Linguistics Report: Second Language Learning and Teaching Programs

This linguistics report focuses on the application of computer and online programs for self-study in enhancing English as a second language. It examines synchronous learning tools like online chats and video platforms such as YouTube, highlighting their role in improving reading, writing, and speaking skills. The report details the integration of these programs with traditional teaching materials and activities, emphasizing interactive exercises and communicative games. Furthermore, it evaluates these learning programs in alignment with established learning theories and relevant research, such as Krashen’s theory and Audio-lingual approach, emphasizing the importance of learner interaction, practice, and feedback. The report also assesses the effectiveness of the programs in terms of vocabulary and grammar acquisition, and discusses how these tools can enhance learner motivation and engagement, both inside and outside the classroom. The report concludes by underscoring the role of technology in personalizing language learning and promoting student autonomy.

Running head: LINGUISTICS 1
Second Language Learning and Teaching
Name of the student:
Name of the University:
Authors Note:

1LINGUISTICS
Executive summary
In this paper, emphasis shall be put on the examination of computer or online programs
designed for self study and their overall application in enhancing the level of understanding
of English as a second language. The paper will also discuss the various study materials and
activities that will be utilized when using these programs to teach English to learners like
how to speak, write, and read and others. Lastly, the paper will evaluate the learning
programs in line with the learning theories and relevant research.

2LINGUISTICS
Two computer/online programs designed for self study
Examples of computer programs that will be used in the teaching of the second
language include Synchronous learning (such as online chats, Skype) and YouTube videos
(Flynn, 2007). To effectively enhance the overall levels of writing, reading and speaking
these two important computer programs for self study will be utilized .In this case the second
language that will be taught in English. These computer programs will complement the
available textbooks and other teaching materials to enhance the overall abilities of students to
grasp and understand the second language in a brief and precise manner (Adamuti,
2012).These softwares will aid and at the same time encourage pair work exercises,
communicative games, functional dialogues, listening and the overall building of the writing,
reading and speaking competencies among students. The available materials will be enhanced
by these CALLS software’s given that they are capable of effectively catering for the existing
differences among students.
The overall pacing and learning schedules, language skills and learning styles will be
effectively accommodated to ensure that the overall ability of conceptualizing English as a
second language among students is enhanced. Drawing the overall student’s attention,
holding focus, mantaining the student's interest and at the same time facilitating the overall
levels of engagement. With the utilization of these programs there is no doubt that English
learning will be of a lot of fun given that a number of interactive activities will be available
for use such as stories, songs, games and others(Flynn, 2007). For instance you tube videos
will enhance, writing, reading and listening among students. Therefore students will be able
to effectively English terms fluently.

3LINGUISTICS
Students learning competence will be improved by the use of the assisted language
learning as one of the major techniques used in learning. In addition, the interrelationship
among the three components of computer assisted language learning will be explored in this
kind of learning. In addition, the learner’s creativity, anatomy and productivity will also be
increased by the new technology used by learners that is to say you tube, Skype and online
charts. This kind of learning approach will also stimulate interaction and discussion as well as
used as a research and writing material (Loewen and Reinders, 2011). English language is
mostly learnt on computers because of the ability of computers to easily integrate pictures,
music texts and videos and also process data.
Most students also get the willingness to take risks and they also feel comfortable
since they are not judged by the computers hence the use of computers as far as learning
languages especially English is concerned. Interaction have also been a relevant and
necessary area of study mainly because of the way learning is conducted in class room
settings hence the important changes in the teaching of second language for example the role
of multimedia, the learners and the teachers(Piechurska,2011). Learning English will be made
easier with the help of these CALL programs. A meaning focused and communicative
learning environment which gives the learners a better purpose of studying English language
as a second language is provided by the computers. In addition, computers are seen as time
saving tools as far as computer assisted language learning is concerned (Piasecka, 2011).
Further, the utilization of these computer programs will aid in reinforcing the overall
activities and lessons conducted while teaching English as the second language. While
teaching English a second language the two programs will be used in the various phrases of
instruction. This will enhance the overall capacity to effectively deliver to students. Students
will be able to understand English language in real context. Further, the utilization of the
above CALL software’s will enable the students to effectively improve their English

4LINGUISTICS
speaking capabilities due to the various repetitions that will be involved to cater for the slow
learner. It is important to note that programs, videos and call apps can be utilized in a number
of occasions with limited or no effect. In other words even after the lesson has ended the
students will be able to access and review the English language lesions. This will help in
improving their overall level of understanding of the English language.
Materials focus on and analysis of the material (texts, activities) for the approach
to the teaching of a specific language
The programs will be used in assessing the overall levels of competency among
students. With the use of these programs it will be easy to effectively test the level of
conceptualization of the English language in terms of vocabulary and grammar (Dudeney,
2007). For instance while making some simple English translations the English words such as
smart will be presented as a flash card or slide together with audio and pics feed. Therefore
such will be vital in enabling the learners to effectively produce and at the same time
recognize different words in various contexts. Further students will be able to practice a
number of English words with or without the teacher’s presence. In other words students will
have a plenty of opportunities to practice on their own. It is fundamentally important for
students to be given ample time to practice what they started in order to effective
conceptualizing some of the words or vocabularies. Educational theories present learner
involvement and practice as key in enhancing the levels of conceptualization (Allwright and
Hanks, 2009).
It is important to note the human brain function better when it’s stimulated.
Stimulation is in most cases possible through practice. Thus the use of the above computer
programs will be vital in encouraging self study among students (Walker e tal., 2011).
Therefore the utilization of such programs will be critically significant in enhancing the

