The utilization of ICT in the teaching and learning of English:[] Tell Me More' (original) (raw)
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This study included a qualitative analysis of the content of the teaching courseware that was developed by the Curriculum Development Center of the Ministry of Education in 2003. The objective of the study was to determine the efficacy of the courseware from the perspective of learning-teaching. The results indicated that most of the lessons selected for analysis followed a traditionally linear approach. Furthermore, an analysis of the roles of the learner, the teacher and the courseware showed that the courseware had a domineering role throughout the lesson, instructing, modeling and providing feedback. The teacher's role was reduced to that of a computer operator while the learners followed the instructions of the courseware and were seldom prompted to initiate any communication activity without the stimulus provided by the teaching courseware. The analysis of the data also revealed that the courseware had a lopsided focus on the language skills. Finally, it was found that presenting the materials in the courseware would require a considerably longer time than what is recommended by the courseware developers. The findings of the study may prove helpful for the developers of the courseware in improving its quality in its future revisions.
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The present paper reports the findings of a study that investigated the physical and technical characteristics of the English language teaching courseware in Malaysia. A randomly selected group of English language teachers in Malaysia (n=200) were surveyed to evaluate the courseware. SPSS (18.0) was applied to analyze the data. The results showed that the teachers consider the technical and physical characteristics of the courseware (its technological sophistication and user-friendliness among others) to be of a moderate level. The findings can be useful for educational software developers as well as English language teachers and researchers. More research is needed to find how teachers evaluate the courseware in reference to its pedagogical appropriateness and learner attributes.
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The success of integrating any information and communication technology in education depends heavily on the perceptions of the teachers and the learners who use such a technology. Throughout the world there is awareness of the fundamental role of the new information and communication technologies in the field of language education and training. The present study attempts to investigate the perceptions of Bahraini Secondary Schools English Language Teachers and their students towards the use of information and communication technology for teaching and learning English. The study was carried out during the second semester of the academic year 2012/2013. A questionnaire and interview questions were used to collect data from 50 English language teachers and 200 ESL learners as well. Descriptive statistical techniques were used to analyze the questionnaire data, while interview questions were thematically analyzed. Results obtained from quantitative and qualitative data related to English teachers’ perceptions about integrating technology in their classes, barriers that teachers face in integrating new technologies in teaching English language, and their students’ usages of technology were reported. Also, the data about ESL students’ perceptions and attitudes towards applying information and instructional technology in their language classes were explored and revealed. This paper concluded with recommendations to facilitate the use of information and communication technology in teaching and learning English language in Bahrain Kingdom schools.
2020
The pedagogies of English teaching are rapidly changing due to the advancement of information and communication technology (ICT). According to curriculum 2013, ICT is an essential component that should be integrated into each subject including English. It can be expected that it is essential for the teacher to use ICT in the teaching and learning process in order to help students to achieve a high quality of English subjects. To know the ICT role in the classroom so that this study was conducted to investigate senior high school students’ perceptions toward ICT usage in the EFL classroom. There are two students from the public school participated in Surakarta. This research design was a qualitative method with a case study approach to determine students’ perceptions and their experience in using ICT. Semi-structured interviews were used for data collection. The result indicated that the students perceived ICT usage and perceived access to ICT. Although the students use ICT and acces...
USE OF ICT FOR LEARNING THE ENGLISH LANGUAGE
Nowadays we face a totally globalized world, the system of teaching and learning of the English language still important faces challenges that require be attendant for the actors involved in this educational process; to strengthen this activity, the Technologies of the Information and Communication and the social networks have had a significate influence to motive the learning of a second language, because allow a better critical handling of the information that has available. In such a way that from the previous thing it was proposed to realize a study to know the problematic that the students of the race of International Business have when learning and to use technological tools adapted for the learning of the English language. This research was carried out under a quantitative methodology, descriptive, not experimental and transversal character; it designs an instrument ad hoc that was applied to the 74% of the students of the career of International Business of a Mexican university, who were studying third, fourth, fifth, sixth, seventh and eighth semester. For the interpretation of the results were realized correlations of data and was utilized the T of Student with the crossed boards to find differences between the opinion of the respondents. The results show that, the students with higher age consider that use the ICT and study out of the classroom help and motive the learning of the English language; for its part the 53% opine the they would like to practice the learned in class through electronic games; the 96% prefer watch movies, to the 87% like utilize audios and the 69% prefer utilize social networks and platforms. The above shows a tendency on the part of the students in the use of the technologies, it points out that receive classes in a physical classroom it doesn't always motivate them to learn English, nevertheless, they insure.
