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http://ziaulhaqcenter.blogspot.com/           ICT MEDIUM IN LANGUAGE LEARNING Matriculation Course                  FINAL ...
and network technology, allow to employ weblogs and wikis for onlinepublishing, foster participation in different thematic...
• data source – it provides students with the information they need to solve differenttasks•   communication facilitator –...
Computerasadatasource.Littleshouldbesaidaboutcomputersasinformationproviders         becauseweallknow that,duetocomputersa...
traditionalclasses,ortraditionalactivitiescanbeimprovedby         using   thecomputerortheInternet.WehavealsodesignedanICT...
for understanding and using language through spelling and grammar checkers,desktop editing programmes. All these steps is ...
We know that the fact In a language Learning we can not leave the ICT tooland ICT product, some of the fact are:• teacher ...
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Ict medium in language learning

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Ict medium in language learning

  1. 1. http://ziaulhaqcenter.blogspot.com/ ICT MEDIUM IN LANGUAGE LEARNING Matriculation Course FINAL ASSIGNMENT( Mr. Hartoyo, M.A., Ph.D ) 1. INTRODUCTION ICT as a medium of instruction to be more. In this essay we would like toshare some aspects of the use of ICT that has been proven to be positive andstimulating for both students and teachers. We share our experience in using thetools related to ICT in the classroom to teach English at different levels. Our focus willbe on how the media-based learning environment using ICT media are used tosupport student-centered learning to improve student motivation, individualizationand collaboration in understanding and understand the material being taught, at thesame time the media ICT can facilitate students understanding of the absorbingmaterial learning and develop a sense of "we" and the common good. Taking a lookat our different programs of the past and the present, we will look at different ways ofmotivating students by involving them in developing their own learning materials. Weanalyze how ICT solutions can be used as a support for different classroom activities,group-work and pair-work task, to work independently, to establish student-centeredlearning and the principles of individualization, which form a personal opinion andcan express it in the issue topic issues. 2. OBJECTIVES The application of Information Communication Technology (ICT) inEnglish learning and teaching has become very popular. Using the Internet to learna language can compensate for the lack of communication with the native speakersface to face and can create wide opportunities to enhance learning. While ICT hashad a major influence on the teaching and learning of languages, there aresome controversies between theory and practice, especially using it for differentareas of language study (Barret and Sharma, 2007). Some disagreements coverareas such as the teaching of grammar, vocabulary, language skills and testing.However, advantages of English learning on the Internet surpasses itsdisadvantages. The Internet activities promote learner self-monitoring ability,strengthen and develop students’ cooperation, encourage the use of multimedia
  2. 2. and network technology, allow to employ weblogs and wikis for onlinepublishing, foster participation in different thematic discussion groups and chat roomsand communication with foreign pen-pals via e-mail as well as employ otherinteractive atasks such as podcasting (Zhong, 2008). The use of animation flash ( Macromedia Flash Program ) has becomepreferable to the use of common paper slide movie or slide character cartoon anddue to the ease of their application. There is no need for accumulating files of writtenwork, which solves the problem of storing space and, to some extent, helps reducestudents’ and teachers’ workload. The goal of this essay have been to show learners’ attitudes to theapplication of e- Learning in learning English for Specific Purposes (ESP), and toexplain learners’ reflections on e-learning in view of fostering sustainable lifelonglearning. The method of ICT Learning is a specially designed slide show animationlive to study how much student can get the material learning , participants of ICTLearning are the students who learn English for Specific Purposes at tertiary level. The language portfolio has become an important part of language instructiondue to its multiple opportunities such as authentic assessment of learners’ knowledgeand skills, their active participation in the evaluation process, and development ofskills of critical thinking. It contains information on specific descriptors for thelinguistic skills required to study in the higher education or lower education. The mostimportant feature of ICT Learning is the support of reflective learning, whichmeans that learner self- assessment plays a central role to understand andapplicate what the ICT Learnings contain. The reasons for engaging learners in self-assessment are: first, it is a learner-centered learning; second, self-assessment is anintegral part of evaluation processes which aim at encouraging learners to takeresponsibility for their learning; third, it is a tool for lifelong language learning, thisreason can be reached by using ICT Learning. 