5LINGUISTICS
overall levels English proficiency among students. Students will have enough time to practice
from anywhere in or outside the classroom environment. Further the overall levels of
interactions between the students and teachers will be effectively underrated through the use
of these programs. Students will engage in online conversations and discussions with their
teacher to effectively understand what was not explained properly in the classroom. In other
words these programs will increase the student teacher relationship thus improving the
chances of excelling better in a second language like English. There will be constant and
quick feedback which will help in addressing areas that needs firm attention from the teachers
(Allwright and Hanks, 2009). Further, students will be thoroughly assessed through the use of
the above CALL programs. The overall levels of English speaking capabilities will be
assessed through self introductions among students, storytelling and dialogues (McEnery &
Wilson, 2011).
The English writing capabilities of students will be assessed through listening and
comprehension tests, situational writing, spelling tests, vocabulary tests, Grammar tests, letter
and narrative writings in English language. It is important to note that new roles to teaching
materials are being effectively provided by computers. In other words with the use of the
computer programs, students will be able to effectively influence the class linear regression
(McEnery & Wilson, 2011). The overall levels of competency in the English language will
be improved given that these computer programs are capable of adapting to the student. It is
important to note the overall competency levels of learners improve when there are high
levels of self control among students for instance in adventures, branching stories and others.
Therefore attractive context relevant in enhancing the utilization of English language will be
enhanced through the use of the above computer programs. Also the learner motivation in
learning English as a second language will improve through the use of these CALL software
both in and outside the classroom environment. It is important to note that personalization of

6LINGUISTICS
information promotes the overall levels of motivation among students. Therefore the
provision of practice activities and the availability of animate screen objects will encourage
English language understanding and conceptualization (Schmid, 2009).
Evaluate the approach in light of second language learning theories and relevant
research
Some of the most significant second language learning theories include among others
1985, 1994 Krashen’s theory. Second language learning theories encourage interactions
among students and learners as critically significant (Clifford & Paxton, 2014).For instance
computer mediated interaction is critically significant in encouraging communication and
constant flow of feedback between the students and the learners (Allwright and Hanks, 2009).
It is important to note that the use of the above computer programs as supported by the
second language learning theories enable students to effectively access there texts,
reflections, monitoring and editing their speeches. It is critically significant for teachers to put
into consideration linguistic, pragmatic and learner objectives while promoting second
language learning among students. Therefore the utilization of the above computer programs
will critically significant in enhancing the understanding of English as a second language
among learners(Tokowicz, 2015).
Also, Audio-lingual and Behaviourism learning theories and approach to leaning are
the learning principles behind Drill and practice. As far as learning English as the second
language is concerned, learners are encouraged to master separate language skills for
example, listening reading and many others and that is the main aim of the Drill and practice.
Therefore, the utilization of the two CALL programs will enhance students understanding of
English as a second language. They will be able to present, write, debate, talk and even tell

7LINGUISTICS
stories in the foreign language through the utilization of computer program such as
Synchronous learning (online chats, Skype) and YouTube videos.

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References
Tokowicz, N. (2015). Lexical Processing and Second Language Acquisition. New York, NY:
Routledge. pp. 57–74. ISBN 978-0-415-87755-8.
Clifford, R, & Paxton (2014). "Learning difficulties or learning English difficulties?
Additional language acquisition: An update for paediatricians". Journal of
Paediatricians & Child Health.Volume 50 (3) .Pages: 169-248
Flynn, N. (2007). "Good practice for pupils learning English as an additional language:
Lessons from effective literacy teachers in inner-city primary schools". Journal of
Early Childhood Literacy Vol.7 (2) p.184.
Adamuti, T. (2012). Language Acquisition Among Adult Immigrants in Canada: The Effect
of Premigration Language. Adult Education Quarterly, 63(2), p. 115
Allwright, D; Hanks, J. (2009). The Developing Language Learning: An Introduction to
Exploratory Practice. Basingstoke: Palgrave MacMillan. ISBN 978-1-4039-8531-6.
Loewen, S; Reinders, H. (2011). Key Concepts in Second Language Acquisition.
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Piasecka, L. (2011). "Current views on foreign language reading motivation". In Arabski,
Janusz; Wojtaszek, Adam. Individual Learner Differences in SLA. North York, ON:
Multilingual Matters. ISBN 978-1-84769-434-8.
Piechurska,K, E. (2011). "A Study of Gender-Related Levels of Processing Anxieties over
Three Years of Secondary Grammar School Instruction". In Arabski, Janusz;

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Wojtaszek, Adam. Individual Learner Differences in SLA. North York, ON:
Multilingual Matters. ISBN 978-1-84769-434-8.
Walker, R., Davies, G. & Hewer, S. (2011) Introduction to the Internet. Module 1.5 in Davies
G. (ed.) Information and Communications Technology for Language Teachers
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http://www.ict4lt.org/en/en_mod1-5.htm
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Cambridge University Press.
Schmid, E, C. (2009). Interactive whiteboard technology in the language classroom:
exploring new pedagogical opportunities, Saarbrücken, Germany: VDM Verlag Dr.
Müller.
McEnery, A. & Wilson A. (2011). Corpus linguistics. Module 3.4 in Davies G. (ed.)
Information and Communications Technology for Language Teachers (ICT4LT),
Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod3-4.htm