ABSTRACT
This chapter focuses on the approaches and studies that evaluated the potential of technology for language instruction. Carol Chapelle conducted a comprehensive analysis of past and contemporary educational technologies used in second language instruction, where technology had a positive impact. In language instruction, Cakir and Solak used, Technology Acceptance Model (TAM) to understand the attitudes of Turkish EFL (English as a Foreign Language) university students towards technology. The chapter also focuses on Cakir and Solak's study was conducted with 510 university students taking English through technology. Students benefited from videos, notes, files and so on prepared by language teachers in an e-learning context. Ng, Shroff and Lim also implemented a modified TAM to examine the benefits and challenges of field experience paper-based portfolios versus digital portfolios for EFL student teachers studying at the Hong Kong Institute of Education. The study was conducted with 77 participants using e-portfolios to demonstrate their language learning achievement and skills during field experience.
