Thank you for your question. I hope some of the resources below will be a good start for your research.
For an overview of the role of ICT in MFL teaching I have included some resources from the TTRB.
BECTA has a section of its site devoted to language teaching and the Languages ICT website is also a useful e-resource.
Academic literature is also available about PowerPoint in secondary education and also focusing on MFL - I have included some examples found by searching the education indexes BEI, ERIC and AUEI. A couple of articles are available in full text but for other full text journals you will need to check with your own library. Related keywords are also included so you can continue searching.
KS3 Modern Foreign Languages - ICT and MFL
Literature Review in Languages, Technology and Learning
Futurelab Literature Review in Languages, Technology and Learning
What are electronic flashcards in PowerPoint?
Using ICT to support learning, develop speaking and writing, and promote creativity
British Education Index
NOTE: For information about accessing full text articles please read this TTRB article: Access to full text journal articles
KEYWORDS: INFORMATION-TECHNOLOGY; ORAL-LANGUAGE; SECONDARY-EDUCATION; VISUAL-AIDS; MODERN-LANGUAGE-STUDIES;
Using PowerPoint to develop pupils oral skills in modern foreign languages. Francophonie, Autumn 2003, no. 28, p. 18-24, ISSN: 0957-1744. Wilson-Rebecca, Brandford-Verna.
Available in full text on the ITT MFL website: http://www.ittmfl.org.uk/modules/ict/2d/paper2d4.pdf
PowerPoint, interactive whiteboards, and the visual culture of technology in schools. Technology, Pedagogy and Education, July 2008, vol. 17, no. 2, p. 143-162, ISSN: 1475-939X. Reedy-Gabriel-B.
"Special issue: Technology, pedagogy and education: glimpses of the wider picture; guest editor Neil Selwyn. Data were drawn from a wider ethnographic study of ICT use in one small comprehensive school in a middle-class town within commuting distance from London."
PowerPoint: just another slide show or a useful learning aid? School Science Review, June 2003, vol. 84, no. 309, p. 61-68, ISSN: 0036-6811. Parkinson-John, Hollamby-Peter.
'Lier les langues' : linking languages connecting ICT, LOTE and the VELS curriculum for P-6. ICT in Education, June 2006, vol. 29, no. 1, p. 8-12, ISSN: 1445-3622. Waterson-K.
"In an innovative content based languages other than English (LOTE) program at Ruyton Girls' Junior School, topics for information and communications technology (ICT) projects are taken from across the Victorian Essential Learning Standards (VELS) curriculum, assisting students to consolidate knowledge and skills in a variety of Domains whilst introducing them to a wide body of language structures in a meaningful context. This paper explores the benefits of both content based language teaching and the choice of ICT as the object of study. It also provides examples of ICT activities using Microworlds, Inspiration, PowerPoint and Publisher for a range of learner-age groups from P-6 which incorporate combinations of outcomes from a variety of VELS Domains in addition to LOTE and ICT."
KEYWORDS: Computer-Software; Computer-Uses-in-Education; Information Technology; Second-Language-Instruction;
The Pros and Cons of Interactive Whiteboards in Relation to the Key Stage 3 Strategy and Framework. Language Learning Journal, Win 2005, vol. 32, no. 1, p. 38-44, pp. 7, 15 refs., ISSN: 0957-1736. Gray-Carol, Hagger-Vaughan-Lesley, Pilkington-Rachel, Tomkins-Sally-Ann.
"The article describes data emerging from a study of a group of language teachers integrating use of the interactive whiteboard (IWB) into their classroom practice. Data collection tools were developed which allowed participants freedom of action and expression whilst providing a framework for reflection designed to focus on pedagogy rather than technology. The teachers focused primarily on developing their use of PowerPoint for presenting and practising language, using a selection of interactive websites to provide further variety. Analysis revealed varied pedagogical awareness and a range of developmental needs. The research team linked emerging themes to principles underlying the "Key Stage 3 National Strategy: Framework for Teaching Modern Foreign Languages" (DfES, 2003). Participants' views largely reflected recent publications suggesting that use of the IWB can greatly enhance teaching by supporting classroom management, pace and variety and the drawing of attention to grammatical features and patterns. Participants also felt that use of the IWB had very positive effects on pupils' memorisation skills and writing development, though further long-term research is needed to test the accuracy of these intuitions. The study raised important caveats: the need to become comfortable with the technology before being ready to engage in pedagogical discussion; the dramatic increase in preparation time to support full exploitation; the danger of being lured into a "tell and show" interpretation of teaching; the need for IWB use to be underpinned by a sound understanding of language teaching methodology; the need for a balance of activities to ensure opportunities for kinaesthetic and tactile learners; and the difficulty of finding web-based material at the right level for language learning. Use of the IWB was linked firmly to participants' immediate needs for daily classroom survival. However, some participants were gradually becoming aware of the transformational potential of ICT. (Contains 2 notes.)"
Can PowerPoint Presentations Effectively Replace Textbooks and Blackboards for Teaching Grammar? Do Students Find Them an Effective Learning Tool? CALICO Journal, May 2007, vol. 24, no. 3, p. 631-656, pp. 26, 60 refs., ISSN: 0742-7778. Corbeil-Giselle.
"The use of PowerPoint presentations for explicit instruction of grammatical structures is increasingly encouraged at the university level. Some teachers are still reluctant to use this technology because they are not convinced that more benefits can be derived from their use than from the conventional use of textbook and blackboard. On the other hand, students who have grown up with the technology welcome this change and feel that they are learning better this way than by conventional means. This study represents an attempt at comparing these two teaching tools. Four intact classes participated in the study. The grammatical form selected was the agreement and placement of modifying adjectives. Results show that there are no significant differences from pre- to posttest on written production exercises or on essay writing and, therefore, that PowerPoint presentations are as effective as the use of a textbook plus blackboard. However, students' answers to the questionnaire indicate their preference for the PowerPoint presentations as a more effective learning tool than the textbook. Explanations are given, followed by suggestions for further research. (Contains 3 notes, 5 tables, and 6 figures.)"
URL: https://www.calico.org/a-663-Can PowerPoint Presentations Effectively Replace Textbooks and Blackboards for Teaching Grammar Do Students Find Them an Effective Learning Tool.html