ICT in teaching and learning English language Research Papers (original) (raw)

Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. These statistics were compared with

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- Languages, Teaching and Learning, Second Language Acquisition, Languages and Linguistics

A great article from HBR made into an English lesson for students to improve their skills in the language.

The objective of the ICT for Language Learning conference is to promote the sharing of good practice and transnational cooperation in the field of the application of Information and Communication Technologies (ICT) to Language Learning and Teaching. The ICT for Language Learning conference will also be an excellent opportunity for the presentation of previous and current language learning projects and innovative initiatives.

The issues of Autistic and Asperger Syndrome (hereafter ASD) adolescents were selected because personal observations show that Japanese from these populations may have an interest in becoming learners in an English as a Foreign Language (hereafter EFL) setting. The knowledge gained from the literature review and interview with a psychology professional/educator will find immediate application to educators currently working in an EFL setting with ASD adolescents. The knowledge can also find application with ASD adolescents from collectivist cultures that are currently living in the United States. These adolescents may have come from countries outside the United States because a parent was transferred to the U.S. subsidiary for a few years. Or the parents may have decided to immigrate to the U.S. The knowledge will also find application to future American Child & Adolescent specialists with an MS in Psychology planning to work in Japan or other collectivist cultures in the Asian region.
The educational and psychology professional was selected for her expertise as a psychology educator and clinical developmental psychologist in the fields of Autism and Asperger’s Syndrome in Japan. Professor Miwako Hori is attached to the Faculty of Child Development, Department of Clinical Psychology at Nihon Fukushi University in Japan. She has been a full-time lecturer at Nihon Fukushi University since 1999. Professor Hori also holds numerous advisory positions in various governmental and educational organizations in Aichi Prefecture, Japan (Nihon Fukushi University, 2013, p. 1).

Knowing that writing is a crucial but challenging language skill in both academic and career lives, researchers have continually explored ways to facilitate learning and teaching of writing at different educational levels. This experimental study investigates the impact of using mentor texts in undergraduate writing classes on the students' writing proficiency. A quantitative, pre-posttest experimental design was used to achieve this purpose. Based on the strong relationship between reading and writing, and stemming from the modeling approach to learning, mentor texts are tested as potential tools in teaching word choice, sentence structure, and organization for Arab university undergraduates studying English as a foreign language. This is done by examining expository essays written by 128 female students before, during, and after the fifteen-week study period. The subjects are divided into control and experimental groups. A non-parametric Friedman test of differences among repeated measures is conducted and rendered a Chi-square value of 125.242 which is significant (p<.01). Comparing the scores of the three components of the essays, which are word choice, sentence structure, and organization, resulted in the finding that mentor texts could be an effective strategy to teach these three writing traits to undergraduate students.

This paper is not meant to explain how a hybrid lesson works or can be planned in detail, nor is it meant to show how to implement flipped classroom model. This paper just tries to emphasize the importance of hybrid learning within the constant fast change that is widening the gap between old teaching methods and modern learning settings and tools. If we don’t conquer technology now and exploit it for the efficiency of education, it will simply ruin the future of our (addicted to mobile devices) kids.

Flora Floris and Willy Renandya present some ideas on using the SAMR model for transforming speaking and writing tasks.

economic progress in the ICT (Informational and
Communicational Technologies) supported world of
atypical teaching and learning methods, as well as the
learning environments, has been rapidly developing
recently. At the same time, students’ roles and their
characteristic way of life can mainly be followed by different
controlling and assessing systems. The author has brought
ICT-based methodic opportunities and technical supports
that are inherited in electronic learning environment into
focus in this study, considering the solutions employed for
the conveying, practising and controlling of new
information and knowledge. In the era of educational
systems, which seem to be reformed on a daily basis, besides
educational and teaching functions, one should pay
increasing attention to the results of students and graduates.
The reason is that this determines the opportunities they
will have to continue their studies or their chances of
establishing themselves in a job. The results obtained are
naturally not only issue in the learning environment or
teaching methods, but they can firmly be influenced by
numerous different factors like learning habits, ways of
learning, and attitudes.

