This thesis explores the history and effectiveness of technological tools present in a second language classroom. Comparing research from the beginning of the 20th century to today’s research shows the progression and current use of technology used in the foreign language classroom. Results demonstrate that while several technological tools could improve the teaching and learning of a foreign language, other tools need more studies with measures of outcome data to prove their capability to increase students’ learning. This study found two factors required for a successful implementation of these tools in the foreign language classroom. First, professional technology training for educators is crucial to properly implement new technological tools. Research shows that without proper training, teachers do not use the technology even if it is accessible to them. Second, educators’ beliefs are fundamental toward the effectiveness of technology. Teachers must recognize practical application for technology before investing time in its implementation.
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Carrier, S. (2017). Technology in the Second Language Classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/112