The document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are online platforms that allow teachers and students to manage coursework electronically. When used properly, LMS can facilitate blended learning by combining online and face-to-face instruction. However, barriers like lack of educational content aligned with curricula and technical issues can limit LMS effectiveness. Overall, LMS have potential to enhance learning if implemented properly with curriculum integration and educator support.

1. ICT promotes English language use:
ICT-enable teaching and learning is often
seen as an important vehicle for the
development of English language
competenciesofteachersandlearners.
NORSHAHFIZAH BINTI ABDUL SHUKOR
M20181000717

2. ICT TOOLS:
E-creation tools:
Those tools enable English language learners to be creative.
They involve playing with and using language to create, explore, and
discover while producing content and learning performances that can be
measured.
Examples of these tools include web publishing, presentations software,
exercise creating tools, podcasting, camera, moviemakers, and audio
makers.
E-communication tools:
Software that promote communication among students and teachers
may be divided into two kinds of tools.
First, there are those types of software that allow for in real time
interaction (i.e. synchronous) such as telephone conversations, a board
meeting, voice conferencing, and instant messaging.
The second type of software includes those that occur with a time delay
(i.e. asynchronous) such as email, text messages transmitted over cell
phones, and discussion boards.

3. ICT TOOLS:
Reading/writing-facilitative e-tools:
Some ICT tools can facilitate and boost teaching and learning of
writing and reading skills.
Examples of these tools include online boards, online journals,
blogs, wikis, and e-books.
Listening/speaking-facilitative e-tools:
The listening skill can be developed through ICT tools such as
video and audio files:
- podcasts (syndicated audio files)
- vodcasts (syndicated video files)
- audio video sharing libraries likeYouTube.

4. ICT TOOLS:
Virtual learning environments:
Virtual Learning Environments (VLE) areWeb-based platforms that allow
teachers and learners to manage and organize their work electronically.
The benefits of these online spaces are both parents and learners can access
these spaces to assess progress, all participants may have their say on the
discussion forums or conferencing sections andVLEs reduce the social
distance between all participants.
E-assessment tools:
Three types of assessment are performances, portfolios, and projects.
The main difference between these types of assessment and standardized
traditional tests lies in the fact that with the alternative assessment tools,
the leaner “produces evidence of accomplishment of curricula objectives”.
This evidence is put in the form of a performance, project, or portfolio and
can be “archived and used at a later date with other pieces of learning
evidence as a compilation of proof to demonstrate achievement.

5. Eg: Malaysia
 Precintha, James, & Melor (2019)
 use of digital storytelling in enhancing students’ speaking skills in English
 the perceptions of the students with regards to the use of digital
storytelling to improve their speaking skills
 20 Form 4 students studying in a suburban school in Pahang,
 Main instrument used in this study is the School Based Oral Assessment
(SBOA) form which was used for the pre-test and post-test.
 Results: there was an improvement in the students’ speaking skills after the
creation of their Scribe videos and the students had positive perceptions of
digital storytelling.
Educators could possibly use digital storytelling as a tool to expand teaching
strategies and motivate students to speak in English.

6. Benefits of
the ICT in
English
LanguageUse
 Hennessy (2005) stated the use of ICT acts as a catalyst in
motivating teachers and learners to work in new ways.
The researcher understood that as learners become more
autonomous, teachers feel that they should urge and
support their learners to act and think independently.
 Teachers should be facilitators and guide their learners’
learning and this change is very useful for learners to
increase their learning (Riasati, Allahyar, &Tan, 2012).
 The use of technology has changed the methods from
teacher-centred to learner-centred ones. Students as
learners play an active role, which can help them retain
more information.

7. Benefits of
the ICT in
English
LanguageUse
 Gillespie (2006) said that the use of technology increases
learners’ cooperation in learning tasks. It assists them in
gathering information and interacting with resources such
as videos.
 Warschauer (2000a) described two different views about
how to integrate technology into the class. First, in the
cognitive approach, learners get the opportunity to
increase their exposure to language meaningfully and make
their own knowledge. Second, in the social approach,
learners must be given opportunities for authentic social
interactions to practice real life skills. This objective can be
obtained through the collaboration of learners in real
activities.
 Eaton (2010) told that computer-based communication is
a useful feature for language learning. Computer-assisted
discussion features more equal participation than face to-
face discussion. Zhao (2013) supported the above view and
said that access to authentic materials in the target
language is critical for successful language learning.

