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This paper explores the implementation of technology in the classroom. While significant research has examined the relationship between the classroom, technology, and instructors, hardly any research has been conducted examining the way technology must be programmed to help student language proficiency. By examining current linguistic theory about first language acquisition, it may be possible to understand why technology usually receives negative feedback when implemented as a language-learning tool. With first language acquisition theory in mind, technology can be applied to benefit students’ basic grammar skills. As time continues, the use of technology in the classroom will increase, and technological advancements will continue. Perhaps to effectively implement modern technology in classrooms, an instruction method where technology is complementary to instruction needs to be created rather than technology being used as supplemental to an already stable learning environment or instructing method.


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  • Subject
    • English

  • Institution
    • Dahlonega

  • Event location
    • MPR 2

  • Event date
    • 22 March 2019

  • Date submitted

    19 July 2022

  • Additional information
    • Acknowledgements:

      Dr. Donna Gessell