scholarly journals A meta-analysis on educational technology in English language teaching

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jafar Rahmati ◽  
Siros Izadpanah ◽  
Ali Shahnavaz
Keyword(s):  
Educational Technology ◽  
Language Learning ◽  
Effect Size ◽  
English Language ◽  
Language Teaching ◽  
Meta Analysis ◽  
Language Instruction ◽  
English Language Teaching ◽  
Computer Assisted ◽  
The Impact

AbstractAs more various types of computer-assisted language learning (CALL) programs have been incorporated into language classrooms over the recent decades, it has become more important to uncover whether, to what extent, and under which moderator variables CALL can be yield more effective outcomes than traditional language instruction. The issue of education is one of the most important materials addressed by technology. Instead, meta-analysis is a statistical and quantitative method that leads us to a general conclusion by integrating the results of different researches. In this study, researchers worked on the impact of educational technology in English language teaching by studying 67 articles and theses (from 1000 studies that were relevant in title and abstract). All articles and theses were included from 2009 to 2020 and 7 articles were excluded from this study due to insufficient information. Furthermore, two instruments, SPSS (mainly its sub-branch Kruskal-Wallis test) and CMA were used to calculate and evaluate data in this research. The total effect size calculated for studies under both fixed and random models was statistically significant and also the study of effects by year of publication, instruments used in research and research methods showed that their effect size was significant. Teaching English with the help of technology has an effective effect size and has shown the success of this technology in language learning.

scholarly journals Investigating the Impact of Task-based English Language Teaching on Student Competencies at a Saudi EFL Context

2020 ◽  
Author(s):  
Hamza Alshenqeeti
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Language Instruction ◽  
English Language Teaching ◽  
Saudi Students ◽  
Study Results ◽  
Perceived Relevance ◽  
The Impact

This study examines the impact of task-based English language teaching on Saudi students’ competencies, such as reading comprehension and writing proficiency. The mixed-methods approach, involving an experimental component and a qualitative component based on interviews with the participants, is applied in this study. The procedure for the experimental component was developed with attention to the design, implementation, and assessment of task-based English language instruction activities. A growing body of literature suggests that task-based English teaching has gained significance in recent decades because of its perceived relevance in augmenting linguistic and non-linguistic competencies of learners. The study results indicate that the use of tasks in language learning classrooms promotes students’ learning, the development of skills in reading and writing, social interaction, and the motivation to use English in real-life situations. These findings can be used to promote language learning in students studying English as a foreign language.

scholarly journals Evidence-Based Practices of English Language Teaching: A Meta-Analysis of Meta-Analyses

2020 ◽  
Vol 13 (11) ◽  
pp. 75
Author(s):  
Hamad H. Alsowat
Keyword(s):  
Language Learning ◽  
Educational Level ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Meta Analysis ◽  
English Language Teaching ◽  
Language Outcomes ◽  
Meta Analyses ◽  
The Impact

This meta-analysis aims at investigating the impact of English language teaching practices on language outcomes. The literature search yielded 90 meta-analyses that were published between January, 1995 and December, 2019. The current study analyzed 90 meta-analysis and these studies comprised 3496 studies, 7870 effect sizes and nearly 700,000 students. Three moderator variables were examined: year of publication, setting and educational level. The results showed that a) language learning strategies had medium impact on language outcomes in general and generated the largest impact on speaking (d=0.90), b) technology-based language learning had medium impact on language outcomes in general and generated the largest impact on vocabulary (d=0.98), c) explicit instruction had medium impact on language outcomes in general and generated the largest impact on grammar (d=1.26), d) mobile-based language learning had small impact on language outcomes in general and generated the largest impact on listening (d=0.73), and e) setting and educational level significantly moderated the impact of teaching practices on language outcomes. The findings were discussed and implication and future research were proposed.

scholarly journals Student Perception of Traditional English Teaching Methods (CLT approach) and Comparison to Modern Methods (Using Technology)

2021 ◽  
Vol 15 ◽  
pp. 35-43
Author(s):  
Feras Mohammed AL-Madani
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Speech Synthesis ◽  
English Language ◽  
Language Teaching ◽  
Student Perception ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Before And After ◽  
The Impact

This study aimed to assess the perception of students regarding traditionally used CLT approach for teaching English language and its comparison to modern teaching methods based on technology. Survey was carried out using a quantitative analysis on 200 students of English language teaching institutes that are currently using CLT approach. Pre and post responses survey was carried out wherein their perspectives were assessed before and after exposure to technology-based ELT methods. Analysis was carried out using Wilcoxin test which revealed the impact of modern technological tools used in language teaching, such as, video conferencing, audio CDs, online oral versions, text-to-speech synthesis, interactive books, digital game-based learning and computer assisted language learning (CALL).

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

scholarly journals Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

2018 ◽  
Vol 51 (2) ◽  
pp. 210-245 ◽  
Author(s):  
Julie Aydınlı ◽  
Deniz Ortaçtepe
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Conceptual Development ◽  
Language Teaching ◽  
Wide Spectrum ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Affective Factors

In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.

scholarly journals Issues in the Integration of Educational Technology into English Language Teaching Programme: An Empirical Study

IIUC Studies ◽  
2016 ◽  
pp. 145-156
Author(s):  
Md Maksud Ali
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Teaching Programme ◽  
Language And Literature ◽  
Method Approach

Technology, as everybody will agree, is increasingly getting involved in language education. In teaching English as an International Language (EIL), as a matter of fact, there is an apparent need for integrating technology into English Language Teaching (ELT) education. This need has eventually brought about a new scope for ELT in the form of a new genre: ‘Computer Assisted Language Learning’ (CALL). Following a Mixed Method Approach, this study investigates some of the issues relating to the use of CALL in the Department of English Language and Literature (ELL) at International Islamic University Chittagong (IIUC). The findings indicate some barriers that seem to impede the integration and the implementation of CALL in the department.IIUC Studies Vol.10 & 11 December 2014: 145-156

scholarly journals The use of new technologies among in-service Colombian ELT teachers *

2014 ◽  
Vol 15 (2) ◽  
pp. 247 ◽  
Author(s):  
Jermaine McDougald
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Context ◽  
Information And Communication ◽  
Ict Tools ◽  
The Impact

This study reports on the impact of the Masters in english language Teaching with an emphasis on Autonomous learning environments from the Universidad de la Sabana. The report highlights how graduates from 12 cities from 9 departments throughout Colombia are using Information and Communication Technologies (ICT) for english language learning in order to promote autonomy. The data that has been gathered thus far reveals that teachers are becoming much more comfortable in evaluating ICT tools in accordance with their teaching context, the strengths and opportunities of ICT tools and their consequent improvement on language teaching, while promoting the development of autonomous learners.

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