The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. It then reviews related literature on studies examining the use of technology in language classrooms. The study aims to identify the technologies used by English teachers and their purposes. A questionnaire was distributed to 30 English teachers, finding that multimedia projectors, presentation software, and developing listening and vocabulary skills were most common. The conclusion states that modern technologies are important for language teaching and learning when adopted through approaches like blended learning.

1. Information and Communication
Technologies in Language Pedagogy
Mr.M.Deivam
M.Sc., M.Ed., M.Phil., UGC-NET., TN-SET.,
Research Scholar (Full Time, UGC-RGNF),
Dept. of Education,
Gandhigram Rural Institute – Deemed University
Gandhigram, Dindigul district,
Tamilnadu – 624 302

2. Introduction
• The information and communication technologies encompass of
hardware and software. It includes storing, retrieving, modifying,
controlling and transmitting and receiving information or data (Moursund,
2005).
• The integration of information and communication technologies in
language teaching, certain conditions have to be met. These include
computer facilities, high speed internet connection, ICT professional and
good infrastructures needed (prani, 2004).
• Apply the technology in language classroom in order to get result and
bringing the different approaches to the tackle the problem; with the help
of technological tools, teacher can send, store, process and receive
education information from one place to another (Buseni, 2013)

3. Review of related literature
• Arifah.(2014). Study on the use of technology in ELT classroom: Teachers perspectives; the
main aim of the study was to find out the use of multimedia and internet in classroom and how
they are using ELT skills and system. The survey method adopted (both quantitative vs
qualitative) for the study. The respondents of teachers selected from the colleges in Dhaka city,
Bangladesh. The tool adapted questionnaire, observation, and focus group interview, the
questionnaire consists of 18 items, 5 were closed ended and 13 were open ended questions. The
finding of the study reveals that, few colleges are using technology to teach language.
• Shen and Suwanthep (2011) stated that in china, English speaking is the most difficult skill by
language learners, so find out effectiveness to this issue, researcher added new technologies like
language lab, uses of internet, and chat for 18 weeks and result of the study showed e-
learning had positive effects on improving students speaking skills.
• Ming. (2009) in a recent research in China conducted study on effectiveness of web based
instruction on who learned English for specific purpose. Students were learning one semester
through network based course of English. The findings of the study revealed that, Net work
based course developed the students attitude of learning English skills and uses of
internet technology.

5. Need and Significance of the study
• English is being used as a link language throughout the world. In our country it is being used as
a link language in all domains of life, especially in the field of trade and commerce. Every region
of our country has its own regional language, so English is used for inter-regional
communication. In today’s context of globalization, the number of people travelling to distance
places has increased, making the world come closer. This warrants the use of some
international language and English is the most prominent and popular among such languages.
Technology integration is needed in language classroom especially a country not having
English as mother language. Computer is helping many ways to students to develop Listening,
Speaking, Reading and Writing (LSRW) skills. The use of technology has remarkably
changed the English teaching techniques. Today learners are also digital natives but
teachers are digital immigrants. Lets teachers learn new technologies and use those
technologies in language pedagogy.

6. Statement of the problems
• In India, almost all the universities using English as
official language both teaching and administration; the
use of technology and medium of the education is mostly
foreign language. Many rural students lacking English
language and they fail to get admission in reputed
universities. Therefore, technology uses is needed in
language classroom. Hence, study entitled ”Information
and Communication Technologies in Language
Pedagogy”

7. Variables of the study
• ICTs are independent
variable and English
teaching teachers are
dependent variables.

8. Definition of the terms
• ICTs
• ICTs stand for Information and Communication Technologies. It provide access
information through telecommunications. It includes computer, mobile phone,
internet, wireless network and other communication mediums.
• ELT
• ELT stands for English Language Teaching, it improve the students language
skills and equipped them with everything they need to succeed in education, in the
workplace, and in life.
• Language pedagogy : Art of language teaching

9. Objectives
• To find out the technologies using in
English Language classroom teaching
among university / college teachers
• To explore the purpose of using
technologies in Language classroom
teaching
• To identify the different language skills
taught by technologies

10. Hypotheses
• What are the technologies being used in 21st
century classroom?
• Why techno-pedagogy in English Classroom?

11. Methodology
• The survey method
was adopted for the
study.

12. Sampling technique
• There are 30 respondents of English
teaching teachers recorded the
answers from universities and arts
and science colleges in India by using
purposive sampling technique.