3. REVIEW OF RELATED LITERATURE Some of the fact In a language classroom the computer may have thefollowing roles:• teacher – it teaches students new language• tester - it tests students on the already learned structures• tool – it assists students to do certain tasks
  3. 3. • data source – it provides students with the information they need to solve differenttasks• communication facilitator – it allows students to communicate withothers. Letusdiscussindetaileachoftherolesthecomputerhasinalanguageclass.Computerasateacher.IntheearlyyearsofCALLinschoolssomereluctantteachersmadeassumptionsthatinafewyearsteacherswouldnolongerbeneededinschools,theirrolebeing takenoverbycomputers.Itisnotthecase,aswecanvery wellsee.Computerizedteaching (computerasateacher)usesmultimediaCDROMS.Insuchprogrammes,studentscanlistentorecordings,watchvideos,speakintothemicrophone,recordtheirprogressorlearnwords byclickingonpicturesandhearingtheirpronunciation. AnalternativetoCDROMSistheWorldWideWeb.StudentscanpracticealltheirskillsthereanditismoreusefulfortheteacherthantheCDROMbecauseteacherscanintervenewiththeirownideasormaterials.Computer asatester.StudentscanpracticetheirknowledgeofaspecificlanguageusingdifferentInternetwebsites.Aproblemthesesiteshaveisthefactthatthepracticeprogrammesarevery limitedintermsofpracticematerials.Basically,thepracticematerialreferstomultiple–choiceexercises,dual–choiceexercises,trueorfalse.Theonly answerthecomputercangiveisRightor Wrong.Despitetheselimitationscomputergrammarorvocabulary practiceisenjoyedbystudentsbecause the latter feel like playing and get the feedback without fearing theteacher’scriticism.Theycanalsoworkingroups,sittingatthesamecomputeranddiscussing theanswers.Computer asatool.Computersareseenastoolsbecausetheyprovidetoolsforacquiringa foreignlanguage.Thelargenumberofweb-sites,pictures,projects,exercises,audioand videomaterialsarealltoolsintheteachingandlearningprocess.
  4. 4. Computerasadatasource.Littleshouldbesaidaboutcomputersasinformationproviders becauseweallknow that,duetocomputersandtheInternet,wecanaccessalmostany informationweneed.AparticularaspectthatwewanttohighlightisrandomInternetnavigation.Itreferstostudentssurfingthewebwithnoparticularaim.Thatiswhy teachersshould offer themanumberofusefulwebsitesandguide theminsuchaway astofindoutinformationassoonaspossibleandsolvetheirtasks.Computerascommunicationfacilitator.NowadaystheInternetistheprincipalmediumby whichstudentscancommunicatewithothers.Thiscanbedoneby e-mail,bychatting,orby participatingindiscussionforums.Teacherscansetupdiscussionforumsandusethemtocommunicatewiththeirstudents.Orstudentscanexchangedidactice-mails,discussingatopicpresentedintheclassroomoranyothertopicofinterest.Theadvantagesof ICTusagein ForeignLanguageTeachingcanbegroupedas:1.Capacitytocontrolpresentation.Thiscapacitymarksthedifferencebetweencomputersandbooks.Bookshaveafixedpresentation,unlikecomputers,whichcancombinevisualwithlisteningmaterials,textwithgraphicsandpictures.2.Noveltyandcreativity.Ateachercanusedifferent materialsforeachlesson, notlikeinteachingwithtextbooks,whereall classespresentingacertaintopicarethesame.3.Feedback.Computersprovideafastfeedbacktostudents`answersthrougherrorcorrection. Itnotonlyspotsthemistakebutalsocorrectsit,sometimesevengivingtheappropriateadvice.4.Adaptability.Computerprogrammescanbeadaptedbyteacherstosuittheirstudents`needs and level of languageknowledge.Unlikebooks,which are producedin a singleuniformformatandneedtobetaughtirrespectively ofstudents`problems,computerprogrammesaremorelearner-friendly. Wehavepointedouttheadvantages ofusingICTintheclassroom.Butwealsowanttostate thattheycannotreplacetraditionalteachingmethods.Textbooksandanyotherprinted materialsarevery necessaryintheteaching/learningprocess.ButICTlessonscanalternate
