The fine line between digital literacy and academic dishonesty in online world language instruction

Abstract

The use of computers and related technologies for language learning, once opposed or begrudgingly tolerated by many instructors, now represents a fundamental component of modern world language (WL) classes both on-ground and online. Digital literacy is essential for each of the five Cs (Communication, Cultures, Connections, Comparisons, and Communities) identified by the American Council on the Teaching of Foreign Languages (ACTFL) as 21st-century skills. However, just as with any tool, resources for online language learning can be misused, especially by those with fewer technological skills or limited linguistic knowledge. Among the more popular technologies inside and outside of the classroom, online translation (such as Google Translate) and generative artificial intelligence (AI) chatbots (e.g. ChatGPT) represent a challenge to instructors who want to ensure technology use fosters meaning-based, meaningful learning on the path to increased proficiency, instead of simply serving as a facile solution for learners to delegate most, if not all, of the work of producing target language (TL) text to a machine. This chapter will define what digital literacy and academic dishonesty are; explore the reasons why instructor intervention before, during, and after technology use is crucial; and propose research-informed practices that facilitate technology-enriched language instruction and empower students to make responsible choices pertaining to their use of online tools.

Publication Title

Handbook of Research in World Language Instruction

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