevance for language learning.
One language learning methodology that has proved efficient for language learning in both face
to face and online environments is task-based language teaching (TBLT). Grounded in principles
of SLA, TBLT immerses learners in authentic tasks that are tailored to their needs. By integrating
technology into TBLT (technology-mediated TBLT; González-Lloret & Ortega, 2014), learners gain
access to abundant authentic input—written, spoken, and interactive—adjustable to their cognitive and
personal levels, mitigating feelings of being overwhelmed. Technology-mediated tasks also provide
opportunities for interaction (spoken and written) with other speakers, so they have real opportuni-
ties for practice, fostering a sense of practical significance and relevance to their lives and future
work. Furthermore, technology enables the provision of immediate, elaborate, and individualized feed-
back (something extremely challenging in face-to-face classrooms), which helps personalize language
teaching and make it more accessible. Enhancing the relevance, currency, and appeal of foreign lan-
guage instruction can serve not only to draw in learners but also to persuade administration of the
value of our expertise and the genuine enthusiasm of our students to engage with language learning,
thus justifying institutional investment and support.
As for possible choices for an instructional design framework, the ADDIE model (Branson et al.,
1975) has been widely used for the design of all types of courses (not just language courses). It
consists of five iterative phases: analysis, design, development, implementation, and evaluation. In
the analysis phase, the goals, learners’ characteristics, and learning environment are assessed. Design
involves planning teaching strategies, content, and materials based on the analysis. Development is
the creation of materials following the design specifications. Implementation is the actual delivery
of the instruction, including instructor training. Evaluation entails assessing the effectiveness of the
instruction by gathering feedback, analyzing results, and making necessary revisions. This cyclical
process ensures the development of effective teaching and training programs tailored to learners’ needs
and continuously improves instructional quality.
Finally, Kern (2024, this issue) highlights another factor contributing to the perceived lack of suc-
cess in online courses: the absence of a sense of community, a sentiment echoed by many of my peers.
However, embedding elements within the course design can rectify this issue. According to Boettcher
and Conrad (2021), fostering a sense of community involves three key presences: social, teaching,
and cognitive. Social presence refers to the connections established based on personal information
such as tastes, lifestyle, relationships, and practices. Teaching presence addresses the teacher’s actions
to guide students during the course, and cognitive presence entails the support students receive to
develop their knowledge and skills. Online platforms offer a wide range of tools to facilitate personal
interaction among learners, from simply letting learners chat for a few minutes about personal topics
in synchronous classes to using tools such as Padlet, Flipgrid, Twitter, or Instagram for sharing per-
sonal videos and stories. We cannot underestimate the importance of empathy, respect, patience, and
perseverance when building connections and motivating online learners.

THE IMPORTANCE OF TECHNOLOGY-MEDIATED LANGUAGE

LEARNING TODAY

In a globalized world where much of the communication is multilingual, multimodal, and mediated by
technologies, it is vital to consider Kern’s (2024, this issue) suggestion to “identify what technology
offers that is positive for language education, rethink how we organize our teaching in light of
 15404781, 2024, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/modl.12928 by University Of Hawaii At Manoa, Wiley Online Library on [03/06/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
544 THE MODERN LANGUAGE JOURNAL

technology’s affordances” (p. 516). In today’s workforce, where communication relies heavily on
technology, embracing this reality is essential. According to a study by Statista (2023), 94% of inter-
viewees reported using email often—and 74% used it daily—88% engaged in video calls for work,
86% employed messenger services and chat apps, almost 86% used phone messaging, and 84% used
social media platforms. As Kern (2024, this issue) states, “we need to attend to technology not because
it is either a panacea or a peril, but because it affects how we use language every day as we move from
one medium and setting to another, and we need to sensitize students to those differences” (p. 517).
Expecting that learners will master effective communication in media without actual engagement
with others is unrealistic. Exposure to diverse social and professional scenarios, varied interlocutors,
and a range of media genres is imperative for nurturing proficient communicators. The language
classroom is an ideal environment to practice effective communication by engaging with speakers
of other languages across various digital platforms. I would go further and propose that language
learning should integrate technology and second language pragmatics within the curriculum to not
only enhance linguistic proficiency but also promote cultural understanding and empathy. Second lan-
guage pragmatics equips learners with the understanding of the sociopragmatic norms of a community
of speakers (including their own), fosters awareness of the complexities involved in cross-cultural
dialogue, and equips learners to navigate these challenges with tact and sensitivity. By cultivating tol-
erance toward diverse communication styles, learners can overcome ethnocentric biases and avoid the
formation of cultural stereotypes.

