CLAY WILLIAMS (AKITA INTERNATIONAL UNIVERSITY)

TECHNOLOGY-USE VS. TEACHER-STUDENT INTERACTION EFFECTS ON LEARNING IN SE ASIAN CLASSROOM CONTEXTS : METHODOLOGIES AND TEACHING APPROACHES

Throughout the world, the internet-based communicative technology revolution has deeply impacted language learning and teaching. The amount of realia and natural target language content that is available online has caused educational institutions in even developing economies to prioritize the implementation of technology in the classroom. However, it is an open question as to how much impact video streaming would have on the emerging L2 ability of learners who are not self-motivated – and particularly young learners. In the following presentation, cross-balanced case data from elementary, junior high, and high schools will be presented from three Southeast Asian countries (Vietnam, Indonesia, and Thailand). The data will suggest that –contrary to common claims that technology be implemented to maintain student interest in learning – student interest typically peaked during periods of direct teacher-student interaction, especially when the interaction was social in nature (i.e., allowing the student to relay information about him/herself). The younger the students, the more exaggerated the difference was in student response between technology use vs. teacher-student interaction. While technology is still useful, the results suggest that fostering affective relationships and communication with students could be more effective in driving language acquisition with young learners.

Clay Williams is a professor in the English Language Teaching Practices program of the Graduate School of Global Communication and Language at Akita International University. His research interests include cross-script literacy acquisition, pedagogical adaptation in East and Southeast Asia, and online and virtual reality technology integration into L2 acquisition.