Dr. Zoe Handley
Dr. Zoe Handley
& Tech
How did you start working with language learning and technology?
How did you start working with language learning and technology?
How did you start working with language learning and technology?
I studied French language tech and later researched speech synthesis for language learning. I’ve worked with Oxford University Press and now teach and research at the University of York. My work looks at how tech like AI and speech tools support language learning and teaching.
I studied French language tech and later researched speech synthesis for language learning. I’ve worked with Oxford University Press and now teach and research at the University of York. My work looks at how tech like AI and speech tools support language learning and teaching.
I studied French language tech and later researched speech synthesis for language learning. I’ve worked with Oxford University Press and now teach and research at the University of York. My work looks at how tech like AI and speech tools support language learning and teaching.
How important is it for teachers to learn a second language themselves?
How important is it for teachers to learn a second language themselves?
How important is it for teachers to learn a second language themselves?
I think learning a language yourself is incredibly important because it shapes how you teach. Research shows that no matter the training, teachers often fall back on what worked for them as learners. So, if you've been through the experience of learning a language, you understand the challenges better and you can empathize more. For me, learning vocabulary and chunks of phrases was key. Once you have a solid base like that, you’re in a good position to get out there, interact, and improve through real conversations. That kind of experience is really hard to replace with theory alone.
I think learning a language yourself is incredibly important because it shapes how you teach. Research shows that no matter the training, teachers often fall back on what worked for them as learners. So, if you've been through the experience of learning a language, you understand the challenges better and you can empathize more. For me, learning vocabulary and chunks of phrases was key. Once you have a solid base like that, you’re in a good position to get out there, interact, and improve through real conversations. That kind of experience is really hard to replace with theory alone.
I think learning a language yourself is incredibly important because it shapes how you teach. Research shows that no matter the training, teachers often fall back on what worked for them as learners. So, if you've been through the experience of learning a language, you understand the challenges better and you can empathize more. For me, learning vocabulary and chunks of phrases was key. Once you have a solid base like that, you’re in a good position to get out there, interact, and improve through real conversations. That kind of experience is really hard to replace with theory alone.
What is computer-assisted language learning (CALL)?
What is computer-assisted language learning (CALL)?
What is computer-assisted language learning (CALL)?
CALL is a broad term covering all ways computers support language learning. Initially, it was mostly about drills and repetition—like behaviorist approaches. That’s still what many apps like Duolingo focus on: repeated grammar or vocabulary tasks. But CALL has evolved a lot. We moved into multimedia—using richer content, sound, and visuals to represent language more meaningfully. Then came communicative CALL, where tools like Zoom or instant messaging apps help people use the language in real communication. Now, we’re in the integrative stage—using a variety of tools together to teach different skills, often mixing reading, writing, and speaking in meaningful ways.
CALL is a broad term covering all ways computers support language learning. Initially, it was mostly about drills and repetition—like behaviorist approaches. That’s still what many apps like Duolingo focus on: repeated grammar or vocabulary tasks. But CALL has evolved a lot. We moved into multimedia—using richer content, sound, and visuals to represent language more meaningfully. Then came communicative CALL, where tools like Zoom or instant messaging apps help people use the language in real communication. Now, we’re in the integrative stage—using a variety of tools together to teach different skills, often mixing reading, writing, and speaking in meaningful ways.
CALL is a broad term covering all ways computers support language learning. Initially, it was mostly about drills and repetition—like behaviorist approaches. That’s still what many apps like Duolingo focus on: repeated grammar or vocabulary tasks. But CALL has evolved a lot. We moved into multimedia—using richer content, sound, and visuals to represent language more meaningfully. Then came communicative CALL, where tools like Zoom or instant messaging apps help people use the language in real communication. Now, we’re in the integrative stage—using a variety of tools together to teach different skills, often mixing reading, writing, and speaking in meaningful ways.
“Ideal language instruction would incorporate a variety of tools. Each tool is best suited to the teaching of different kind of skills and areas of knowledge”
“Ideal language instruction would incorporate a variety of tools. Each tool is best suited to the teaching of different kind of skills and areas of knowledge”
“Ideal language instruction would incorporate a variety of tools. Each tool is best suited to the teaching of different kind of skills and areas of knowledge”
Are behaviorist tools mostly for independent learning?