В статье рассматриваются особенности осуществления контроля и обратной связи в обучении иностранному языку в условиях техногенной среды. Образовательный процесс трансформируется под влиянием внедрения и активного применения цифровых технологий. ИКТ-насыщенная среда позволяет реализовывать новые модели взаимодействия между преподавателем, обучающимися и цифровыми инструментами, обогащает фонд заданий и расширяет ряд возможных форм контроля и обратной связи. По мнению авторов, автоматизированный режим оценивания результатов усвоения знаний находит применение как в условиях внеаудиторной работы, так и непосредственно на занятиях в рамках технологии Bring Your Own Device (BYOD). Автоматизированный контроль способствует интенсивности образовательного процесса, позволяет всем его участникам выбрать удобный режим работы, обеспечивая им мгновенную обратную связь, тем самым позволяя осуществлять самооценивание и саморефлексию собственных действий.
Особого внимания при обучении иностранным языкам заслуживает технология чат-ботов. Чат-боты имитируют действия человека и способны выполнять стандартные повторяющиеся задания. Возможность интеграции в социальные сети и мобильные технологии, а также широкий диапазон использования объясняют все большую популярность ботов.
В техногенной образовательной среде технологии могут быть основой взаимодействия, взаимного редактирования и оценивания студентов при организации совместных проектов. В данном случае обучающиеся получают обратную связь не только от преподавателя, но и от других студентов, повышая мотивацию к самостоятельному обучению. Таким образом, автоматизированная проверка, самооценивание и взаимооценивание позволяют не только выявить проблемные области у каждого студента, но и создать индивидуальную траекторию обучения, что повышает эффективность обучения иностранному языку.

El artículo explora teóricamente el uso de redes sociales en la enseñanza y aprendizaje de idiomas. El objetivo es conocer su presencia en la disciplina. La literatura permitió observar las redes sociales existentes y motivos que evitan que sean integradas al plan de estudios. Inicio definiendo redes sociales y explorándolas en tres niveles: educación, enseñanza y aprendizaje de idiomas, y aquellas especializadas en la disciplina. Después se exploran factores de su limitada implementación: institucionales (planeación y decisiones colegiadas), personales (contar con acceso a dispositivos e Internet) y pedagógicas (poseer habilidades y destrezas para usarlas). Las conclusiones mencionan que la implementación está creciendo, mejorando planeación y encontrando áreas de oportunidad.

This research aims to reveal Fagin’s criminal thought in Charles Dickens’ Oliver Twist and to examine the factors that influence Fagin’s criminal thought presented in the novel. This research is classified into library research. The subject of the research is Oliver Twist , Charles Dickens’ fiction novel. The novel is used as the primary source, while books, journals, and articles related to criminal thought theories in psychology were taken as the secondary source. A psychological approach is applied to analyze the data. The collected data were analyzed qualitatively. In analyzing the data, the researcher took five steps. The data were collected from reading and re-reading the text, identifying those that embody criminal thinking, categorizing them based on the objectives of the research, comparing them to the theoretical frameworks, and finally interpreting them using a psychological approach. After conducting the research, it can be drawn some conclusions; first, by seeing the ei...

- by Rahmi Munfangati
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- Sociology, Ideas, ICT in teaching and learning English language
- by Sasa Podgorsek
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- ICT in Education, LSP, ICT in teaching and learning English language

Proceedings paper in conjunction with the opening keynote address on the 2019 conference theme of Global Digital Society: Impacts on Humanities and Social Sciences. The topic of disruptive technology and our calling suited the author's background in online education and international faculty development. The author has also worked for the impact to go the other way, from the Humanities and Social Sciences to new technologies, which tend to be rudderless or even dangerous unless guided by ethics and, in education, pedagogy. Thus the paper recommends interdisciplinarity and outlines the history of e-learning.

- by Steve McCarty
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- Ethics, Humanities, E-learning, Interdisciplinarity

