ENGLISH LANGUAGE LEARNING AND TECHNOLOGY: LECTURES ON APPLIED LINGUISTICS IN THE AGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

2005 ◽  
Vol 27 (03) ◽  
Author(s):  
Shannon Sauro
Keyword(s):  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Applied Linguistics ◽  
English Language Learning ◽  
Information And Communication ◽  
Age Of Information

Information and Communication Technology in Language Learning

2019 ◽  
Vol 8 ◽  
Author(s):  
Rajabova Diloram Rakhimbayevna ◽  
Sultanbayeva Sabokhat ◽  
Otanazarova Yulduz
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Level Of Involvement ◽  
Information And Communication ◽  
Ict Tools

     This thesis deals with the possible help of technology for learners of the English language, especially for those suffering from any kind of SLD. It describes the concept of a multisensory approach together with individually preferred learning styles applied in learning the language through the use of ICT tools, related methods, and benefits, and provides several practical examples. It is focused on the level of involvement of human senses in particular interactive ICT activities available for learning the English language.

scholarly journals Impacts of an Information and Communication Technology-Assisted Program on Attitudes and English Communication Abilities: An Experiment in a Japanese High School

2020 ◽  
Vol 37 (2) ◽  
pp. 100-133
Author(s):  
Yuki Higuchi ◽  
Miyuki Sasaki ◽  
Makiko Nakamuro
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Utilization Rate ◽  
Learning Program ◽  
School Students ◽  
Information And Communication

We conducted a randomized experiment targeting 322 Japanese high school students to examine the impacts of a newly developed English-language learning program. The treated students were offered an opportunity to communicate for 25 minutes with English-speaking Filipino teachers via Skype several times a week over a 5-month period as an extracurricular activity. The results show that the Skype program increased the interest of the treated students in an international vocation and in foreign affairs. However, the students did not improve their English communication abilities, as measured by standardized tests, probably because of the program's low utilization rate. Further investigation showed that the utilization rate was particularly low among students demonstrating a tendency to procrastinate. These results suggest the importance of maintaining students’ motivation to keep using such information and communication technology-assisted learning programs if they are not already incorporated into the existing curriculum. Having procrastinators self-regulate may be especially crucial.

scholarly journals The Use of ICT to Improve Teachers' Skill in Language Learning in the Classroom

2018 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
O Suzana Rahman
Keyword(s):  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Interesting Topic ◽  
Information And Communication ◽  
Teaching Learning

The utilization of Information and Communication Technology (ICT) in language learning has been an important and interesting topic both among students and also teachers. there are some suggestions about what to prepare and what activities that can be conducted by teachers in the classroom, especially for teaching-learning of English language that can be applied for all subject. The use of ICT will not only improve teacher's skill, but it will also make teachers more creative in preparing the material that will be transferred to the students.

Information and Communication Technology and Language Education

2014 ◽  
pp. 1-28
Keyword(s):  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Computer Software ◽  
Language Education ◽  
Language Resources ◽  
Learning Programs ◽  
Information And Communication ◽  
Definition Of ◽  
Definition Of Information

This chapter introduces the definition of Information and Communication Technology (ICT) and its concise history along the development of three generations of computers from 1940s to now. It then summarizes the influence of ICT on language education in general. Standalone computer software facilitates the knowledge and skills acquirement and transformation in language learning, including vocabulary, grammar, reading, writing, listening, and speaking, and boosts motivation and interest. The Internet and mobile technology supply not only unlimited resources and practice opportunities but also authentic communication via text or speech for language learners worldwide. Intelligent computer-assisted language learning programs can analyze the learners' text and speech syntactically and semantically, formulate corresponding responses, and provide comprehensive language resources and support. It is equally important to realize that language learning can improve the learner's information literacy, including the knowledge and skill to acquire and apply ICT in daily life, learning, and work.

scholarly journals A Study on 21st Century Skills Integration in the English Textbook for Senior High School

2019 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Ditta Mustika Rakhmawati ◽  
Joko Priyana
Keyword(s):  
High School ◽  
Information And Communication Technology ◽  
Media Literacy ◽  
Communication Technology ◽  
English Language ◽  
Cross Cultural ◽  
Teacher Roles ◽  
Literacy Leadership ◽  
Information And Communication ◽  
Creativity And Innovation

To help students successful in global future, 21stcentury skills have become important aspects to enable them to function appropriately and effectively within a global community of English language speakers. Students have to be facilitated with learning materials that are suitable with this demand. This study aims to reveal the 21stcentury skills that are integrated in the English textbook and to find out how those skills are integrated. The data were gathered using checklists and analyzed by calculating the number of occurrences of each skill of 21stcentury and identifying the strategies used in its integration. The results showed that there are 11 skills integrated in the textbook namely critical thinking and problem solving, communication, collaboration, creativity and innovation, information and communication technology (ICT), media literacy, leadership and responsibility, productivity and accountability, social and cross-cultural, initiative and self-direction, and flexibility and adaptability. Those skills are integrated through Nunan’s task components namely goals, inputs, procedures, teacher roles, learner roles, settings, and other strategies including notes, quotes, and points to ponder. 

scholarly journals Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching

2018 ◽  
Vol 2 (3) ◽  
pp. 259-274
Author(s):  
Rija Dwiono ◽  
Dewi Rochsantiningsih ◽  
Suparno Suparno
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Computer Application ◽  
Analysis Tool ◽  
Teacher Competence ◽  
Ict Competence ◽  
Information And Communication

Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.

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