A presentation on how to infuse ICT in ELT.

1. INFORMATION AND COMMUNICATION
TECHNOLOGIES IN EFL - LA SALLE
UNIVERSITY
Yamith José Fandiño
teacheryamith@gmail.com

2. TECHNOLOGY AND E-LEARNING IN
EFL

3. TECHNOLOGY AND E-LEARNING IN
EFL

4. TECHNOLOGY IN EFL
C.A.L.L
• Computer based
language learning.
• It helps reinforce
learning or remediate
language problems.
• Behavioristic CALL
(Repetition and drills)
• Communicative CALL
(Use of forms and
production of original
sentences/texts)
• Integrative CALL
(Authentic contexts and
multimedia texts)
T.E.L.L
• Technology enhanced
language learning.
• It helps teachers provide
rich input, offer
authentic-like texts and
exercises, and provide
meaningful tasks and
activities.
• Students can order
sequence of materials,
control amount of
materials and regulate
pace of learning.
• It uses laptops, tablets,
software, hardware,
internet, platforms, cell
phones, cameras, video
cameras, etc.
W.B.L.L
• Web based language
learning.
• It maximizes language
and teaching through
Web materials,
resources, applications
or tools.
• It provides information in
different formats using
graphics, sound, text,
and video with links to
other chunks of
information through
using WBLL activities.
• It promotes culturally
authentic and highly
interactive language
experiences.

5. TECHNOLOGY IN THE CLASSROOM
(Dudeney & Hockly, 2007)
Basic ideas
- Use of the computer room for project work or self-study work.
- CD-ROMs for pair- and small-group work.
- Emails and word processing programs for basic class tasks or
assignments.
- WebQuests or podcasts to complement or enhance regular classroom
work.
Technology in language teaching is not new…Tape recorders, language
laboratories and video have been in use since the 1960s and 1970s, and
are still used in classrooms around the world… Although the use of ICT by
language teachers is still not widespread, the use of technology in the
classroom is becoming increasingly important, and it will become a normal
part of ELT practice in the coming years.

6. NEW TECHNOLOGIES TO SUPPORT
LANGAUGE LEARNING (Kervin &
Derewianka, 2011)
A continuum from most spoken (oral interaction where language
accompanies some activity in a shared physical activity) through to most
written (where texts need to be able to be understood by others who
might be distant in time and space…)… A shift from more spontaneous,
unplanned discourse where meanings are collaboratively constructed towards
more heavily crafted, sustained, planned monologues (p. 329).

7. NEW TECHNOLOGIES TO SUPPORT
LANGUAGE LEARNING (Kervin &
Derewianka, 2011)
Oral interactions Simulated
environments
Writing interactions
Face-to-face interactivity
and problem-solving
tasks.
Voice-over-Internet
Protocol (VoIP): Skype or
ooVoo - Cross platform
instant voice and text
messaging.
Taking on new identities
and creating alternative
existences in 3-
dimensional spaces.
Second life (British
council)
Voki (Avatars and
imaginative projects)
Written interactions
mimicking oral
conversations.
Instant messaging
applications: WhatsApp,
Twitter, Google talk.
Chat rooms: Messenger.

8. NEW TECHNOLOGIES TO SUPPORT
LANGUAGE LEARNING (KERVIN &
DEREWIANKA, 2011)
Non-human partner
interactions
Pronunciation Reading
Adaptive and responsive
intelligent CALL (iCALL) using
automatic speech recognition
(ASR).
Self-directed learning programs:
Jabberwacky (Live chat bot),
https://botsify.com/chatbot-for-
education;
https://clustaar.com/chatbots-for-
the-education/.
Voice recording, sound and
intonation pattern analysis.
Software application: Audacity,
GarageBand.
Podcasting: A sound file, sound-
visuals-text file, or a video
(Vodcast) (https://anchor.fm/,
https://www.podcastsinenglish.co
m/)
Videos: YouTube, Yabla, Movie
Maker (Photos app).
Supply of authentic reading
materials.
Online programs or software
programs: Inclusion of aural
clues, roll-over prompts, images,
diagrams, animated processes,
etc.
(https://breakingnewsenglish.co
m/;
https://thecitypaperbogota.com/)

9. NEW TECHNOLOGIES TO SUPPORT
LANGUAGE LEARNING (KERVIN &
DEREWIANKA, 2011)
Writing Grammar and
vocabulary
Integrated learning
environments
Reflective nature and attention to composing
process.
Discussion forums: Asynchronous group
exchanges.
Blogging: Online journals and electronic
portfolios (www.blogger.com).
Wikis: Collaborative contributions and shared
repositories of knowledge (https://slimwiki.com/).
WebQuests: Online research tasks
(https://webquest.org/).
Go beyond sentence
level and recognition
exercises.
Scootle: Learning objects
with text recreation.
BBC news: Vocabulary
on current news stories.
Concordances: Several
examples in real contexts
(https://lextutor.ca/conc/)
Macroskills combination
in single online
contexts.
Social networking:
Facebook, Instagram.
Enriched language-
learning experiences:
Moodle and Livemocha
(https://www.livemocha
s.com/).

