ABSTRACT
With the rapid technological advances and widespread internet, instructional technology has been increasingly used in all aspects of language learning and assessment. Instructional technology provides a significant extension of the types of language experiences learners engage in, and therefore it is crucial for language practitioners and researchers to understand through research the extent to which instructional technology can contribute to language learning. This chapter presents research findings to understand what, why, how, and to what end instructional technology leads to successful language learning and how it can be used to create optimal instructional practices in KSL settings. The chapter starts with a historical overview on language learning via technology in other foreign language education, followed by specific use of instructional technology in KSL teaching and learning. Then, the chapter discusses core issues, including enhancing input and opportunities for learning (e.g., iCALL for improving Korean proficiency, learning activity management system, virtual reality), facilitating interaction (e.g., interaction between a computer and a learner and interaction among learners through computer-mediated communication), and encouraging collaborative learning through Web 2.0 technologies, social media tools, and telecollaboration. Research approaches such as data and common elicitation measures and pedagogical implications are also discussed. Lastly, the chapter concludes with future directions for teachers, learners, and materials developers.
