The embracing of new technologies in education has engendered a deep innovation in teaching and learning processes. Language learning, in particular, seems to have been more receptive than other fields thanks to the dynamics which characterize the subject and to the communicative approach currently used. However, if the information and communication technology curriculum integration offers useful tools to enhance language learning, in terms of greater emphasis upon flexibility and interaction, it also creates critical points which require an attentive evaluation to make teaching and learning results significant.
This paper discusses the impact of the use of new technologies in teaching and learning Italian as a foreign language in tertiary education. In particular, the study analyses the experience carried out in intermediate and advanced Italian classes at the University of Wollongong, Australia, and it suggests that an affective and socio-cognitive approach is a success key factor.
|Keywords:||Technology-Enhanced Language Learning, Blended Learning, Authentic Material, Learning Paradigm, Affective and Socio-Cognitive Approach, Cooperative Learning|
Lecturer in Italian Studies, Philosophy and Languages, School of English Literatures, Faculty of Arts, University of Wollongong, Wollongong, New South Wales, Australia
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