Perception of students regarding the use of ICT and learning English
Apertura, 2018
The growing integration of information and communication technologies in education has involved investigating how and under what circumstances and conditions these tools support students in learning a second language. This led to exposing their perception of the use of ICT as a support for learning English. The research was carried out with a quantitative, transversal and descriptive approach. The survey was applied to 162 students enrolled in the International Business career of a Mexican public university. The results show that students perceive positively the use of technologies as support in the learning of English; are aware of how these tools can help them acquire skills to master a second language; however, they acknowledge that they have not yet managed to internalize the use of ICT, mainly those aimed exclusively at the educational process. On the other hand, they consider that platforms, such as Moodle, and some types of educational software do not favor their learning, which makes it necessary to rethink the use of these tools and turn them into a dynamic space to provide greater participation by students.
The Use of ICT Tools in English Language Teaching and Learning: A Literature Review
Language learning and teaching is considered to be a complex process. To make such a complexity easier, well-advanced teaching aids should be available as it is the need of the hour. The recent and great development of the Internet led to a technological revolution in all fields of our life and teaching and learning in which gradually become more reliable are not exception. Nowadays, ICT is gaining a vast attractiveness in foreign language teaching and learning as more educators are embracing it. ICT has its noticeable impact on the quality and quantity of teaching-learning process. In concrete terms, ICT can enhance teaching and learning through its dynamic, interactive, and engaging content; and it can provide real opportunities for individualized instruction (1). The modern classroom environment has changes a lot than the previous-traditional environment due to technology. However, the present paper casts the light on the ICT tools that can help in the development of English language learning and teaching processes to show how technology affects second/foreign language education and how it can be used effectively in the secondary EFL (English as a Foreign Language) classroom; These tools include both web-based tools and non-web based tools and how it can be used in the classroom.
JOALL (Journal of Applied Linguistics & Literature)
The use of Information Technologies (IT) tools has become very important requirements for teachers and students nowadays in achieving academic goals in higher education. The harness of computers, internet, e-mail, multi-media and other IT tools is indispensable and has a great influence on the process of language teaching and learning in an effort to improve the quality of education and to produce best human resources that not only having good competence in foreign language but also possessing great capabilities in the use of Information Technology to face the Industrial Revolution 4.0 era. The study seeks to find out the frequency and the purposes of IT usage by students and lecturers in the English learning environment. A questionnaire containing questions about the frequency and the use of IT in the teaching and learning process was disseminated to the students and the lecturers of the English Literature department at the University of Bangka Belitung. The study reveals that the ...
NOTE FOR EDITOR: Comparative Study Of The Use Of Ict In English Teaching-Learning Processes
The Turkish Online Journal of Distance Education, 2010
The use of Information Communication Technologies (ICT) in cultural, political, social, economic, and academic activities has recently attracted the attention of many researchers and it should now be an important component of the comparative study of education. The present study was conducted to compare the amount and quality of ICT use in English teaching-learning processes among the faculty members of Medical and Non-medical Universities in Kashan, Iran and to explore the dimensions in which the two groups can benefit from one another and from ICT training in this respect. Out of a total of 255 full-time university teachers teaching at medical and no-medical universities in the region, 193 were chosen to participate in the study using a simple random sampling technique and the Morgan & Kritjki table for sample selection. A researcher-made 5-point Likert scale questionnaire containing 50 items was used to collect the necessary data on the amount of access and use ICT in the two env...
Education and New Developments 2019, 2019
With the developing of information age, there is a tendency for many countries around the world to improve the quality of language education with the help of technological tools. This study tries to investigate the influence of virtual learning platform for university students in their English learning as second language. The quantity research was carried out and the participants were 144 second-year English major students coming from the Faculty of Foreign Languages in Gansu Agricultural University in China. By evaluating the data collected by the questionnaire, the results are as following: (1) It demonstrated the students’ perception about using technological tools in studying English; (2) It verified the improvement for students’ English competence with technological tools, especially in speaking and listening; (3) There were evidences that the communication between students and teachers had also been promoted; (4) The autonomous learning was formed when it came to acquire a hig...