A basic presentation on the use of new technologies in EFL/ESL classrooms

1. UNIVERSITY OF CALDAS
MASTER IN ENGLISH LANGUAGE DIDACTICS
Yamith José Fandiño
teacheryamith@gmail.com
October, 2015

2. TECHNOLOGY IN THE CLASSROOM
(Dudeney & Hockly, 2007)
• Computer-mediated language learning (CALL): 80’s on
- Computer programs
- Respond to stimuli on the computer screen
- Tasks such as gapped texts, matching sentences halves, doing multiple-
choice exercises.
- Feedback: from correct/incorrect to explanations and remedial work.
• Technology-enhanced language learning (TELL): 90’s on
- The Internet and web-based tools
- Digital divide: children (digital natives) and parents/teachers (digital
immigrants)
- Attitudes: technophobes (be wary of new technologies) to technogeeks
(technology enthusiasts).

3. 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.

4. 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).

5. NEW TECHNOLOGIES TO SUPPORT
LANGUAGE LEARNING (Kervin &
Derewianka, 2011)
Oral interaction Simulated
environments
Writing interaction
Face-to-face interactivity
and problem-solving
tasks
Voice-over-Internet
Protocol (VoIP): Skype,
Tokbox video chat, ooVoo
or Polycom systems.
Interaction in 3-
dimensional space
Taking on new identities
and creating alternative
existences.
Teen Second life (British
council)
Avatar English (online
language school)
Languagelab (simulated
city)
Written interactions
mimicking oral
conversations.
Rapidity, volume, and
authenticity.
Instant messaging
applications: ICQ, Twitter,
Google talk.
Chat rooms: AOL instant
messenger, MSN
messenger

6. 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.
Voice recording, waveform
comparison, sound and
intonation pattern analysis.
Software application:
GarageBand
Websites: CUP animations,
University of Iowa videos,
BBC website, SCOLA, etc.
Podcasting: a sound file,
sound-visuals-text file, or a
video (vodcast).
Videos: Youtube, Yabla,
Movie Maker.
Supply of authentic reading
materials both motivating
and engaging, but language
demanding.
Online program:
WorldChamp or Academic
Word List Highlight for work
with unknown vocabulary.
Software programs:
inclusion of aural clues, roll-
over prompts, images,
diagrams, animated
processes, etc.

7. 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.
Wikis: collaborative
contributions and shared
repositories of knowledge.
Webquests: online research
tasks
Go beyond textbook drills
and activities limited to
sentence level and
recognition.
Scootle: learning objects
with text recreation.
BBC news: vocabulary on
current news stories.
Concordancers: several
examples in real contexts
(Lextutor)
Macroskills combination in
single online contexts.
Social networking: Facebook
and My Space.
Enriched language-learning
experiences: Moodle and
Livemocha.

8. HOW TO IMPLEMENT TECHNOLOGY
ENHANCED EFL TEACHING (Rozgiene,
Medvedeva & Straková, 2008)
Before During
• 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/responsiblity sharing, etc.

9. HOW TO IMPLEMENT TECHNOLOGY
ENHANCED EFL TEACHING (Rozgiene,
Medvedeva & Straková, 2008)
During
• 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)
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 (blogger)
Posting news, comments, extra resources, class assignments,
learners’ reflections, etc.
- Wikis(pbwiki)
Add, edit, and edit information collaboratively.
- Podcasts (podomatic)
Listen to already made podcasts o produce own ones.

10. 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.