8. Benefits of
the ICT in
English
LanguageUse
 According to Rodinadze and Zarbazoia (2012), technology helps
learners and teachers in studying the course materials owing to
its fast access. Advancements in technology have a key role in
preparing learners to use what they learn in any subject matter to
finding their place in the world labour-force. Technology facilitates
learners’ learning and serves as a real educational tool that allows
learning to occur.
 Baytak, Tarman, and Ayas (2011) carried out a on the role of
technology in language learning. The results revealed learners’
learning was improved by integrating technology into the
classroom. Learners stated that the use of technology in school
makes learning enjoyable and helps them learn more. Learners
also said that technology makes learning interesting, enjoyable,
and interactive. The other outcome of this research was that the
use of technology increases learners’ motivation, social
interactions, learning and engagement

9. Shortcomings
of the ICT in
English
LanguageUse
 difficulty in relation to the integration and implementation of
technological tools into course syllabus and curriculum
 choosing the best technological tool
 difficulty in finding reliable and acceptable activities for students’
learning styles
 the costs of new technological tools, and devices, insufficient
physical capacity of classrooms
 difficulties in using software or hardware thus need more technical
support
 not enough time to use ICT
 insufficient access to the resources

10. Challenges:
Mafuraga & Moremi (2017)
• the challenges to promote integration of ICT in
classrooms:
• lack of equipment in schools
• lack of ICT skills by teachers
• lack of technical support for the teacher
• some long serving teachers still stick to and firmly
believe in the old ways of teaching hence their
reluctance to accept ICT integration in content
delivery.
faced by Malaysian teachers (Ghavifekr,
Kunjappan, Ramasamy, & Anthony, 2016).

11. Recommendation
Pourhossein Gilakjani, Leong, & Hairul,(2013)
 The technology plan must be closely aligned with the curriculum
standards. Teachers should know what educational approach is
the most effective one when integrating technologies in the
classroom
 Teachers should implement a technology plan that considers
integration strategies along with purchasing decisions
 The computer technology is an integral part of the learning
activity through which skills are transferred to learners. Language
teachers should urge their learners to use technology in
developing their language skills.

12. Recommendation
 Technology experts should provide extra assistance for
teachers who use it in teaching.
 Teachers should create technology-integrated lesson
materials.These materials should concentrate on teaching
and learning, not just on technology issues.
 To facilitate the integration of technology, enough support
and technical assistance should be provided for teachers.
Training should be provided for teachers to learn how to use
and teach it effectively.Teachers also should seek the
guidance from their colleagues who can help them teach
better through using technology.

13. Conclusion
 As the benefits and shortcomings of ICT to promotes
English language use in classroom together with the
recommendation discussed earlier, teachers especially
in Malaysia should be convinced of the usefulness and
advantages of technology in improving learners’
learning. When technology is used appropriately, it can
bring about a lot of advantages to teachers and
learners.

14. References
 Ahmadi, M. R. (2018). The use of Technology in English Language
Learning: A Literature Review. International Journal of Research in
English Education, 3(2), 115-125.
 Çakici, D. (2016). The use of ICT in teaching English as a foreign
language. Participatory Educational Research (PER), 4, 73-77.
 Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016).
Teaching and Learning with ICT Tools: Issues and Challenges from
Teachers' Perceptions. Malaysian Online Journal of Educational
Technology, 4(2), 38-57
 Mafuraga, M., & Moremi, M. (2017). Integrating information and
communication technology in english language teaching: a case
study of selected Junior secondary schools in
Botswana. International Journal of Education and Development
using ICT, 13(1).
 Precintha Rubini, A., James, P. P., Yong, K. L., & Yunus, M. M.
(2019). Hear Me Out! Digital Storytelling to Enhance Speaking
Skills. International Journal of Academic Research in Business and
Social Sciences, 9(2).

16. Electronic learning materials:
Learning materials in electronic format are
most useful when they are directly linked to
the curriculum. The absence of educational
content directly linked to the curricula is one
ofthekeyinhibitorsof ICTuse bythe teachers
and learners.

17. Introduction
Ghazal, Aldowah & Bervell (2018):
educational technology facilitates
learning and improving performance by
creating, using, and managing
appropriate technological processes and
resources.
To link the learning materials in
electronic format to the curriculum,
educational technology for learning
management systems (LMS), will be
handy as tools for student and curriculum
management.

18. LMS
LMS is an umbrella term used to describe
one centralised
 cloud-based or
 server-based software program
that has the core purpose of enabling
learning and teaching (Edmunds &
Hartnett, 2014).
LMS is an online program with a variety
of features that support teaching and
learning

19. LMS :
software application
forthe administration,
documentation, tracking,
reporting, anddelivery
ofeducational courses,
training programs,or
learning and
development programs
https://www.learndash.com/20-most-
popular-learning-management-systems-
infographic/

20. LMS
 Make it easy for educators to create and manage
groups
 educators can join online professional learning
communities
 to ask questions and share tips and stay connected with a
global educators’ community.
 They can keep themselves updated with the most
relevant content for their curriculum
 using such learning tools and technology
 curriculum-integrated and enrichment digital content,
gamification platforms, and language learning with
the objective of enriching and enhancing the
classroom experience.

21. LMS
LMS enable educators to rapidly share
information with other educators in real-time.
The explosion of free and open content and
tools has created an environment of sharing
economy.