Are behaviorist tools mostly for independent learning?
Are behaviorist tools mostly for independent learning?
Yes, those tools—like intelligent tutors or drill-based apps—are usually used independently. But teachers can integrate them too. For instance, learners might use them outside class to build foundational skills, then use class time for richer, interactive tasks. It’s not either-or. Even communicative tools like HelloTalk can be used independently, though they require a minimum language level to be effective. Learners need enough to benefit from spontaneous interaction.
Yes, those tools—like intelligent tutors or drill-based apps—are usually used independently. But teachers can integrate them too. For instance, learners might use them outside class to build foundational skills, then use class time for richer, interactive tasks. It’s not either-or. Even communicative tools like HelloTalk can be used independently, though they require a minimum language level to be effective. Learners need enough to benefit from spontaneous interaction.
Yes, those tools—like intelligent tutors or drill-based apps—are usually used independently. But teachers can integrate them too. For instance, learners might use them outside class to build foundational skills, then use class time for richer, interactive tasks. It’s not either-or. Even communicative tools like HelloTalk can be used independently, though they require a minimum language level to be effective. Learners need enough to benefit from spontaneous interaction.
Where should teachers who don’t use tech start?
Where should teachers who don’t use tech start?
Where should teachers who don’t use tech start?
Start simple: flashcards, spaced practice, apps like Duolingo or Woor. They help build foundational knowledge—vocabulary, grammar, pronunciation—so students are ready for more complex speaking or writing tasks. Ideally, introduce the tech in class, then expect students to use it at home. If you can track their usage, even better—it lets you tailor lessons to where they’re at. Then you can spend class time on what’s hardest to do alone: interaction, discussion, collaboration.
Start simple: flashcards, spaced practice, apps like Duolingo or Woor. They help build foundational knowledge—vocabulary, grammar, pronunciation—so students are ready for more complex speaking or writing tasks. Ideally, introduce the tech in class, then expect students to use it at home. If you can track their usage, even better—it lets you tailor lessons to where they’re at. Then you can spend class time on what’s hardest to do alone: interaction, discussion, collaboration.
Start simple: flashcards, spaced practice, apps like Duolingo or Woor. They help build foundational knowledge—vocabulary, grammar, pronunciation—so students are ready for more complex speaking or writing tasks. Ideally, introduce the tech in class, then expect students to use it at home. If you can track their usage, even better—it lets you tailor lessons to where they’re at. Then you can spend class time on what’s hardest to do alone: interaction, discussion, collaboration.
How can teachers pick the right tools for learners?
How can teachers pick the right tools for learners?
How can teachers pick the right tools for learners?
It’s not just about theory, but frameworks help. Teachers should ask: what are my goals? What processes do learners need to go through to meet them? Then evaluate tools based on how well they support those processes. Learner level and preferences are also key. Some tools just won’t suit certain students. But it’s a challenge, because new tools come out constantly. Teachers need to make these decisions themselves, ideally using evidence or app documentation that explains the pedagogy behind the product.
It’s not just about theory, but frameworks help. Teachers should ask: what are my goals? What processes do learners need to go through to meet them? Then evaluate tools based on how well they support those processes. Learner level and preferences are also key. Some tools just won’t suit certain students. But it’s a challenge, because new tools come out constantly. Teachers need to make these decisions themselves, ideally using evidence or app documentation that explains the pedagogy behind the product.
It’s not just about theory, but frameworks help. Teachers should ask: what are my goals? What processes do learners need to go through to meet them? Then evaluate tools based on how well they support those processes. Learner level and preferences are also key. Some tools just won’t suit certain students. But it’s a challenge, because new tools come out constantly. Teachers need to make these decisions themselves, ideally using evidence or app documentation that explains the pedagogy behind the product.
How important is out-of-class exposure to language?
How important is out-of-class exposure to language?
How important is out-of-class exposure to language?
It’s crucial. You just can’t get enough input in class alone. All theories of language learning emphasize the importance of exposure. That’s why study abroad is so effective—it immerses you. But today, tech makes that input more accessible. Learners can read websites, watch YouTube, follow social media—all in their target language. Some apps even use AI to surface video clips with specific words or pronunciations, or provide transcripts to make the content easier to learn from.
