Technology-Enhanced Language Learning (TELL): A Review of Resourses and Upshots

. The purpose of this paper is to investigate the effectiveness of using technology in improving learning in general and language learning in particular. To do this, a review of recent studies in technology-enhanced learning with a specific focus on technology-enhanced language learning (TELL) was conducted. It was revealed that using different kinds of technology can have positive impacts on students’ progress in different educational contexts in general. These benefits are multidimensional and comprehensive encompassing cognitive, metacognitive, and affective domains of learning. In the case of language learning, the same results were obtained. The findings showed that technology-based language instruction can be used effectively as teacher-delivered instruction. It was also indicated that technology can have a positive effect on language learning when its potential capacities are incorporated into pedagogy and curriculum. Besides, it was demonstrated that students’ listening, writing, speaking, and reading skills were enhanced and the technology was seen to have positive impact on sub-skills such as grammar and vocabulary learning. Problem solving as one of the most significant strategies in language learning was also improved. Generally speaking, utilizing technology in the EFL/ESL context provided enjoyable environment for students to learn English. These benefits and consequences are not restricted to any specific age and gender groups.


INTRODUCTION
This review study is deliberated to contend with the effectiveness of using technology in language education for future investment decisions. Researchers, material developers, and teachers are interested to know what has been done and what we already know about TELL so that they can make educated decisions in selecting the appropriate technology to use in teaching process.
Technology encompasses a wide range of tools as multimedia computers, Internet, mobiles, smart boards, videotapes, online chartrooms, web pages, interactive audio conferencing, and so on. To investigate the effectiveness of using technology in language learning, it is irrational to expect any single study to tell us all things. However, a comprehensive review of many studies can get us closer to an answer (e.g., Cavanaugh, 2001; Chapelle, 1997; Lou, Abrami, & d'Apollonia, 2001; Salaberry, 2001). For finding the effectiveness of using technology in language education it is need to analyze findings of numerous empirical studies as a research method called meta-analysis (Glass, 1977;Hedges & Olkin, 1985;Lyons, 1995a),. Meta-analysis helps us develop a careful map of past and current studies in the field of technology and language education. This review attempts to investigate the overall effectiveness of uses of technology in language education through metaanalysis.

A. Defining Technology
The term technology in this study refers to the use of systems that rely on computer chips, digital applications, and networks in all of their forms. These systems are not limited to the commonly recognized desktop and laptop computers: Almost all electronic devices these days include an embedded computer chip of some sort (DVD players, data projectors, interactive whiteboards, etc.). Mobile devices that employ a computer at their core (cell phones, personal digital assistants [PDAs], MP3 players, etc.) will undoubtedly occupy a more central role in language teaching and learning in the years to come (TESOL technology standard frame work, p 45).

B. Role of Technology in Education
Technology has several fundamental roles in language education; it is used as resources, delivery system, or productivity. Computer programs seems to be most effective in supporting student centered learning as the technology can provide scaffolds for students with special needs, and interests, and it support factual knowledge acquisition, and create new learning experiences for students (Pedersen & Liu, 2003). Besides, if computers serve as resources, significant learning gains were found (Wegerif, 2004).

C. Type of Technology, Software, and Objective of Technology
Type of technology refers to the carriers (e.g. laptops, PCs, PDAs…etc.) of the instructional material while software is the type of instructional material itself (e.g. tutorial, drill & practice, exploratory environment…etc). For example, laptop programs were found to be effective in student engagement (Penuel, 2006) and academic achievement (Nabah, 2012) or by using multimedia talking books beginning readers can learn to read (Chera & Wood, 2003; Doty, Popplewell, Byers, 2001).

D. Effectiveness of Technologies in Language Learning
It is essential in language learning to expose learners with authentic, comprehensible input to engage them in teaching and learning process (Krashen, 1998). To do this, demanding materials in the target language for successful language learning is necessary, but to some extent is limited. So, language educators believe that by using information and communication technologies (ICT), we can solve this problem (Egbert, Chao, & Hanson- Smith, 1999;Hanson-Smith, 1999;Salaberry, 2001). The uses of technology provide qualified access and exposure to linguistic and cultural materials .For example using digital multimedia technologies enhance access efficiently than a single medium alone ((Hanson-Smith, 1999; Thorton & Dudley, 1996). Traore& Blankson(2011) used audio-visual technologies in teaching English and found that it helped students to learn English more than other group using single technology . Technology uses enhance authenticity using video and the internet. These kind of materials provide a natural and context-rich linguistic and cultural situation that enable the learners to access authentic target language that can reflect cultural changes effectively than printed sources (Bacon &

