* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Teaching English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Teaching English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
The Advantages ofUsilng Technology inSecond Lanlguage E.docxmehek4
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
Digital literacy has been a major concern for people involved in education
sectors including students, teachers and policy makers. Thus, to make the
education in this era more effective to help reach the goals, English teachers
should be digitally more literate. The aims of this study are; 1) to find out
how the digital literacy was implemented; 2) to determine teachers’ attitude
in implementing the digital literacy; 3) to scrutinize the challenges; and 4)
the actions they took to cope with them. Employing a qualitative research
method, this study used a semi-structured interview and classroom
observation to collect the data from two EFL teachers at a junior high school
in Temanggung, Central Java, Indonesia as the subjects. The data were then
identified, categorized, organized, coded, described and reported following
the thematic analysis. The findings showed that they used computer and
smartphone to search for digital information. The teachers exhibited positive
attitudes in the use of digital literacy for EFL teaching. They used syllabus as
a major consideration, understood their position as teachers, developed
effective teaching, implemented multiple literacy and improved the four
language skills. However, issues related to lack of technology, students’
background, lack of time and limited budget were acknowledged as
hindrances in digital literacy implementation. As a strategy, teachers have
therefore developed an early planning and support plan to deal with these
challenges. Finally, this study suggests the need to develop teachers'
technical facilities, technological pedagogy, and policy makers to give digital
literacy more attention.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
Integrating educational technology into teachingBoutkhil Guemide
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The use of computer technology in efl classroom pros and cons (1) (1)
1. The use of computer
technology in EFL
classroom: Pros and
Cons
May 19, 2021
ESEF
2. INDEX:
1 Introduction
2 The integration of educational technology in EFL classroms
3
Advantages of using computer tachnology in EFL
classroms
4 Implication of using computer tachnology in EFL classroms
5 Reviewed literature
3. Introduction
Teaching English as a foreign language field has encountered a great
development in the past couple of years. Having the ability and tools to
integrate computer technology devices inside the classroom had affected
and deeply influenced learners' SLA. Learners could benefit from the
technological tools to facilitate their second language acquisition through
video games, videos, online learning platform and websites that are
dedicated to provide learners with a joyful and fruitful experience of
second language acquisition.
4. Introduction
Research has shown that the use of instructional technology and ICT in
particular in the English language classroom can improve and optimise
students’ language acquisition and substantially motivate them to continue
their learning and stimulate their creativity and passion. Technology in
language learning can boost variety and increase the diversity of learning
environments and opportunities and enhance the quality of the learning
experience by making class content more varied and accessible to almost
each individual learner; thus ensuring more participation and engagement
among learners (Pennington, 1996).
6. Information technology and computers in particular have been
used to implement a large set of innovative teaching practices in the
language classroom. Standards-based approach, competency-based
approach, project-based learning and task-based learning have
largely benefited from web technology and helped students develop
a set of learning strategies and styles that promote autonomous
learning and offer platforms for more individualised learning.
7. Various educational institutions used to provide classes in
language laboratories that enabled learners to implement technology
devices where teachers monitored students’ interaction. Although
the use of technology was very positive in the learning process, it
slowly became unattractive and boring (Singhal, 1997).
8. English language learning websites, Computer-Assisted Language
Learning programs, presentation software, electronic dictionaries,
chatting and email messaging programs, CD-players, and learning
video-clips are different technological tools are applied to help
English language students improve their learning skills.
(Nomass, 2013).
9. Technology can provide opportunities to transcend the
limitations of the traditional classroom context. Online materials
and applications can significantly enhance the types, authenticity
and range of tasks that learners engage in
10. Liu (2009) investigated Chinese non-English major students’
attitudes toward the adoption of ICT into English language learning
to identify factors affecting the adoption of technology in foreign
language education. The findings indicated that the participants
had different attitudes about ICT integrating due to factors
including ICT attributes, cultural perceptions, computer experience
and ICT confidence. In another study, Tri and Nguyen (2012) found
that according to the students, the frequency of using ICT was of
importance.
