Challenges to Computer Assisted Language Teaching at University Level (original) (raw)
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English Language Teaching, 2012
This study is based on a survey of the Communicative English Language Certificate (CELC) course run by the Foreign Language Training Center (FLTC), a Project under the Ministry of Education, Bangladesh. FLTC is working to promote the teaching and learning of English through its eleven computer-based and state of the art language laboratories. As Computer Assisted Language Learning (CALL) is becoming increasingly popular in many EFL/ESL contexts, the fully computer based language teaching facilities offered by FLTC can be seen as a significant step towards implementing CALL in the soil of Bangladesh. However, any language course using technology alone may not always ensure the best practices of language teaching and learning; the advantages of technological advancements are to be adapted according to the pedagogic needs of the concerned language course. This paper, therefore, seeks to explore how aspects of CALL are being integrated within a framework of Communicative Language Teaching (CLT). The survey was conducted on 425 learners who had completed the CELC course at the selected four centers of FLTC. This study provides a brief overview of how computers are being used for teaching communicative English. It is found that the trainees gave a positive response about the contents, facilities, and organization of the course but not completely satisfied with the teaching techniques and participants' role as independent learners. It is recommended that there is a need for making the computer based learning materials more accessible to the learners so that they can use them more independently in and outside the language lab.
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In this paper, it is proposed that Communicative Language Teaching (CLT) should be adopted as a method/ approach for English language teaching at University of Sindh, Pakistan (USJP). In the beginning, English language teaching situation at USJP are given in which it is argued that our students study English language but can hardly communicate effectively. The paper further discusses literature review explaining what CLT is, how to apply CLT, misconceptions about CLT, criticism against and defence of CLT. Then, the paper presents analysis and implications of CLT application at University of Sindh. Finally, it concludes with optimism that CLT will equip our learners with communicative competence if adopted properly in USJP. 1. ELT situation at University of Sindh
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Technology Facilitates the Teaching of English Language
Abstract Now-a-days English has become an integral part of academic curriculum. English language serves as a bridge between the students’ years of formal study before joining the course and the professional life during and after the course. It enables the students to confidently face both the formal and informal situations in real life contexts. Of late, the students are in hard need of effective communication skills. They are selected for jobs on the basis of their knowledge of English language, adequate presentational skills, personal skills, leadership skills, managerial skills, time and stress management skills, negotiation skills, communication skills and confidence levels. Therefore, learning English language has been recognized as an ever interesting phenomenon in the fast developing progress of all over the world.
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This paper highlights the importance of technology in teaching English language in Sudanese higher secondary schools. Dealing with computers in reading and writing nowadays is considered as a core element of literacy in the age of information. Many countries in the world have recognized the importance and the great value of using digital technologies in language learning. Teaching English language is a debate that thousands of scholars speak about. A lot of papers have discussed this matter because of its importance and because it is known that teaching is considered the first source of learning language. Gilster (1997) puts the assurance more specifically on digital literacy so as to understand information in a wide range of sources. Although many teachers and curricula designers neglect the role that technology can achieve in teaching English language, using technology to equip the teaching process with many choices, can make learning more motivating and make teaching more product...
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In this study, the students were asked about their perception if the technology they are using helped in improving their English communication skills. In particular the computer skills involved included basic computer operation, word processing and presentation software. The respondents were 3rd and 4th year nursing students, currently enrolled or recently finished computer course and English courses for use in their formal public speaking or case presentation. The result showed competency of the nursing students as they perceived in their computer skills with a mean score of 3.59, 3.48 and 3.21 for basic computer operation, word processing and presentation software respectively. They also believed that computer skills helped in improving their English communication skills with a mean score of 3.34. No significant difference was shown when they were grouped according to year level. The result of the study can be used to improve the English and Computer education of Tobruk University...
Pakistan Journal of Humanities and Social Sciences, 2021
The research was focused on the use of a communicative method of teaching. Through the use of such an advanced approach, students are unable to be considered proficient speakers of the English language. Various factors were highlighted in this research that causes a hindrance in the success of communicative method teaching. It was also identified how this approach can have positive effects on the students that would help them become proficient speakers of the English language (Nazir, Abbas, & Naz, 2020). A 5-point Likert scale was used in the questionnaires that were filled by 100 students of only one private sector in Lahore. The results deducted the positive effects of this approach along with the reasons for its inability to produce proficient speakers and how it can be sorted out.
Impact of Technology Use on English Language Teaching at the Undergraduate Level in Bangladesh
The Journal of EFL Education and Research (JEFLER), 2016
Effective use of technologies in education can enhance both learning and teaching and the introduction of computer into foreign language instruction seems to conform to the statement. This study attempted to explore the impact of the use of technology, such as computer, internet, and multimedia projector on English language teaching at the undergraduate level in Bangladesh. The participants were 4 EFL teachers and 40 undergraduate students studying English as their compulsory study course. The study applied in-depth interview and questionnaire to collect data. The study revealed that use of technologies had a mixed impact on English language teaching; the technologies encouraged and motivated the students to be more connected to their lessons; teachers also felt more confident and classes were more lively and effective in technology applied classroom. It was also found that technologies had some negative impacts too. The study also found that the use of technologies effectively in classroom was not much common in our country and every teacher was not well trained to handle modern technologies too. So, they suggested different sorts of training that would be helpful for them. Finally, this study suggested that trained teachers and assistance of the institutions were important to implement technologies at the undergraduate level.