RESULTS
The selected studies for the current review encompass research carried out between 2004 and 2014. The research was conducted in variety of educational contexts: from elementary school to university. 56/6 % of the studies were carried out among students of a general course and 43/3 % of the articles were conducted in an EFL/ ESL context. In the studies we reviewed, for data collection, two kinds of instruments were mainly used to measure the effect of technology on students' learning: questionnaires and interview. Table 2 demonstrates the studies carried out in the domain of general education.  Table 3 is the summary of the studies on English students (as a second or foreign language).
International Letters of Chemistry, Physics and Astronomy Vol. 54 77 Another categorization consists of specifying the kind of technology used and the consequences of using it. Table 4 shows the consequences of using technology on students of a general course. As the table indicates, using different kinds of technology can have positive impacts on students' progress in different educational contexts in general. Utilizing ICT, for example, can facilitate teaching, learning, and evaluation. Multimedia technology can also create an authentic learning situation and motivate students towards learning. TAMALLE as another type of technology leads to students' management of their own language knowledge. Smart schools have also provided opportunities for students to adapt positive attitudes regarding science. Consequently, using technology motivates learners to acquire the materials more easily. Table 5 shows the results of using technology in an EFL/ ESL context.

ILCPA Volume 54
As the table illustrates many different kinds of technology were used to facilitate learning English including; power point, the internet, games, and audio visual devices. Students' listening, writing, and reading skills were improved and the technology was seen to have positive impact on student' grammar skill and vocabulary learning. Problem solving as one of the most significant strategies in language learning was improved via the program of Photoshop software. Generally speaking, utilizing technology in the EFL/ESL context provided enjoyable environment for students to learn English. Table 6 displays the number of participants (males and females) in each study and their age range. As indicated by the tables, the use of technology and the corresponding benefits are not restricted to any specific age or gender group.

DISCUSSION AND CONCLUSIONS
This review study was done to accomplish two goals: (a) to review the overall effectiveness of using technology in general education, (b) to investigate recent studies in language learning by using technology , (c) to discover effective outcomes due to using technology in general education, and (d) to examine effectiveness of using technology in language education. So, the results and implications of the study were summarized and discussed for future research and development efforts in TELL.
In terms of overall effectiveness of technology on learning, it was found that the employment of different kinds of technology can have tremendous impacts on students' progress in different educational contexts in general. The advantages range from facilitating teaching and to assessment and evaluation. Technology also improves the training needs, educational policies, human resources and curriculum designs. Besides, multimedia technology can create an authentic learning situation and motivate students towards learning. Smart schools have also provided opportunities for students to adapt positive attitudes regarding science. Consequently, using technology motivates learners to acquire the materials more easily This review shows that technology in different forms can be used effectively in almost all areas of language education. Findings showed that modern technologies improve the quality of input, authenticity of communication, and provide more relevant and useful feedback. Many different kinds of technology were used to facilitate learning English including; power point, the internet, games, and audio visual devices. These technologies were shown to influence all language skills and sub-skills, i.e., listening, writing, reading, speaking, grammar, and vocabulary. Problem solving as one of the most significant strategies in language learning was also improved Overall, International Letters of Chemistry, Physics and Astronomy Vol. 54 utilizing technology in the EFL/ESL context created pleasant atmosphere for students to learn English.
This review study has significant implications for future work. First, it shows that technology can have a positive effect on language learning. These impacts encompass a wide range of advantages and benefits. If we want to focus on using modern information and communication technologies to improve language learning, technology capacities need to be incorporated into pedagogical and curriculum systems for language learners rather than print material-based curriculum. Second, findings shows some each technology useful for each specific skill and su-skill, so it is essential to explore appropriate ways in using technology for different components od language and in different contexts or classes (Slaberry,2001). Third, as review releases that technology uses are effective in improving language learning when they are incorporated in teaching and learning process in classes. Forth, it was concluded that students of both genders and with a wide range of age groups seem to benefit from TELL.