Exploring Implicit and Explicit Technology Instruction in an L2 Writing Context

Exploring Implicit and Explicit Technology Instruction in an L2 Writing Context

Bethany Martens

This article will explore implicit and explicit technological implementation of an iPad toolkit (an iPad pro, smart keyboard, and apple pencil) to better understand and support learners in two “Academic Writing in English as a Second Language” classes. Though objectives and goals remained consistent in both classes, technology implementation varied by means of implicit or explicit instruction. Drawing upon the ecological perspectives of linguistic holism, this article will follow my technology implementation journey from the fall ’18 to spring ’19 semesters, including first steps of implementation, adaptations to challenges, and solutions and pedagogical implications based on self-reflection and student processes and products. The exploration of implicit/explicit technology implementation into the L2 writing classroom can give many English language teachers valuable insights into how technology can be used to effectively promote a holistic linguistic approach, while supporting instruction to meet content, language, and technology objectives in various educational contexts.