Get students to rewrite a full paragraph in different time tenses

Information Communication Technology (ICT) has been revolutionising the Teaching and Learning (T&L) of English as a Second Language (ESL), and moreover it has created an impact on the process of T&L of ESL. The teachers of English Language need to get equipped with the technical knowledge to make use of the advantages provided, to enhance the T&L environment. In order to ensure that the potentials made available by ICT, language teachers have to make the best possible use of what is available. This paper aims to focus the facilities provided by current Information Communication Technology (ICT), and the revolution it has made on English Language T&L and in addition this paper makes an analysis of the teachers' knowledge of content, pedagogy and technology in enhancing the process. The Net puts forward a numerous facilities which can be utilized more effectively for the purpose of T&L of English Language. The process of T&L English Language in the recent times as like other fields relies on the technology too; hence the teachers of ESL require technical knowledge in addition to the content and the pedagogical knowledge. The technical knowledge in this context doesn't mean the in depth knowledge of technology but the knowledge to apply ICT in enhancing the T&L of ESL. Introduction: The Technology Assisted Learning (TAL) and the Technology Based Learning (TAB) are now broadening the possibilities of rich T&L environment. The ICT is now the integral part of T&L as an aiding tool, inside and outside the classroom. The fascinating aiding tools make the learners to participate enthusiastically in the learning process during the course of their study by which the learners realize that learning is a lifelong process. The learning process does not end within the class room; it has to be made to continue outside the classroom. The ICT provides the same as the above, there is too much to learn, and not enough time to learn half of it. The learner who wishes to learn has to initially learn how to do it, and has to build up his or her confidence in their ability to do it. Since the youngsters of the modern world are so techno-savvy, guidelines to use the technology is not at all required.

In the modern language learning scenario, language learning and language acquisition experience can be enriched outside the classroom where students can engage in interactive activities. This is enabled by Web 2.0 tools such as blog, twitter, and computer mediated communication tools like email and chat. Web 2.0 tools can unlimited space and time for students. Blog as one type of Web 2.0 tools can be designed to manage the learning and acquisition environment which provides learning materials, relevant learning resources, and online discussion. This paper reports on the impact of a “Learning Management Blog” (LMB) environment on students’ experience of language learning and language acquisition. The LMB was designed to function as a language learning platform for a particular group of tertiary students. Supplementary course materials that matched the objectives of the course were uploaded to the LMB. This qualitative study involved 30 Malaysian undergraduate ESL students at local university. A semi-structured interview was carried out to elicit responses from the students; then the recorded data were transcribed and analyzed qualitatively. The findings of the study revealed that the LMB has proven to be a useful tool to facilitate the language learning and language acquisition processes among the participants. The students had opportunities to use the language learning materials in the LMB as well as interacting with each other in the discussion forum. The learners developed their independent learning interest and motivation to use the English language learning materials and participate in the LMB environment.

FIRST COURSE IN ENGLISH CERTIFICATE CAMBRIDGE UNIVERSITY-2015

Algeria joined the International Maritime Organisation in 1963 and has ratified all the international maritime conventions. It has also taken official measures in relation to the use of English for maritime communication by Algerian ship crews and port personnel. However, little is known about language practices in general and English language use and needs in particular of the Algerian port regulation staff (port officers, safety officers, radio officers, pilots). The aim of the present paper is to explore language practices and needs of the port regulation staff in the Port of Bejaia. The investigation adopted a case study methodology with non-participant observations and ethnographic interviews as the main instruments for collecting data. Three port officers, two pilots and two radio officers accepted to be interviewed. The findings of the research revealed the coexistence of five languages in the port of Bejaia, each being used for a different purpose and with a different category of interlocutors. English is used in seven main communicative events, in which Algerian maritime officers and pilots interact with foreign seafarers of diverse nationalities and for a variety of topics and purposes. The findings of this research can be used to design an ESP course for Bejaia's port regulation personnel.

This chapter presents a multi-method qualitative study of an active blended learning (ABL) activity in an undergraduate English for academic purposes program at a North American university. The purpose of the study was to understand how instructors facilitated ABL in five online book clubs. The community of inquiry (CoI) framework is used to analyze the comments and posts in the book clubs. This data is discussed with data from interviews with three case study students and four book club instructors and data from a CoI student survey. The findings indicate that instructor book selection, questions, scaffolding strategies, modelling, and manner significantly mediated student perceptions regarding their engagement, participation, and interaction in the ABL activity, specifically whether students scaffolded each other's learning, read extensively, and practised academic reading strategies. Implications of how instructor pedagogy mediated student perceptions about their participation and learning in the ABL activity are then presented.

