INTRODUCTION

Blended learning (BL), like any model of pedagogic intervention, must be grounded in some coherent theory of learning, a theory that should, in turn, be informed by a body of empirical research (see McCarthy, Chapter 1, this volume). This is arguably even more pressing a need when, as in the case of BL, technologies play a prominent role. Whereas the probity of traditional, ‘low tech’ teaching approaches might be taken on trust, reinforced as they are by generations of accepted ‘best practices’, the introduction of (often very new) technological tools into this equation suggests that their usefulness should be subject to a degree of scrutiny that is both rigorous and impartial. If not, their adoption might simply be ascribed to faddishness and their effects trivial or even counterproductive. As Postman (1996 : 41) long ago remarked: ‘The role that new technology should play in schools or anywhere else is something that needs to be discussed without the hyperactive fantasies of cheerleaders.’

In short, the adoption of any aid to language learning (whether print or digital, and, in the case of the latter, whether app, program, game or the software that supports these) must be dependent on some assessment of its fitness for purpose, that is to say whether it is suitable for use with learners and whether it might fulfil the aims expected of it. As Selwyn (2011 : 88) argues: ‘Digital technology will not automatically support and enhance learning processes unless some thought is given to the “goodness of fit” between the learning task and the learning technology.’ In short, does the tool facilitate learning? Drawing on the ever more extensive literature on second language acquisition (SLA), I will propose some principles that might help address that question.

HYPE, HOPE AND DISAPPOINTMENT

‘The hyperactive fantasies of cheerleaders’ might well be an accurate characterisation of some of the claims made, in promotional materials and on websites, for language teaching technologies. As often as not, no evidence at all is offered for an item's efficacy, it being sufficient, apparently, just to invoke the technology that is used, whether speech recognition software, ‘big data’ or video games, to name but a few.