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.