- by Chris Harwood
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- Education, Instructional Design, Educational Technology, E-learning

This paper reflects how an English language teacher can capitalize on the resources available and skills of the learners in a creative and innovative manner in our UG classrooms. It also reports how the objective of language learning was met by encouraging a group of ESL learners at the UG level in one of the classrooms. The scarce physical infrastructures and lack of advanced ICT in many of our classrooms must not be a hindrance for an enthusiastic teacher though sadly it is one of the major hurdles that we are facing today. The learners were the active generators of the language learning materials in the target language-General English as it is called. Promoting collaborative tasks in the classroom provides space for peer interaction and learning thus increasing the learner's motivation and production of the target language. This small scale action research has produced desired effect in the classroom of 85 students and suggests that active facilitation by the teacher helps ESL learners at various proficiency levels.

A few activities based on an article for basic and intermediate level students of the English Language

ICT role in education nowadays is not only important, but also effective; its advancement allows a vast opportunity to be explored by EFL teachers into the EFL classroom. This action-research study envisioned and carried out from our teaching practice basis with English language B1 level students at Weisheit institute. Observation and instruments Implementation stages determined the positive impact of the integration of Wikis in EFL classrooms and how cooperative writing processes eased and helped the students improve their writing performance. Indeed, taking into account as a main strategy the " ICT " as a tool to improve teaching practices. This research was conducted through mixed-method approach and included a methodical process through data collection of journals, pre and post writing tests, semi-structured interviews and aptitude test. Of course, by looking upon that the application of these instruments helped us identify certain points of particular interest providing self-reflection on our own teaching-learning processes regarding as main problems; lack of writing skills, lack of vocabulary, grammar mistakes and writing inaccuracy. The strategies implemented had to do mainly with the integration of Wiki websites as a pedagogical instrument to improve writing skills through pre-writing eye-catching elements such as videos implementation in order to trigger motivational writing processes.

This article considers Jalal Al-Ahmad and Elizabeth Braddon as writers whose fictions voiced attitudes towards poverty and motherhood. Two women, to get rid of poverty, have to get rid of their children in order to remarry. These two women consider remarriage as their only way to happiness and each one deems her child as an obstacle and gives up her motherly affection for her child. The study of this common subject in two different cultures is justifiable from the theory of comparative literature. Thus, aim of this paper is to examine these two English and Persian works from the theory of confluence so as to show the differences and similarities. The method of this paper is based on comparative literature ofَ American School which regards confluence as point of investigation and does not deem direct influence of one author on another as a point of departure. That the two authors have used one similar subject is a condition for their study and comparison in this school.

International Conference on Education, Pedagogy and Technology (EDUPT 2022) will act as a major forum for the presentation of innovative ideas, approaches, developments, and research projects in the areas of Education, pedagogy & Technology. It also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.

The growth of English and its further implementation in various domains have become more and more vital in Algeria. Learners are highly interested in the English language and its use effectively and appropriately. Thus, the ability to use English adeptly is essential if language learners are to achieve communicative competence to develop pragmatic competence. Many researchers have tended to heed largely on the teaching of pragmatics rather than on how students acquire pragmatic competence. Its importance has been increasingly carried out, but a few researches on how to achieve it have been done. For this reason, this study investigates students' use of language learning strategies (LLSs) to improve pragmatic competence and to enhance the learning of English as a foreign language as well. It aims also at raising learners' awareness of the importance of pragmatic knowledge and LLSs for classroom instruction. To carry out this investigation, a sample of 10 pre-intermediate, 10 intermediate and 10 advanced learners was taken. To collect data, a questionnaire was given to students in which, they are asked to fulfil the LLSs they think are necessary to improve their pragmatic competence. The results showed that applying LLSs, namely, direct strategies could help them achieve communicative competence and hence become pragmatically competent learners.

- by Lawrence Zwier
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- Second Language Acquisition, Linguistics, Corpus, Foreign Language Teaching

DOI: https://doi.org/10.24853/elif.1.1.9-22 Citation APA Style: Eviyuliwati, I., Dzikrika, D. K., & Hasibuan, B. (2018). The Effectiveness of Morphological Analysis Technique in Teaching Vocabulary. English Language in Focus (ELIF), 1(1),... more

Hubbard (2007) noted that contemporary language teachers not only need to have competent theoretical knowledge and social power, but they must also be responsible for the maintenance and growth of their technological proficiency. In this article, I report on my summer holiday professional development experience becoming a certified Google Educator. Soon after I started this journey, I discovered that a Google Educator’s training
does not simply amount to a lesson on search strategies or using Gmail; Google offers a range of powerful, free educational tools or apps that teachers can take advantage of in their language classrooms. Google Forms (see Milliner & Flowers, 2015), Google
Sheets, Google Docs (see Firth & Mesureur, 2010; Suwantarathip & Wichadee, 2014), Google Sites, Google Maps (see McMillan, 2013), YouTube, Google Draw, and Google Hangouts are all examples of the great tools available (see Figure 1). As I began training on how to effectively use each one of these tools, I quickly realized that I needed to become more than competent at using each one should I want to pass the Google Educators’ test and become an accredited Google Educator.

