Mediated discourse analysis as an alternative approach to researching technology-mediated language learning

Traditionally, research within the field of educational technology has explained the relationship between technology and language learning largely on the basis of language learning performance. However, technology is an increasingly important instrument through which we mediate a large number of our daily social practices. As a result, the lines between our technology-mediated practices inside and outside the classroom have become less distinct than before. This change requires an approach to researching the use of technology in language learning which views not only language learning, but also our technology-mediated practices, as an intricate part of our social practices. This paper argues that an approach which places technology-mediated learning actions at the core of the analysis, instead of language learning outcomes, will provide better insights into the relationship between language learning and technology. Mediated Discourse Analysis (Scollon, 2001; Norris and Jones 2005) is such an approach to discourse studies which places the dialectical relationship between discourse and action at the core of the analysis. By studying how our social actions mediate discourse and vice versa, we gain valuable insights into the mediated learning actions at the core of technology-mediated language learning. A better understanding of the technology mediated learning actions will help teachers incorporate and use technology in the language learning classroom more effectively. The paper will provide examples of language learning activities using specific mobile applications and internet-based applications to illustrate the application of mediated discourse analysis as an alternative approach to researching technology in the language classroom.