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  • TIMzingg

Technology, Attention and Learning

Research suggests that attention is proportional to learning (Godfroid, & Uggen, 2013) and that in order to learn a second language, individuals need to consciously register important information (Schmidt, 2010).

If this is the case, how can we make our students pay attention for longer periods of time and notice significant details?

Technology is the answer! Implementing technology in your classroom could help students register important facts and stay engaged.

Take this video as an example. What did you notice? What will you remember?

Help us find ways to captivate students’ attention. In your opinion, what technology tools can be used to keep our students attentive for long periods of time?


Godfroid, A., & Uggen, M. S. (2013). Attention to Irregular Verbs by Beginning Learners of German: An Eye-Movement Study. Studies in Second Language Acquisition, 35(2), 291–322.

Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721-737). Singapore: National University of Singapore, Centre for Language Studies.

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