22. LMS
Edmunds & Hartnett (2014)
 teachers saw the LMS as a tool for learning and
the way that it was used generally aligned with
the pedagogy that was being used in the
classroom.
 assessment for learning (AFL) was the scaffold
upon which classroom learning was designed, it
was also the framework within which the LMS
was designed and used.
 Ultimately, the LMS was used as a tool to
address the learning needs of students and, in
so doing, supported both AFL pedagogy and
personalised learning for students.

23. E-learning:
benefits
Wu,Tennyson & Hsia, 2010
 a huge potential to enable higher education
institutions to enhance learning and teaching
 improve access to instructional resources and
programmes
 expand instructional opportunities through
online learning
 and reduce the costs of education in the long
term

24. E-learning:
limitation
Wu,Tennyson & Hsia, 2010
 lack of face-to-face interaction with instructors
and classmates
 high initial costs for preparing online courses
 substantial costs for system updating and
maintenance
 students face feelings of isolation, confusion,
and frustration or reduced interest in the
subject matter

25. Blended
Learning
 as a favourable alternative instructional
approach.
 mix of a variety of learning methods for
learning events, often combining face-to-face
traditional learning with asynchronous and or
synchronous online learning.
 as the best feature of online learning and the
traditional classroom.

26. Blended
Learning
 Learning performance using social media in Malaysian
higher education shows a positive result (Al-Rahmi,
Alias, Othman, Marin, &Tur, 2018).
 Their research reported that male and female students’
satisfaction of social media use for collaborative
learning and engagement positively affected their
learning performance, although in the case of females,
they were not fully satisfied with perceived ease of use
and usefulness.
 The study concludes that overall, active collaborative
learning and engagement through social media
enriches the learning activities of students and
facilitates group discussions, and hence, their use
should be encouraged in learning and teaching
processes in higher education institutions.

27. Blended
Learning
Wai & Seng (2015)
 the usage of blended learning not only enhancing
students’ campus learning experiences but providing
quality and friendly learning environment
 but students had problem to download online lectures
and online exercises in their blended learning
 suggested that the usage of online discussion tools
among students and lecturers need to be improved
 the system needs to be up-graded in the future so that
all the online materials will be accessible to the
students
Thus, LMS is the alternative for the educators to have
better system.

28. Blended
Learning
Ghazal et. al. (2018)
 LMS is an information technology (IT) system that
provides flexibility to instructors in building, updating
and maintaining courses hosted online by websites.
 LMS is also identical with an e-learning system in terms
of using the internet website inside classrooms to
promote the instructional process.
 LMS and e-learning have become an essential tool for
stakeholders in education and training.
 The importance of LMS is not limited to effectiveness
and efficiency in teaching in higher educational
institutions but further promotes knowledge sharing and
codification in an effective and efficient manner.

29. Conclusion
 Personally, I do agree the learning materials in
electronic format are most useful when they
are directly linked to the curriculum.
 While the absence of educational content
directly linked to the curricula is one of the key
inhibitors of ICT use by the teachers and
learners can be hindered with the educational
technology for learning management systems,
LMS.
 But still, efforts and interest of the educators
are essential in planning the success of the
usage of these learning materials in electronic
format

30. References:
 Al-Rahmi,W. M., Alias, N., Othman, M. S., Marin,V. I., &Tur, G. (2018).
A model of factors affecting learning performance through the use of
social media in Malaysian higher education. Computers &
Education, 121, 59-72.
 Daud,W. A. A. B.W., Ghani, M.T.A., Bin,A. Z.,Amiruddin, A. A. R., bin
Hassan, A.T., & bintiAbdul, C. A. (2019).The Effectiveness Of E-
Almunawwar As An InteractiveTool For Learning Arabic Language In
Universiti Malaysia Kelantan. E-learning, 3(11).
 Edmunds, B., & Hartnett, M. (2014). Using a learning management
system to personalise learning for primary school students. Journal of
Open, Flexible and Distance Learning, 18(1), [11–29].
 Ghazal, S., Aldowah, H., Umar, I., & Bervell, B. (2018). Acceptance and
satisfaction of learning management system enabled blended
learning based on a modified DeLone-McLean information system
success model. International Journal of InformationTechnology Project
Management (IJITPM), 9(3), 52-71.
 Wai, C. C., & Seng, E. L. K. (2015). Measuring the effectiveness of
blended learning environment: A case study in Malaysia. Education
and InformationTechnologies, 20(3), 429-443.

31. References:
 Wu, J.-H.,Tennyson, R. D., & Hsia,T.-L. (2010).A study of student
satisfaction in a blended e-learning system environment.
Computers & Education, 55(1), 155–164.
doi:10.1016/j.compedu.2009.12.012
 http://www.panworldeducation.com/2017/03/23/benefits-of-
digital-learning-over-traditional-education-methods/
 https://en.wikipedia.org/wiki/Digital_learning
 https://en.wikipedia.org/wiki/Educational_technology

32. Thank you!