Phase 5

Evaluate the new knowledge acquired

Estudiante

Alix Teresa Orozco Pahuana

Group:

518006_8

Tutor

Edith Grande

Universidad Nacional Abierta y a Distancia – UNAD

Escuela Ciencia de la Educación – ECEDU

Technology in Foreign Language Teaching

08/12/2024
1) Summary of Unit 3

 De la Rosa, A., & del Rosario, V. (2015)

This study explores how a student's sense of independence relates to their

educational achievements in university. The findings show that autonomous

freedom enables students to manage their learning more effectively, fosters the

development of self-regulatory skills, and addresses academic challenges

efficiently. Schools should help students become more self-reliant and confident.

 Menegale, M. (2024)

In this chapter, Menegale evaluates the effectiveness of instructional strategies,

focusing on the mutual growth in learning for students and the educators

responsible for their pedagogy. It is imperative to encourage independence among

students, and instructors are expected not only to model it but also to cultivate it

vigorously. The approach suggests practical ways to teach students to think for

themselves in the classroom.

 Ministerio de Educación Nacional (2020)

The 30th Guide for Men emphasizes that strong technological skills are essential

for personal growth, schooling, and professional success. It provides guidelines for

integrating digital skills into teaching from primary to secondary education, aiming

to prepare young people for contemporary challenges. It highlights the importance

of tools like computers in achieving effective learning and making smart decisions.
  Yang, L., & Li, R. (2024)

This research examines the role of ChatGPT in L2 education, focusing on its ability

to personalize learning, enhance communication, and provide instant feedback.

While there are limitations, such as potential inaccuracies in certain scenarios, the

authors suggest that ChatGPT can complement traditional education by fostering

self-directed learning and engagement among language students.

 Yu, X., Soto-Varela, R., & Gutiérrez-García, M. Á. (2024)

This work explores the incorporation of computational reasoning into foreign

language teaching methods, proposing tactics such as problem-solving and

software design to cultivate both linguistic and digital competence. The authors

argue that computational strategies can make language acquisition more dynamic

and relevant to real-life contexts, promoting critical and inventive skills in students.

2) Links to LABINNOVA

 https://labinnova.unad.edu.co/preview/

637d3baa62c2c52a95c95127/6746799ef928a0190f682edb/

 https://labinnova.unad.edu.co/preview/

637d3baa62c2c52a95c95127/67571f8bf928a0190f68f2f8/

3) Links Lesson Plans

 https://drive.google.com/drive/folders/

1KE5qZELm_mm54Kp4qGgjqz_Awo-d5bbh?usp=sharing
4) Link to the blog

https://orozcoalix335.wixsite.com/technology

5) Link to the form

https://docs.google.com/document/d/

1e7xYBaXouhqIN4aRCmzr8bhUA3qszGTtzcmFUBwCIw/edit?usp=sharing

Refletion

The Technology in Foreign Language Teaching course has represented a valuable

opportunity to explore how digital tools can transform the teaching and learning of

foreign languages. Since throughout the course, I was able to learn that the

integration of technology is not simply the use of devices in the classroom, but a

planned strategy to enrich the learning experience.

I learned that the use of interactive platforms, personalized learning applications

and collaborative tools allow students to practice and acquire language skills in

authentic and meaningful contexts.

One of the most notable aspects was understanding how technology can support

different learning styles and encourage student autonomy. In activities and

platforms such as LABINNOVA, I help with the creation and planning of activities,

so that students can advance at their own pace and reinforce their weaknesses.

Additionally, I discovered that working with a good team in the course not only
improves the development skills of the guides, but also promotes and helps us

improve critical thinking, effective communication, and collaboration in virtual

environments.

I also reflected on the challenges involved in implementing technology in language

teaching. And the creation of a BLOG, helped a lot to capture the ideas and

activities stipulated for the improvement of the weaknesses and shortcomings of

the students in the classroom, by doing that, I realized that it is essential to select

the appropriate tools for the objectives specific learning objectives and ensure that

students have access to the necessary resources.

Additionally, I learned the importance of developing strategies to measure the

impact of these tools on student learning, ensuring that technology does not

replace essential human interactions in the teaching process.

In conclusion, this course helped me understand that technology is a powerful ally

in language teaching when used intentionally and thoughtfully. Beyond innovation,

success lies in how teachers integrate these tools into pedagogical design, always

seeking to maximize students' potential to communicate effectively and

meaningfully in a foreign language.

 De la Rosa, A., & del Rosario, V. (2015). El éxito académicouniversitario

desde la percepción de autonomía de los estudiantes

https://doi.org/10.22490/9789586519618

 Menegale, M. (2024). Language teacher education as a two-way

autonomy development process: Student teachers and teacher

educators as learners. In Pedagogies for Autonomy in Language

Teacher Education (pp. 80-96). Routledge.

https://wwwscopuscom.bibliotecavirtual.unad.edu.co/record/

display.uri?eid=2-s2.0-85196449190&origin=resultslist&sort=plf-

f&src=s&sid=62b3787dbdd751bc78df9f9665cd5803&sot=b&sdt=b&s=T

ITLEABSKEY%28technology+in+foreign+language+teaching*

%29&sl=55&sessionSearchId=62b3787dbdd751bc78df9f9665cd5803&r

elpos=63

 Ministerio de Educación Nacional (2020) Guía No. 30 Ser competente

en tecnología: ¡una necesidad para el desarrollo!

https://www.mineducacion.gov.co/portal/men/Publicaciones/Guias/

160915:Guia-No-30-Ser-competente-en-tecnologia-una-necesidad-

para-el-desarrollo

 Yang, L., & Li, R. (2024). ChatGPT for L2 learning: Current status and

implications. System, 124, 103351.

https://wwwscopuscom.bibliotecavirtual.unad.edu.co/record/

display.uri?eid=2-s2.0-85196739716&origin=resultslist&sort=plf-

f&src=s&sid=62b3787dbdd751bc78df9f9665cd5803&sot=b&sdt=b&s=T
 ITLE-ABS-KEY%28technology+in+foreign+language+teaching*

%29&sl=55&sessionSearchId=62b3787dbdd751bc78df9f9665cd5803&r

elpos=1

 Yu, X., Soto-Varela, R., & Gutiérrez-García, M. Á. (2024). How to Learn

and Teach a Foreign Language through Computational Thinking:

suggestions based on a systematic review. Thinking Skills and

Creativity, 101517.

https://wwwscopuscom.bibliotecavirtual.unad.edu.co/record/

display.uri?eid=2-s2.0-85189017573&origin=resultslist&sort=plf-

f&src=s&sid=62b3787dbdd751bc78df9f9665cd5803&sot=b&sdt=b&s=T

ITLEABSKEY%28technology+in+foreign+language+teaching*

%29&sl=55&sessionSearchId=62b3787dbdd751bc78df9f9665cd5803&r

elpos=6