TECHNOLOGY USE IN FOREIGN LANGUAGE CLASSROOMS
The development of globalization as well as human civilization has led to increased interactions among the world population. This has led to remarkable developments in the education system, whereby different world education systems have been integrated. One of the profound elements of modern education system is the concept of second language acquisition. This is a process through which people gain knowledge of a second language (Osborn 2000: 29). This phenomenon is very common in recent days, whereby people learn additional language after learning native language (s). It is worth noting that second language learning has been of great importance in human society in that it has facilitated cooperation among different world populations.
This scenario has led to remarkable developments in trade as well as world peace, since a sense of understanding is established among the different communities. Nevertheless, second language acquisition has been a problematic procedure that has encountered numerous problems. The key challenge in executing second language acquisition has been the lack of an appropriate tool, hence leading to inefficiency in the whole process. In response to this crisis, technology has sought to efficiently counter the situation (Bredella and Delanoy 1996: 1). As depicted by Blake (2008: 24), technology has established an efficient platform and methodology for administering second language acquisition. The skills of writing, reading, comprehension, speaking as well as listening are adequately addressed by technological tools of instruction. This paper will focus on the concept of technology use in foreign language classrooms.