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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.
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This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level
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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 ...
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Li pres.ppt
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Language and Power
Language and Technology
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Internet Learning Google
Image: BenefitsofeLearning.jpg
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