This article takes a closer look at the notion of “anywhere anytime” learning as viewed
through the lens of Ecological Constructivism, the paradigm put forth to explain contextembedded
processes of learning (Palalas 2012), and instantiated here by mobile-assisted
language learning (MALL). Starting with the theoretical framework of MALL and presentation
of Ecological Constructivism, the discussion delves into the concept of the flexibility of mlearning
and its constraints. A MALL Task Typology is proposed to outline the basic variants of the timeplace-grouping
interdependencies and highlight their significance in mlearning design and
practice. MALL tasks and activities that exemplify the time-place-grouping options are offered
along with practical guidelines pertaining to the design of MALL applications.

This paper involves researching, reading, analyzing, evaluating, and summarizing related scholarly literature about research methods used in teaching grammar, utilizing educational technology as one of the research learning sources for future related research. First, the reviewed scholarly article describes how the writers conducted their research. Then, using descriptive analysis, varieties of research methods in teaching grammar utilizing educational technology are investigated. Among the investigated research methods are quasi-experimental, phenomenology, ethnography, true experimental, pre-experimental, descriptive, mixed method of an exploratory study, mixed method of explanatory study, case study, survey method, classroom action research, and collaboration research. However, due to the limited space, the paper only describes popular methods of quantitative approach, including quasi-experimental, pre-experimental, true-experimental, survey studies. Besides, the qualitative approach involves case study, descriptive study, and phenomenology. Also, one of the most popular mixed-method used is explanatory study. The description of each method is supported by examples found in international and national journal articles published worldwide. This paper is expected to be beneficial to readers and researchers in English language teaching (ELT) worldwide.

Activities on Nouns and Pronouns for ESL students

A full book with activities for students to work on all skills in order to improve or learn the English Language

In the present study, an exploratory approach (Oxford, Cho, Leung & Kim, 2004) to language learning is adopted which holds that the number and type of strategies used by Iranian learners might vary with respect to the difficulty of task and their L2 proficiency. In this regard, the term task is defined, its leading dimentions and charecteristics are put forward, and the nature of learning startegies is touched upon. In cosequence, a new direction of strategy assessment; namely, task-based strategy assessment is focused on to investigate the relationship between task presence and difficulty and the use of reading strategies. The employment of reading strategies was perused via a strategy-frequency questionnaire in which the subjects themselves reported their strategy use after completing some language tasks. The results revealed that neither task difficulty or proficiency level alone, nor their interaction had a statistically significant effect on the reported frequency of reading st...

The present study was an attempt to explore the effect of teaching writing through critical thinking and multiple intelligences on the Iranian students' writing ability. In doing so, 120 students of RAD university took part in the study. The pre-and post-test of writing was used in order to collect the data. Critical thinking strategies aimed to develop the students' cognition to raise their own questions regarding the writing tasks and be able to create their own statements through logical reasoning and evaluating their statements by sharing their responses with their peers. Multiple intelligences inspired from Gardner's (1983) theory was also applied as a technique to help students' writing. The focused intelligence types included linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Quantitative analysis revealed that critical thinking strategies had significant impact on the students' writing ability. However, only linguistic and interpersonal types of intelligence resulted in the students' significant improvement in writing. Findings contributed to use of critical thinking and multiple intelligence to develop students' potential in writing.

This article highlighted the computer mediated communication skills students need to become lifelong learners in an information society. Among these skills are the abilities to: use technology tools to enhance learning; use telecommunications to collaborate with and interact with peers; use technology to locate and collect information from a variety of sources; and use technology for informed decision-making. The need to master the English language has always been a never ending
quest especially among ESL adult learners in Malaysia. Mastery in the language will not only enhance academic achievements but promote one’s status in the community. Despite the many years of learning English command of the language among Malaysian ESL learners is still yet to be desired. This paper thus presents the findings of an innovative approach to learn the English language the technology way. Using an online platform that is freely available in the Internet participants comprising adult TVET teacher trainee of Universiti Tun Hussein Onn Malaysia took part in an online discussion using the English language via the Internet for a semester. Findings of the study
revealed that the online platform has helped the students improve themselves in many aspects of the learning process. There was an increase in confidence and frequency of use of the target language, improved thinking ability and least but not last provided joy for learning the English language.