It’s crucial. You just can’t get enough input in class alone. All theories of language learning emphasize the importance of exposure. That’s why study abroad is so effective—it immerses you. But today, tech makes that input more accessible. Learners can read websites, watch YouTube, follow social media—all in their target language. Some apps even use AI to surface video clips with specific words or pronunciations, or provide transcripts to make the content easier to learn from.
It’s crucial. You just can’t get enough input in class alone. All theories of language learning emphasize the importance of exposure. That’s why study abroad is so effective—it immerses you. But today, tech makes that input more accessible. Learners can read websites, watch YouTube, follow social media—all in their target language. Some apps even use AI to surface video clips with specific words or pronunciations, or provide transcripts to make the content easier to learn from.
“All theories of language learning would suggest that input exposure to the target language is critical”
“All theories of language learning would suggest that input exposure to the target language is critical”
“All theories of language learning would suggest that input exposure to the target language is critical”
How can learners and teachers choose the right tools from so many?
How can learners and teachers choose the right tools from so many?
How can learners and teachers choose the right tools from so many?
It’s overwhelming. That’s why my research focuses on helping teachers make informed choices. Start from your learning goals: what do students need to learn? Then identify the processes or content that support that. Use that to create criteria for tools. Look at the app’s documentation—does it align with pedagogy you trust? Does it explain how learning happens? That’s much more common now than ten years ago, when many tools didn’t even reference learning theory. Today, some governments and institutions are also working on frameworks to help with this.
It’s overwhelming. That’s why my research focuses on helping teachers make informed choices. Start from your learning goals: what do students need to learn? Then identify the processes or content that support that. Use that to create criteria for tools. Look at the app’s documentation—does it align with pedagogy you trust? Does it explain how learning happens? That’s much more common now than ten years ago, when many tools didn’t even reference learning theory. Today, some governments and institutions are also working on frameworks to help with this.
It’s overwhelming. That’s why my research focuses on helping teachers make informed choices. Start from your learning goals: what do students need to learn? Then identify the processes or content that support that. Use that to create criteria for tools. Look at the app’s documentation—does it align with pedagogy you trust? Does it explain how learning happens? That’s much more common now than ten years ago, when many tools didn’t even reference learning theory. Today, some governments and institutions are also working on frameworks to help with this.
What’s the best tech strategy for intermediate learners aiming to advance?
What’s the best tech strategy for intermediate learners aiming to advance?
What’s the best tech strategy for intermediate learners aiming to advance?
For learners past the basics, I’d suggest language exchange apps like HelloTalk. They give you practice in real communication. But to go beyond that, you need more complex input. Ideally, we could use AI to grade YouTube videos or blog posts by difficulty—sort of like graded readers. Then recommend content based on your vocabulary level and push you slowly into more complex material. I’ve seen apps that try to do that with Netflix or other media. That’s where we should be headed.
For learners past the basics, I’d suggest language exchange apps like HelloTalk. They give you practice in real communication. But to go beyond that, you need more complex input. Ideally, we could use AI to grade YouTube videos or blog posts by difficulty—sort of like graded readers. Then recommend content based on your vocabulary level and push you slowly into more complex material. I’ve seen apps that try to do that with Netflix or other media. That’s where we should be headed.
For learners past the basics, I’d suggest language exchange apps like HelloTalk. They give you practice in real communication. But to go beyond that, you need more complex input. Ideally, we could use AI to grade YouTube videos or blog posts by difficulty—sort of like graded readers. Then recommend content based on your vocabulary level and push you slowly into more complex material. I’ve seen apps that try to do that with Netflix or other media. That’s where we should be headed.
“Conversational practice though, I think that's where really the technology is now there to offer this in a way that it wasn't 20 years ago.”
“Conversational practice though, I think that's where really the technology is now there to offer this in a way that it wasn't 20 years ago.”
“Conversational practice though, I think that's where really the technology is now there to offer this in a way that it wasn't 20 years ago.”
What principles of CALL are still underused today?
What principles of CALL are still underused today?
What principles of CALL are still underused today?
Spaced learning and drill apps are well established. But some areas of speech tech haven’t been used enough. In the late 90s and 2000s, people experimented with visualizing speech to support learning—but we haven’t seen that take off in apps yet. I’d love to see more tools that grade authentic materials—texts or videos—for learner level. That’s now possible with natural language processing. And open conversational practice is finally becoming viable, thanks to better AI.