KEY PRACTICES OF COMPUTER-ASSISTED LANGUAGE LEARNING

CALL has embraced practices aligned with the importance of learning other languages and cultures,
presenting opportunities for language educators to enhance the relevance and efficacy of their teaching
methodologies. Some of these key practices include:

1. Embracing digital citizenship: The language classroom serves as an ideal platform for instilling
principles of responsible digital citizenship. For instance, it is essential for students to grasp how to
present themselves in digital contexts, as identities are always performed for the individuals with
whom we interact. Thus, it is crucial for learners to build their identity (across different languages)
through the information they share and their engagement in social media. Today, the concept of
privacy has evolved significantly, particularly among young people. However, it is essential for
them to feel at ease with their digital presence and establish their own boundaries regarding trust
and online conduct. This includes navigating the delicate balance between acceptable engagement
and the discomfort of intrusive interactions. While we may tolerate a certain degree of discomfort
in digital interactions, each individual has a distinct threshold that they are unwilling to surpass.
Teaching digital etiquette, communication norms, self-presentation, and responsible online conduct
are skills that hold immense relevance, utility, and appeal to students.
2. Fostering multilingualism: Acknowledging the significance of multilingualism in an interconnected
world encourages students to pursue languages aligned with their passions and professional aspi-
rations, equipping them for effective communication in diverse, multicultural settings. Despite
hearing countless times that learning another language holds little value due to the prevalence
of English, it is crucial to question whose communicative norms (whose sociopragmatics) we are
embracing if we solely rely on English as a lingua franca. Understanding individuals with varying
levels of English proficiency and their incorporation of unique sociopragmatic norms and linguistic
features is essential for successful communication. Our interactions undoubtedly become richer and
more successful when both parties possess knowledge of each other’s languages, often presenting
alternative viewpoints and approaches unavailable in our native language.
3. Teaching second language sociopragmatics: Teaching language that is sociopragmatically appro-
priate and emphasizes culture and intercultural practices is essential for preparing students for
 15404781, 2024, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/modl.12928 by University Of Hawaii At Manoa, Wiley Online Library on [03/06/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
GONZÁLEZ-LLORET 545

effective communication in diverse, multicultural environments. This involves teaching students

how to understand the norms and behaviors of the language community they are interacting with,
how to dynamically engage in different social practices, adopt appropriate social identities, and cul-
tivate social relationships in digital spaces. Each digital community has its norms and while many
outline their norms explicitly, learners may also need to observe and learn from fellow speakers.
Engaging students in real-world communication with authentic individuals and genuine purposes
is paramount for fostering intercultural communication and nurturing critical cultural awareness.
This entails developing an understanding of how others behave and interact, critically interpreting
the other culture, and establishing a willingness to explore and appreciate alternative values and
beliefs beyond our own cultural context (Byram, 2012).
4. Discovering learner needs: Understanding students’ language learning needs is paramount to
ensure relevance. It is crucial to ascertain what tasks they will need to accomplish with the
language, in which contexts, and for what purposes. Armed with this insight, we can tailor learn-
ing experiences to meet individual needs to the greatest extent possible. Technology excels in
facilitating this personalized approach to learning.
5. Fostering critical digital literacies: I fully agree with Kern’s (2024, this issue) assertion that helping
learners in developing critical digital literacy must be a core mission of every educator. Moreover, I
believe that language classrooms that engage with multilingual multimodal texts including a variety
of cultural perspectives hold a unique position to facilitate the development of critical literacies.
These literacies extend to comprehending how language and multimedia on the Internet tries to
shape our opinions, influence our purchasing decisions, manipulate what we see and read, and
impact our behavior through the search engines we use, algorithms and filters, content ranking, and
dark patterns (e.g., nagging, obstruction, sneaking, interface interference, force action). A recent
Pew Research study (McClain et al., 2023) of over 5,000 adults in the United States discovered
alarming statistics: 67% of adults lack understanding regarding companies’ data practices, and
73% feel powerless in controlling the data collected by companies. This underscores a serious
social problem, presenting an opportunity for us to educate our students to become discerning and
responsible digital users.

TOOLS FOR EFFECTIVE LANGUAGE LEARNING

Kern (2024, this issue) does an excellent job of showcasing the potential of generative AI applica-
tions to involve students in “critical engagement with technology guided by human teachers” (p. 516).
However, for those teachers who may not be fully prepared to embrace AI practices, there are alter-
native tools and practices within the field of CALL that can align with the type of language education
previously described. From critically engaging with online content to actively participating in written
exchanges within various communities of speakers (such as forums, fandoms, social media platforms
like Twitter, Twitch, Instagram, and Discord), as well as multiplayer online games and immersive vir-
tual environments, these tools offer opportunities to design tasks that are relevant to learners’ needs,
authentic, and capable of fostering real-world communication with other language users. One activ-
ity that encompasses all these suggestions, utilizing a variety of tools and online spaces, is virtual
exchanges (VEs; also known as teletandem, online intercultural exchanges, or telecollaboration).

