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One research perspective that has been overlooked in studies on technology in foreign language education is that offered by qualitative research. This study, focusing on learner interaction, aims to begin to fill that gap. The researchers spent four months observing and interviewing students in two third-semester language classrooms: one French and one Spanish. Data collection involved a variety of sources, such as participant interviews and in-class observations, as well as pertinent documents and materials both in and out of class. Several themes emerge from the data which characterize the phenomenon of learner interaction in technology-enhanced language learning environments. Through thick description of these environments and discussion of the emerging themes, we hope to provide a more contextualized picture of the implementation of technology in foreign language classes at a large research-oriented institution.
Bradley et al. (Sat,) studied this question.