English for Specific Purposes (ESP) has always been a source of concern for ESP scholars in developing the learners" professional skills one which is their speaking proficiency. Inspired by implementation of ESP speaking tasks, the current study investigated the impact of speaking tasks on the speaking proficiency of Iranian cabin crew members in the safety emergency procedure course. The participants in the current study were 60 Iranian male and female cabin crew members selected from 100 cabin crew members at Mahan Airline. The took Oxford Placement Test (OPT) to homogenize their proficiency level as intermediate ESP learners, and they were randomly assigned into the experimental group and the control group with 30 participants in each group. In the course of the study, the participants in the control group were taught via traditional method of Mahan Airline curriculum while the participants in the experimental group were taught through in-flight group discussion as their treatment. To compare the speaking performances of the two groups, a pre-test prior to the treatment and a post-test after the treatment were administered. The results of the study revealed that using speaking tasks, which were applied through in-flight discussions on safety measures during the flight, could pave the way for the cabin crew members to improve their ESP speaking proficiency.

Разглеждат се възможностите на различни технологии за поддържане на електронно портфолио на студенти от педагогическите специалности.
под редакцията на приф. Д. Стойчева
Електронното поргфалио е резултат от проект на катедра Методика на чуждоезиковото обучение, Факултет по класически и нови филологии, Софийски университет „Св. Климент Охридски“, финансиран от Софийския университет по Договор за научни изследвания 170/08.05.2013 г.

- by Anelly I Kremenska
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- ICT in Education, Pedagogy, ICT for Development, Teaching Methodology

E-Learning environments require policies balancing
different expectations of participants and considering how the users
perceive ethics during online learning. The emergence of the information
age has changed the world forever. The Internet and frantic growth in
communication technologies have had one of the most profound and
visible effects of any invention in modern history. Web technologies
have changed how we communicate, how we make purchases, and how
we learn and educate ourselves. There is a strong belief in the
education community that the traditional teaching-learning models do
not scale to meet the new challenges created by emerging technologies.
E-Learning provides all the necessary tools to meet those challenges.
E-Learning is available to anyone, anywhere in the world; all a learner
needs is the access to a Web browser. E-Learning is described as
online delivery of information, communication, education, and training.
E-Learning is also a good example of the convergence of the learning
and the Internet. While the global increase in the use of the Internet
has provided numerous benefits to our colleges and universities, it has
also extended traditional problems of cheating, plagiarism, and violation
of privacy, vandalism, theft, and spying into the cyberspace. Although
E-Learning has provided the learner with all the freedom to access and
manage information, it has also created new issues around ethical
learning practices, personal integrity and accountability. This paper will
discuss various issues in an E-Learning environment.
Keywords: E-Learning, Internet, Communication, Ethical practices,
Accountability.

A lesson on Culture for English Language Students to practice their communication skills.

The present study was an attempt to explore the vocabulary learning strategy preferences among Iranian EFL learners. It also investigated the relationship between their vocabulary learning strategy use and vocabulary size. To this end, 90 Iranian EFL learners were selected as the participants of the study based on convenience sampling at Islamic Azad University, Kerman, Iran. The instrument used in the current study was Strategy Inventory for Language Learning (SILL) consisting of six different categories of vocabulary learning strategies. The other instrument was Nation's vocabulary size test which assessed the learners' lexical knowledge. In order to address the research questions, Freidman Test and Spearman Correlation were conducted. The results revealed that the most frequently used vocabulary learning strategy subgroup was metacognitive and the least frequent one was social strategy. Besides, no significant correlation was found between vocabulary size and vocabulary learning strategies except a small and reverse correlation between the vocabulary size and compensation strategy. The important implication of the study is that if students get aware of vocabulary learning strategies, they may develop their vocabulary size more easily and effectively.

With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as well as the relationships between computer/electronic literacy and language learning and teaching.