Educational value: The synchronous telephony program allowed for real-time discussion, making students engage authentic classroom atmosphere. At the same time, it helped students improve listening and speaking skills as they had to pay attention to what the others were saying and respond to it. And in the interview, students learned how to think and ask questions to the person opposite the video, which not only increased their interest in the content of the class, but also exercised their creative thinking ability. 

 

Cultural value: In the process of using these collaborative software, and they shared various information, including the different lifestyle, culture, traditional customs and so on. For example, in the private Facebook group, the students of two countries communicated with each other online. On the one hand, English as the communication language, it could improve the ability of English dialogue. On the other hand, two different language were allowed to use which made learners know some basic words and idioms of the other country. 

 

The teacher recorded the interview with photographs and made into a video presentation, and showed it to her classmates which allowed them to review the interview and understand what they can improve in the next time. This video was also uploaded to the Internet (Photo Peach) to receive comments from all over the world. This could help to stimulate students' interest in learning and help them expose the outside world.

 

1. New technology could allow language learning to be as communicative and sociable as possible, which reinforces the idea of use in real-life. Students may study the first-hand and authentic materials.

 

However, how can students know whether they use correct words or sentences? If students may have some mistakes in the conversation, how can we help learners correct them. Without feedback, the words or sentence mistakes could be strengthened in their minds.

    

2. From teacher’s perspective, new technology may provide many aids for their teaching and teachers have more options to be provided to students. 

 

Yet, in my opinion, new technology may not ease the teaching burden on teachers. In fact, they may take more things into consideration including how to incorporate Higher Order Thinking Skills into new technology, how to check the efficiency, how to supply feedbacks to students, which may highlight the difficulties prior to class.

 

3. As for students, they may share different ideas or exchange views about culture so that students could broaden the horizon.

 

Admittedly, not all the students may participate in the activity very well. If students’ English level is low, they may not have communication or keep silent. Or if some students get off topic in the class by means of new technology, how could teacher manage the problem?

 

Therefore, new technology apparently providesconvenience for learners in terms of sharing ideas or having access to authentic English, but how could teacher help students train other skills such as creating, evaluation, and analyzing. They have to deeply think how to effectively take advantage of technology to improve student’s different skills, what kinds of problem about adopting new technology in the classroom may appear in the class, some after-class assignment or homework to intensify the productivity of new technology and how to offer the feedback for students if teachers would use new technology to implement activities. Finally, after considering all the points mentioned above, the overall effectiveness may be produced.