- Một số vấn đề của giáo dục ngoại ngữ ở Việt Nam.... - Advantages and disadvantages of using computer network technology in language teaching Vu Tuong Vi(*). - Computer technology has been used in language teaching since the 1980’s. - The instant worldwide connections enabled by the Internet have changed the way teachers and learners work in their teaching and learning of second/foreign language. - Indeed, the use of the Internet and the World Wide Web in second and foreign language instruction has been increasingly recognized. - The computer network has offered language teachers and learners a source of authentic materials, tools for communication and collaboration and tools for improving language skills. - First and foremost, the computer networked learning environment facilitates the language teaching and learning by providing teachers and learners with valuable sources of materials. - Teachers can exploit multimedia to support their language teaching. - In addition, quite a few authentic language journals such as The Modern Language Journal, The Internet TESL Journal etc. - The use of the Internet can remove the greatest obstacle in the access to the authentic written word, which is the price. - Indeed, not all language students, especially those in English as foreign language (EFL) contexts cannot afford to subscribe to any foreign newspaper. - Therefore, electronic newspapers are a great chance for educators and learners because they are easily accessible and almost free. - Asynchronous and synchronous communication enable language learners can communicate rapidly and inexpensively with other language learners or speakers of the target language around the world (Warschauer and Healy, 1998). - From these kinds of communication, positive affective benefits for learners are reported in the foreign language classroom. - Moreover, the use of technology redistributes teacher and classmate attentions so that less able students can become more active participants in class. - The on-line environment also enhances communication between teachers and learners. - For example, students in the networked writing project by Beuvois (1998) display more fluidity of conversation, more use of complex sentences, and more self- disclosure. - Besides, learners can use audio- visual technologies to correct and/or enhance pronunciation of words in the target language. - The use of technology in foreign language learning also appears to influence the development of communicative skills. - In fact, computers can offer foreign language learners more than drills. - “they can be a medium of real communication in the target language, including composing and exchanging messages with other students in the classroom or around the world” (Oxford, 1990, p. - The network environment also enables a new form of language learning i.e. - Online environments and the use of the WWW provide students with skills such as online communication, discussion, problem analysis, problem solving, critical thinking and negotiation of meaning. - Distance learning is especially of benefits in language learning because not everyone can afford to study abroad and explore the language cultures. - In contrast, with the application of the Internet and the WWW, students can attend foreign language classes from home without having to go to the country where the target language is spoken. - One of the main reasons for special interest of foreign language educators in distance learning is that technology makes it possible to bring the target culture into the classroom and thus, closer to students. - Language learning is a multifaceted social and cultural phenomenon. - therefore, one of the most essential pedagogical principles of language teaching is one that emphasizes the study of language in a cultural context because language and culture are inextricable and independent. - Indeed, virtual trips enabled by the Internet offer students an opportunity to visit countries and learn about the people, language, and culture. - Undoubtedly, understanding the culture of the target language enhances the understanding of the language. - However, the discussion would be incomplete without addressing the disadvantages or obstacles related to the issue of using computer network technology in language teaching and learning in terms of financial barriers, content considerations, technical features and pedagogical perspectives. - This situation is commonplace in quite a few English as foreign language (EFL) contexts. - Financial barriers include the cost of setting up a network in the school, which can be expensive. - The use of the Internet in language teaching and learning requires some technological knowledge and computer skills from both teachers and learners. - Therefore, a certain technical expertise is required from both teachers and students. - More importantly, little is know about how to make use of Internet- based materials or how to design tasks that allow the learners to explore these materials and yield expected learning outcomes. - There are still limitations on navigation and hyperlink structures in the networked learning environment, which can make learners get lost. - Findings from two pilot studies by Kotter (2001) which investigated the use of Internet- based audio conferencing and email by distance language learners at the British Open University show that about one fifth of students dropped out because of technical problems in terms of the speed of the network and the reliability of the software. - Another challenge to the use and implementation of computer- assisted language learning (CALL) in the foreign language classroom is the pedagogical changes. - The use of networked computing environment in second or foreign language learning will lead to the different ways of teaching and learning from the traditional language classrooms. - In fact, the nature of the space of the language learning environment has undergone a paradigm shift- from traditional blackboard classrooms to computer labs- and so the position as teachers/learners within that space has changed also. - The students took over the responsibility for their own language learning and became more active and more autonomous learners. - The changes in pedagogy, teachers’ and learners’ roles have implied the difficulties of the network environment in EFL contexts. - For instance, Conrad (1999) finds that first semester students in regular foreign language classes favored repetition and structured activities over more creative linguistic activities through the Internet. - In most of EFL traditional classrooms, students are accustomed to the traditional language teaching style, which is dominated by a teacher- centered, book- centered and an emphasis on rote memory. - Therefore, the application of new teaching methodologies that are more learner- centered requires the re-evaluation of the role of the FL teachers and learners in a CALL environment. - the Internet and the WWW offers teachers and learners vast amount of materials and communication possibilities to enhance their language teaching and learning. - For the successful integration of the networked environment in language courses, both teachers and learners need to be prepared to adopt new roles and use the available technology in appropriate ways. - Teachers should be prepared with professional skills which include pedagogical and technical skill because the more enthusiastic and more knowledgeable language teachers are, the more successfully they can implement Internet in the language classroom. - Beauvois., Conversations in slow motion: computer-mediated communication in the foreign language classroom, The Canadian Modern Language Review, Toronto, Vol. - Conrad., The student view on effective practices in the college elementary and intermediate foreign language classroom, Foreign language annals, New Work, Vol. - Lee., Learners' perspectives on networked collaborative interaction with native speakers of Spanish in the US, Language, Learning and Technology, New York, Vol. - Lunde., Using electronic mail as a medium for foreign language study and instruction, CALICO Journal, New Work, Vol.7, No3 (1990), pp.68- 78. - L., Oxford Language learning strategies, New York, Newbury House, 1990. - Healy., Computers and language learning: an overview, Language teaching, Cambridge pp. - Công nghệ thông tin đã được áp dụng trong việc giảng dạy ngoại ngữ từ những năm 1980. - Thật vậy, Internet đã góp phần thay đổi cách thức giảng dạy và học tập ngoại ngữ truyền thống của giáo viên và sinh viên. - 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