  5. 5. traditionalclasses,ortraditionalactivitiescanbeimprovedby using thecomputerortheInternet.WehavealsodesignedanICTclass,basedonthelesson “I AlwaysHaveCoffee”inthetextbook“Snapshot”forthe6thgrade. Thelevelofthestudents ispre-intermediate. Theteacherwantstodeveloptheirreading, writing,listeningandspeakingskills.Asfarastheclassmanagementisconcerned,students aredividedintopairs,eachpairworkingon one computer.The lessoninthe textbookisaboutJonBonJovi,afamoussinger,butthistimethetextbook isregardedonlyasastarting-pointforthelesson.Theteacher’stask is :• topreparetheclasscarefully• toknowthestagesofthe lessonandits exacttiming• todesignactivitiesforeachstage• tobeabletoguidethestudentswhileworkingwiththeInternet• tohaveextraactivitiespreparedincasesomethinggoes wrong• to askforstudents`e-mail addressesin advance. Asawarm-upactivity,theteacherstartsthelessonby askingstudentstohavealookatthe picturesinthetextbook.Fromthatmomenton,thetextbookisnolongernecessary,theonlyresourcebeingthecomputer. 4. ANALYSIS There has been much debate over the use of computers and the Internet inForeign Language Teaching over the past few years. The techniques offered, theactivities and the degree of application in the language teaching syllabus haveundergone a number of serious changes alongside the evolution of technology. Thecomputer itself has evolved from the status of “tutor” to the one of “tool”. The computer as a tool stage refers to the usage of computers as main toolfor delivering instructional materials to learners (through drill and practice). Thedevelopment of computer – based activities developed learner – computer andlearner – learner interaction, engaging the learners in a wide range of communicativetasks. This was the moment computers assumed the role of stimuli in languagelearning. “The computer as a tool stage” refers to using computers as instruments
  6. 6. for understanding and using language through spelling and grammar checkers,desktop editing programmes. All these steps is called CALL (Computer- assistedlanguage learning) The methodology of language learning has developed a new way of usingICT in teaching, the Hypermedia. Hypermedia provides the language teacher and thelanguage learner with multimedia resources, such as texts, graphics, sound,animation, video linked together. It also has a number of advantages omitted byCALL. It offers an authentic learning environment, it combines listening with seeing.Skills can easily be integrated in the teaching/learning process; reading, writing,speaking, listening can be combined in task- based learning. It is also better for learners to use Hypermedia in classes. They have greatercontrol over their learning because they can go at their own pace, they can do someactivities on their own, can skip some parts of the text or revise the ones they finddifficult. Another major advantage of hypermedia usage is that the learner can focuson the content and access different links with grammar explanations, exercises,vocabulary, pronunciation, etc But, all of that, hypermedia give different view to the active class. Studentsget used to learning the foreign language in a new and pleasant way, not just byinteracting with the teacher and reading from the book but, they can get newexperience by using ICT tool. The application of ICT gives more opportunities for communication betweenlearners: with another learner by share what they get from ICT tool, they canexchange information in real time, they can participate in blog discussions, work inteams on different projects, exchange emails, search for information, etc. Byusing the authentic material provided by the Internet, we will have a better insightinto the culture of the country and people whose language we study. The Internet also offers a wide variety of reference materials like onlinedictionaries, e- encyclopaedias and search mechanisms very helpful for developingstudents` individual work. They can find, alone, the missing information, the meaningof new words, synonyms, antonyms or can communicate with the rest of the grouponline, via e-mail or in any other ICT environment. 5. SUMMARY AND RECOMMENDATION
  7. 7. We know that the fact In a language Learning we can not leave the ICT tooland ICT product, some of the fact are:• teacher – it teaches students new language• tester - it tests students on the already learned structures• tool – it assists students to do certain tasks• data source – it provides students with the information they need to solve differenttasks• communication facilitator – it allows students to communicate withothers. Letusdiscussindetaileachoftherolesthecomputerhasinalanguageclass. We can conclude Theadvantagesof ICTusageinLanguageLearning are as:1.Capacitytocontrolpresentation.2.Noveltyandcreativity.3.Feedback.4.Adaptability. Wehavepointedouttheadvantages ofusingICTintheEnglish Learning as weread the essay below.Bibliografi1. www.bonjovi.com,http://ro.wikipedia.org/wiki/Jon_Bon_Jovi2. http://madonna105.tripod.com/madonna4ever/id4.html3. Integrating ICT into Language Learning and Teaching, Guide for Authors – available at4. www.elearningguides.net /.../3b-GUIDES-TUTORS-EN.pdf.5. Brian, K., Williams, S.C., Sawyer, Sarah, E, Hutchinson. (2000). Using information technology: a practical introduction to computer and communications. Boston: McGraw-Hill6. Zhong, Y. A Study of Autonomy English Learning on the Internet. English Language Teaching.Vol.1,No2.Dec2008.http://www.ccsenet.org/journal.html

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