Perceived Benefits of Technology Enhanced Language Learning in Beginning Language Classes


  • Nathan T. Carr
  • Kyle Crocco
  • Janet L. Eyring
  • Juan Carlos Gallego



This paper examines the perceptions of benefit of Technology Enhanced
Language Learning (TELL) on students’ language learning, comfort &
enjoyment, and increased confidence using technology at a large Southern
California University during one university term. Through a survey
administered to 345 beginning language students, 11 tutors and 12
instructors, and through selective interviews and classroom observations,
several questions were examined: 1.) Perceived confidence, benefits, and
comfort/enjoyment with TELL for instructors, tutors, and students at the
beginning and end of the semester; 2.) Students’ perceived impact of
TELL between pre and post survey measures on second language skills,
learning culture, student motivation to learn a language, and preparing
students for class tests and quizzes; 3.) Whether or not target language
orthography, exposure to TELL, student gender, and instructors’ or
tutors’ previous confidence in using TELL, impacted perception of benefit
by students; 4.) Positive and negative aspects of incorporating a TELL
component in the language classroom for instructors and tutors. The
results showed that incorporating TELL in a new, but limited, way in all
beginning level classes at one university was a positive experience for
many participants, especially in the areas of comfort/enjoyment, and
increased confidence in using technology. However, unless tasks were
clearly tied to learning objectives, students did not recognize their
instructional value.




How to Cite

Carr, N. T., K. Crocco, J. L. Eyring, and J. C. Gallego. “Perceived Benefits of Technology Enhanced Language Learning in Beginning Language Classes”. IALLT Journal of Language Learning Technologies, vol. 41, no. 1, Apr. 2011, pp. 1-32, doi:10.17161/iallt.v41i1.8480.