THE ROLE OF TECHNOLOGY BASED APPROACHES IN GLOBALIZING EDUCATION (original) (raw)
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is paper aims to analyze the use of technology to English language teaching in the non-native speaking countries and to bring out the problems faced by both teachers and learners of English. ! e rapid development of science and technology such as multimedia technology has o" ered a better tool to explore the new teaching method. In fact, multimedia technology has played an important role in English language teaching, especially, in the non-native speaking of English situations. It also aims to make nonnative speakers of English as language teachers aware of the strategies to use it in an e" ective manner. KEYWORDS: English language teaching, multimedia technology, communicative competence, interaction INTRODUCTION In Nepal and elsewhere in the non-native speaking countries, English is used as a second or third language and for some people the ! rst language. 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Of course, the technology has proved to be successful in replacing the traditional language teaching. # e modern language teachers have new challenges and duties given by the new era. # e tradition of English teaching has been drastically changed with the remarkable development of newer technologies such as multimedia technology. Technology provides so many options as it makes teaching interesting and productive because it has capability to attract the language learners. David Graddol states that "technology lies at the heart of the globalization process; a" ecting education work and culture" (16). # us, technology is one of the most signi! cant drivers of both social and linguistic change. Since there are more and more English learners in Nepal, the language teachers use a variety of teaching methods for e" ectiveness of their experiment. One method involves the use of technology in English language teaching in order to create English contexts. Rana argues, "Technology isn't something that students need to be separated from; rather Crossing the Border: International Journal of Interdisciplinary Studies ISSN 2350-8752(P) Volume 1; Number 1; 15 December 2013 ISSN 2350-8922 (O) Crossing the Border: International Journal of Interdisciplinary Studies 30 it's something that students need to embrace" (12). So it helps the students to get involved and learn according to their interests. It has been tested e ective and has been widely accepted as a tool for English language teaching around the world. In particular, it has been utilized for the upli ment of modern techniques of language teaching. THE USE OF MULTIMEDIA TECHNOLOGY IN TEACHING As the popularity of English is expanding day by day and worldwide, the teachers of English feel the need of change in their language teaching methods. ! ere are teachers who use the "leading edge of technological and scienti# c development" (Young and Bush 2), but the majority of teachers still teach in the traditional manner. However, this paper does not claim that none of these traditional manners are bad or damaging the students. In principle, they are proving to be useful even today. ! ere are many opportunities for students to gain con# dence in learning English who learn the language for more than just fun. For them, to keep pace with English language teaching and gain more con# dence, they have to stride into the world of multimedia technology. Here, multimedia technology refers to computer-based interactive applications that use both the hardware and so ware, allowing people to share their ideas and information. 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This trend features the use of audio, visual, and animation effects in the English language teaching classrooms. Multimedia technology plays a positive role in improving activities and initiatives of students and teaching effect in the classrooms. Elaborating on the scope of technology, Rana argues, "Educational institutions all across the globe have already started implementing technology in education, and Nepal also needs to understand that there's no way to stop the evolution of technology; and rather than working on ways to separate technology from education, we rather need ways to combine them" (12). Thus, technological innovations should go hand in hand with the growth of English and change the way in which we communicate. In fact, the growth of the Internet has facilitated the growth of the English language. In this sense, computers are no longer the exclusive domains of a few individuals, but rather they are available to many. As the English language teaching models change rapidly, there has been a signi# -cant growth of literature regarding the use of technology in English language teaching. ! ese literatures unequivocally accept technology as the most essential part in teaching. Such a tendency has emphasized on an essential role of technology in pedagogy in which technology has been dominant over the teachers. As a result, if we ig-31 nore technological developments, the teachers will never be able to catch up with the new trend, irrespective of our discipline or branch. Here, Rana says, "Teachers need to stop following the same old ways of teaching and experiment and acknowledge that the world is changing and we need education that augments that change" (12). For this reason, it is important for language teachers to be aware of the latest and best equipments and to have all information of what is available in any given situations. Teachers can use multimedia technology to create more colorful and stimulating language classes. ere are many techniques applicable in various forms to English language teaching situations that now threaten "to undermine the classroom completely as a place of study" (Motteram 2). Some are useful for testing and distance education; some for teaching business English, spoken English, reading, listening or interpreting. e principle of teaching should be to appreciate new technologies without taking over the role of the teacher and without limiting the functions of traditional teaching methods. ere are various reasons why all language teachers and learners must know how to make use of the new technology. Most
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