VIRTUAL EXCHANGES FOR CRITICAL MULTILINGUAL

CROSS-CULTURAL PRACTICE

VEs are spaces designed for students from two or more remote classes, who are studying each other’s
language or a common language, to engage in cooperative and collaborative activities aimed at pro-
moting language learning and fostering authentic experiences of intercultural communication. These
 15404781, 2024, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/modl.12928 by University Of Hawaii At Manoa, Wiley Online Library on [03/06/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
546 THE MODERN LANGUAGE JOURNAL

spaces have been shown to provide authentic experiences of intercultural communication, especially
when avoiding superficial exchanges and critically addressing social and political issues. VEs are
instrumental in developing critical digital literacy, encouraging critical reflection while exercising
agency to establish meaningful online relationships (Satar et al., 2023). Moreover, they contribute
to enhancing participants’ affective states, including interest, curiosity, and intrinsic motivation, with
learners generally perceiving VE interactions positively, even when they encounter difficulties (Custer
& Tuominen, 2017). Finally, research underscores the importance of thoughtfully designing and
implementing activities within VEs to facilitate effective learning, actively mentor students through-
out the VE process, and pay close attention to potential inequality issues in participation created by
different socioeconomic backgrounds.
While establishing VEs may present challenges, various platforms are available to facilitate the
process (e.g., E-pals, Penpals, International Virtual Exchange Project, and Unicollaboration), along
with a journal dedicated to VEs, The Journal of Virtual Exchange (https://journal.unicollaboration.
org/), which offers valuable insights into best practices and models for design and implementation.
I strongly believe that incorporating a well-designed VE component into language learning courses
not only improves language proficiency but also offers learners invaluable opportunities to engage
with individuals from diverse cultural backgrounds, gaining deeper insights into different cultures and
breaking down cultural stereotypes and racial prejudices. VEs serve as spaces where friendships can
flourish and global understanding can thrive.

CONCLUSION

To close this commentary, I echo Kern’s (2024, this issue) inspiring and optimistic perspective on the
potential of technology-enhanced language teaching, emphasizing its capacity to revolutionize lan-
guage learning by making it indispensable, relevant, and aligned with the demands of the digital era.
As Kern highlights, by addressing the issues in current language education, embracing technology,
and fostering critical digital skills, we can ensure that language learning remains a vital component
of human education, equipping students for success in a multilingual globalized world. To make
this vision a reality, it is our responsibility to educate our students, colleagues, administrators, and
institutions about the crucial role that language teaching and learning can play in this century and
beyond.

REFERENCES
Boettcher, J. V., & Conrad, R.-M. (2021). The online teaching survival guide: Simple and practical pedagogical tips (3rd ed.).
Jossey-Bass.
Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., & Hannum, W. H. (1975). Interservice procedures for
instructional systems development [TRADOC Pam 350-30, NAVEDTRA 106A Vol. 1–5]. US Army Training and Doctrine
Command. https://apps.dtic.mil/sti/pdfs/ADA019486.pdf
Byram, M. (2012). Language awareness and (critical) cultural awareness—Relationships, comparisons and contrasts. Language
Awareness, 21, 5–13. https://doi.org/10.1080/09658416.2011.639887
Custer, L., & Tuominen, A. (2017). Bringing “internationalization at home” opportunities to community colleges: Design and
assessment of an online exchange activity between U.S. and Japanese students. Teaching Sociology, 45, 347–357. https://
doi.org/10.1177/0092055x16679488
González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks (Vol. 6). John
Benjamins. https://doi.org/10.1075/tblt.6
Kern, R. (2024). Twenty-first century technologies and language education: Charting a path forward. Modern language Journal,
108, 515–533. https://doi.org/10.1111/modl.12924
McClain, C., Faverio, M., Anderson, M., & Park, E. (2023). How Americans view data privacy: The role of technology compa-
nies, AI and regulation—plus personal experiences with data breaches, passwords, cybersecurity and privacy policies. Pew
Research Center. https://www.pewresearch.org/internet/2023/10/18/how-americans-view-data-privacy/
Mykhalevych, N. (2023). Foreign language education statistics: 70% of Americans regret letting their foreign language skills
slip. Preply Inc. https://preply.com/en/blog/americans-foreign-language-survey/
 15404781, 2024, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/modl.12928 by University Of Hawaii At Manoa, Wiley Online Library on [03/06/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
GONZÁLEZ-LLORET 547

Ortega, L., De Costa, P., & Ehlers-Zavala, F. (2023). AAAL leadership urges West Virginia University to reconsider decision to
eliminate the Department of World Languages, Literatures, and Linguistics. https://assets.noviams.com/novi-file-uploads/
aaal/PDFs/2023_AAAL_to_WVU_letter_of_support_for_WLLL.pdf
Satar, M., Hauck, M., & Bilki, Z. (2023). Multimodal representation in virtual exchange: A social semiotic approach to critical
digital literacy. Language Learning & Technology, 27, 72–96. https://hdl.handle.net/10125/73504
Statista. (2023). Mobile messenger and communication apps—Statistics & facts. https://www.statista.com/topics/1523/mobile-
messenger-apps/#topicOverview

How to cite this article: González-Lloret, M. (2024). The future of language learning
teaching in a technology-mediated 21st century. Modern Language Journal, 108, 541–547.
https://doi.org/10.1111/modl.12928

View publication stats