Michael Rost
3 Ways that Longman English Interactive Facilitates Language Learning
The key issue in deciding whether or not to adopt any educational technology is the actual learning value for the students who use it. We designed Longman English Interactive to enhance learning in 3 key ways.
This is an excerpt from a
forweb.pdf” target=”_blank”>larger article available in the Professional Development area of www.pearsoneltusa.com
A Full-Time Conversation Partner
A major challenge for language learners is finding enough time to speak the target language. Longman English Interactive offers role-plays which put the learners right into real-world conversations. These extended opportunities for practice lead to steady progress in speaking (Kongrith and Maddux, 2005).
Noticing
Longman English Interactive uses text-enhancement techniques to focus students’ attention on the form of the language. This attention to form allows learners to acquire the language in long-term memory, not just understand it in short-term memory (Robinson, 2003).
Focused Feedback
Research has found that not all feedback is equal. Students learn more when feedback does not just tell them the correct answer to an exercise, but rather leads them to find the answer themselves (Dept. of Education, 2009; Sheen, 2004). Longman English Interactive helps students reflect on their own learning and think through their answers.
Try It Out
You can learn more about Longman English Interactive by visiting its website. Check out the video tours and sign up for a free 30-day trial. If this is the right software for your curriculum, contact your Pearson Rep about a full adoption.
References
Department of Education. 2009. Evaluation of evidence-based practices in online learning.
Kongrith, K. and Maddux, C. 2005. Online learning as a demonstration of Type II Methodology: Second language acquisition. Computers in the Schools, 22, 80-96.
Robinson, P. 2003. Attention and memory during second language acquisition. In Doughty, C. and Long, M. The Handbook of Second Language Acquisition. Oxford: Blackwell.
Sheen, Y. 2004. Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263-300.
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