13. Tool
• The questionnaire was developed,
structured and validated by Arifah (2014),
Department of English and Humanities,
BRAC University Dhaka, Bangladesh. The
investigator used the tool to collect the
data from respondents.

14. Data Collection Procedures
• The investigator adopted the online survey
and designed the questionnaire in Google
docs and sent it by email and WhatsApp
to all the respondents in India.

16. Data Analysis and Interpretation
Name of the technology Responses Percentage
Multimedia projector 30 100%
Internet 15 50%
Presentation software 27 90%
Word processing 21 70%
Digital Video 19 63.33%
Web page 15 50%
E-mail 17 56.66%
Video conferencing 0 0%
Interactive whiteboard 14 46.66%
Others, example Online dictionary,
digital dictionary
10 33.33%
Uses of technology in Language
Classroom

18. Skills and System Responses Percentage
Speaking 15 50%
Listening 24 76.66%
Writing 19 63.33%
Reading 16 53.33%
Grammar 15 50%
Pronunciation 17 56.66%
Vocabulary 21 70%
Technology usage for skills and system

20. Major findings
• 30 (100%) respondents are using multimedia projector.
• 90% of the respondents are using presentation software.
• 75% respondents stated that using technology in English
language classroom for developing listening skill and
vocabulary
• The purpose of techno-pedagogy enhance the students
attention, active learning, enhance the retention,
developing digital skills, create interest, promote
language acquisition, sustain attention in the class,
better understanding, active participation, etc.

21. Educational Implication
• ICT promote independent and engaged learning
• Learner attainment and outcome will improved
• Internet provide flexible learning environment, students
learn, access the material anytime and anywhere.
• Technology enhances the LSRW skills in the language
classroom.

22. Suggestion to further studies
• Same study may conduct with large number of samples
• Poor language skills students fail to get admission in IIT, IIM,
Central Universities etc. Hence, school studies onwards enhance
the English language skills via techno-pedagogy.
• Provide materials in electronic form and assign the online
assignments.
• Teachers can create content talking books.
• Teacher may use cloud application for language teaching
• Teacher may use video conferencing and e-Learning Management
System (e-LMS) for language teaching.

23. Conclusion
• The new and modern technologies are inevitable in language teaching and
learning. Present teachers are using technologies in ELT classroom like
multimedia projector, internet, presentation software, word processing,
digital video, web page, E-mail, video conferencing, Interactive whiteboard
and other online dictionaries, electronic dictionaries etc. but teachers often
used LCD presentation, word processing and internet in language
pedagogy. Teachers were used technology to develop different skills and
system like listening, speaking, reading, writing, pronunciation and
vocabulary but teachers often used technology to develop listening,
speaking and vocabulary enrichment. 21st
Century teachers adopt ICT
based approaches like blended learning, flipped learning, cyber
learning, virtual learning etc. to make the students proficient in foreign
language for their betterment in life.

24. References
• Arifah. (2014). Study on the Use of Technology in ELT classroom: Teachers’ Perspective. Department of
English and Humanities. December 2014. BRAC University, Dhaka, Bangladesh. Published dissertation
• Buseni, J.(2013). Effect of information and communication technology on secretaries performance in
contemporary organizations in bayelsa state, Nigeria. In Information and Knowledge Management. Vol.(3)5.
• Devaki.N.(2015). Task Based Language Teaching: An Innovative Strategy. Germany: Lambert Academic
Publishing.
• Devaki.N.(2015). English Language Pedagogy. New Delhi: Kalpaz Publications
• Irine Ivy, T. (2011). Technology and the Language Teacher. The Arts Faculty Journal, (July
• 2010-June 2011), 206-223.
• Ming.Z.(2010). A Case study of Technology Integration in an EFL Classroom, Asian ESP Journal, 6(2), 150-178.
• Moursund, D.(2005). Introduction to Information and Communication Technology in Education. Retrieved from
on july 10, 2017 pages.uoregon.edu/moursund/Books/ICT/ICTBookpdf.
• Pirani, J. (2004). Supporting elearning in higher education. Educause Center for Applied Research.
www.educause.edu/ecar/.
• Shen, L. and Suwanthep. (2011). E-Learning constructive role plays for EFL learners in China’a tertiary
education. Asian EFL Journal, 49(1), 4-29.
• Sivarajan.K et al. (2007). Information and Communication Technology & Communicative English. Calicut: Central Co-
operative Stores Calicut University.