10. HOW TO IMPLEMENT TECHNOLOGY
ENHANCED EFL TEACHING (Rozgiene,
Medvedeva & Straková, 2008)
Before Start
• Readiness and aptitude for
ICT teaching.
• School policy and facilities.
• Technical and computer
skills.
• Learners’ ICT profile.
• Assessment requirements.
Word processor
- Practicing basic language skills.
- Designing own tasks and creating forms.
- Providing feedback.
- Working with computer-based documents.
Computer classrooms
- Having internet connection: a tool for
communication and a medium for collaboration.
- Using websites: search, evaluate, plan.
- Using email: assignment submission, language
consultation, role/responsibility sharing, etc.

11. HOW TO IMPLEMENT TECHNOLOGY
ENHANCED EFL TEACHING (Rozgiene,
Medvedeva & Straková, 2008)
Next
• CALL
TELL
WBLL
Partial use of computers,
technology, and web.
- Identify advantages.
- Determine objectives
and assessment.
- Design instructional
strategies.
- Analyze results and
make revisions.
 Language-learning software.
 Review and critique webpages.
 Electronic glossaries and vocabularies.
 Radio and video TV programs.
 Voice recording and recognition.
 Emails and chatrooms.
 Multimedia in lessons and presentations.
 Social media.
 Online and interactive activities.
 Creating digital content: Graphic organizers, memes, gifs,
infographics, photo galleries, Ezines, Comics/Cartoons,
timelines, posts (Pinterest posts, Instagram posts, Twitter
posts), screenshots, polls, flyers, etc.
 Short message service (SMS) and multimedia messaging
service (MMS).
 Digital field trips.
 Gamified learning.
 Learning management systems.

12. HOW TO IMPLEMENT TECHNOLOGY
ENHANCED EFL TEACHING (Rozgiene,
Medvedeva & Straková, 2008)
Later
• Internet-based project
work
Extended Internet used
over a series of lessons.
 Choose a topic.
 Formulate a clear task.
 Select and evaluate
resources.
 Decide on the outcome.
 Provide follow-up and
formative assessment.
- Chat (Skype, Zoom, Microsoft Teams, Google Hangouts)
Real-time communication through task-oriented, informative or
subject based or practice/simulation chats.
- WebQuests (webquest.org)
Web-based search project created by the teachers or by groups
of learners.
- Blogs (www.blogger.com)
Posting news, comments, extra resources, class assignments,
learners’ reflections, etc.
- Wikis(https://www.pbworks.com/education.html)
Add, edit, and edit information collaboratively.
- Podcasts (https://www.podomatic.com/)
Listen to already made podcasts o produce own ones.

13. E-learning

14. E-learning: online teaching and training
(Dudeney & Hockly, 2007)
E-learning or distance learning
The term distance learning originally applied to traditional paper-based distance
courses delivered by mail. Nowadays distance learning includes learning via
technology such as the Internet, CD-ROMs and mobile technologies.
Learning that takes place using technology, such as the Internet; CD-ROMs and
portable devices like mobile phones or MP3 players.
 Open learning: This is one aspect of distance learning and simply refers to
how much independence/autonomy the learner has.
 Online learning: This is learning which takes place via the Internet.
 Blended learning: This is a mixture of online and face-to-face course delivery.

15. E-learning: online teaching and training
(Dudeney & Hockly, 2007)
Virtual Learning Environment (VLE) / Learner Management System (LMS)
/ Virtual classroom
A web-based platform on which course content can be stored (Moodle,
Blackboard, WebCT)
- It is accessed by learners on the Internet.
- Provides content, such as documents, audio and video lectures, and
activities such as quizzes, questionnaires and tests.
- Uses communication tools like discussion forums or text and audio chat.
- Integrated blogs, wikis, podcasts, etc.
- Offers tracking facilities for the online tutor to check Ss’ access and work.
- Provides tools for assessment and grading, with records kept for each St.

16. E-learning: online teaching and training
(Dudeney & Hockly, 2007)

17. References
• Dudeney, G., & Hockly, N. (2007). How to teach with technology. USA: Pearson Longman.
• Kervin, L. & Derewianka, B. (2011). New technologies to support language learning. In B.
Tomlinson (Ed.), Materials Development in Language Teaching (pp. 328-351). Cambridge,
UK: Cambridge University Press.
• Rozgiene, I., Medvedeva, O. & Straková, Z. (2008). Integrating ICT into language learning
and teaching: Guide for tutors. Linz: Johannes Kepler Universität Linz.