Spaced learning and drill apps are well established. But some areas of speech tech haven’t been used enough. In the late 90s and 2000s, people experimented with visualizing speech to support learning—but we haven’t seen that take off in apps yet. I’d love to see more tools that grade authentic materials—texts or videos—for learner level. That’s now possible with natural language processing. And open conversational practice is finally becoming viable, thanks to better AI.
Spaced learning and drill apps are well established. But some areas of speech tech haven’t been used enough. In the late 90s and 2000s, people experimented with visualizing speech to support learning—but we haven’t seen that take off in apps yet. I’d love to see more tools that grade authentic materials—texts or videos—for learner level. That’s now possible with natural language processing. And open conversational practice is finally becoming viable, thanks to better AI.
How can AI support, not replace, language learning?
How can AI support, not replace, language learning?
How can AI support, not replace, language learning?
AI tools can be turned into learning tools. There’s a history of using speech tech to give feedback on pronunciation or speaking fluency. Some tools simulate conversations, like branching dialogues, and they’re getting more sophisticated. Now companies are working on open dialogues—not just “buying a train ticket,” but having real conversations, like with a friend. That’s a major leap forward, especially for students who struggle with less structured language in real-life situations.
AI tools can be turned into learning tools. There’s a history of using speech tech to give feedback on pronunciation or speaking fluency. Some tools simulate conversations, like branching dialogues, and they’re getting more sophisticated. Now companies are working on open dialogues—not just “buying a train ticket,” but having real conversations, like with a friend. That’s a major leap forward, especially for students who struggle with less structured language in real-life situations.
AI tools can be turned into learning tools. There’s a history of using speech tech to give feedback on pronunciation or speaking fluency. Some tools simulate conversations, like branching dialogues, and they’re getting more sophisticated. Now companies are working on open dialogues—not just “buying a train ticket,” but having real conversations, like with a friend. That’s a major leap forward, especially for students who struggle with less structured language in real-life situations.
What can AI take over in teaching?
What can AI take over in teaching?
What can AI take over in teaching?
Repetition, drill-and-practice, feedback on writing—those are where AI will excel. It’s good at identifying patterns in what makes “good” writing. But teachers do more than deliver content. They manage motivation, engagement, confidence. That’s something AI can’t replicate—at least not yet. We might see adaptive content or personalized messages, but human connection is still key to effective learning.
Repetition, drill-and-practice, feedback on writing—those are where AI will excel. It’s good at identifying patterns in what makes “good” writing. But teachers do more than deliver content. They manage motivation, engagement, confidence. That’s something AI can’t replicate—at least not yet. We might see adaptive content or personalized messages, but human connection is still key to effective learning.
Repetition, drill-and-practice, feedback on writing—those are where AI will excel. It’s good at identifying patterns in what makes “good” writing. But teachers do more than deliver content. They manage motivation, engagement, confidence. That’s something AI can’t replicate—at least not yet. We might see adaptive content or personalized messages, but human connection is still key to effective learning.
Will AI ever fully replace teachers?
Will AI ever fully replace teachers?
Will AI ever fully replace teachers?
I doubt it. AI doesn’t truly understand. It looks like it does, because it predicts what words go together—even across paragraphs—but that’s not real understanding. It’s just patterns. Humans learn through rich, sensory experience. Unless we can give AI that same input, it won’t match us. There are tasks where AI may outperform humans, but not when it comes to empathy, support, or deeper meaning.
I doubt it. AI doesn’t truly understand. It looks like it does, because it predicts what words go together—even across paragraphs—but that’s not real understanding. It’s just patterns. Humans learn through rich, sensory experience. Unless we can give AI that same input, it won’t match us. There are tasks where AI may outperform humans, but not when it comes to empathy, support, or deeper meaning.
I doubt it. AI doesn’t truly understand. It looks like it does, because it predicts what words go together—even across paragraphs—but that’s not real understanding. It’s just patterns. Humans learn through rich, sensory experience. Unless we can give AI that same input, it won’t match us. There are tasks where AI may outperform humans, but not when it comes to empathy, support, or deeper meaning.