12. New ways of practicing the SL
The allowance of differentiated instruction
Students' positive attitude toward the SL
Enhances students' SLA
Enhances learners' communicative skills
Breaks learning monotony
15. Dudeney and Hockly (2008) mention that technology is
significant in the EFL classroom because it provides new ways of
practising language and endorses students’ performance. Moreover,
n, Barani, Mazandarani, and Rezaie (2010) also explain that through
the use of media teachers have the chance to expose students to
multiple input sources and can enrich their language learning
experience instead of becoming dependent on their teacher’s
dialect or idiolect.
17. It was found that the use of a VLE allows for differentiated
instruction, that is, the possibility for "teachers to proactively
modify curricula, teaching methods, resources, learning activities,
and student products to address the diverse needs of individual
students and small groups of students to maximize the learning
opportunity for each student in a classroom" (Bearne, 1996;
Tomlinson, 1999, p. 121).
19. Kassim et al (2007) found that the use of ICT in language classes
allows students to develop positive attitudes towards language
learning. Most participant students believe ICT motivates them in
gaining more interest in the learning process. By increasing the
amount of authentic material in the classroom (blogs, podcasts, and
digital videos) and providing students with appropriate skills to
approach authentic material, teachers promote meaningful
interaction, raise students’ interest and motivation; and ensure
more participation and engagement in the classroom.
21. The results of a study conducted by Hussain (2010) revealed
that both high achievers and low achievers of the experimental
group showed significant difference in the mean score. This shows
that even low achievers benefited from the use of ICT in the
language classroom. Researchers recommended that technology-
enhanced teaching environments should be used to enhance
students’ learning and that information technology should be part
of the school curriculum.
23. The process of online communication enables the learners to
actively construct their own perspectives which they can
communicate to a small group. Learners engage in active,
constructive, intentional, authentic and collaborative learning.
Enabling the groups to socially construct knowledge through
communicating and collaborating with others is an important
element of constructivist-based online learning and teaching
(Meyer, 2002 as cited in Aksal, 2009).
25. ICT tools allow teachers to create a different kind of activities to
be performed in class, such as collaborative tasks and workshops
(Paliwoda-Pękosz & Stal, 2015), which can help foster students’
collaboration and motivation. In fact, as Yang and Chang (2012)
claim, “technology has created opportunities for learning to become
a more interactive process between instructors and learners, as
well as among learners” (p. 128).
27. Sweeny (2010) stated two concerns that teachers have about
using technology which are that students will not take the work
seriously and will not use what they have learned in school in their
postings.
Ward (2004) pointed out that although students could be
exposed to a variety of reading materials and genres of writing,
there is a danger that the reading and writing skills that are
developed from scrolling the computer screen lead to an
accelerated but often an inaccurate understanding of the content.
30. When the students have computers in front of them, they tend to
visit other websites and not do the tasks you have assigned for
them.
31. Students tend to focus less when they get too excited about
something.
The problem of students’ distraction
32. The attitude of the students when they have the
freedom to access the internet on their own.
33. the poor connectivity of Internet and limited ICT facilities in
schools Ex:
● the lack of facilities like the projector and individual laptops
● The classrooms that are not equipped with the ICT tools
● The capacity of computer labs that is insufficient.
35. The problem of students’ use of abbreviations in
writing tasks:
Students like to use SMS language in their essay writing.
36. The insufficiency of time for instruction when ICT is
used:
A lot of time will be wasted when we use ICT.
37. Teachers’ capabilities in using ICT to ensure that
students could follow the lesson well:
When you want to use ICT, you need to be good at it.
38. With the growth and spread of information and
communications technology (ICT), a massive interest has
developed in how computers, other devices and Internet
tools can benefit and improve educational processes.
For example : online learning platforms/virtual learning
platforms/course management and learning management
systems
40. Some of the online learning platforms are:
● Google classroom
● Googlemeet
● Edmodo
● Schoology
● Uscovirtual
41. Reasons why the implementation of these
platforms in the ed process are not supported
42. Regard VLEs as challenging and even
uncomfortable. Some teachers may fear exhibiting
a perceived technological weakness when using
the VLE platform in front of students who might be
more digitally savy. As Walker & White (2013)
43. 2-the existence of the digital divide between digital
natives and digital immigrants (
3- Another divide is drawn between technophobes
and technophiles.
44. 4-Another divide includes the impossibility for
some learners to access modern technologies,
whether for economic or cultural reasons. In spite of
belonging to a high-tech era, some students and
teachers do not have equal opportunities to access
the different technological devices available to so
many youth today.
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