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.

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 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 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 Newwave in English Language Teaching

2019 ◽  
Vol 5 (4) ◽  
pp. 426-430
Author(s):  
K. Ergashev
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
English Language ◽  
Language Teaching ◽  
Communication Technologies ◽  
English Language Teaching ◽  
Information And Communication ◽  
Personal Skills ◽  
Educational Field

In recent years, Information and Communication Technologies (ICT) have been gaining ground in the educational field. Their use in the class of English as a foreign language presents great advantages, not only in terms of linguistic learning — as numerous studies have clearly demonstrated — but also as regards personal skills — since students experience the learning of English from new and novel perspectives. This article offers an analysis of some of the most innovative methodologies nowadays making use of ICTs for the teaching of English.

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.

The Use of iPad and Applications for English Language Education

2017 ◽  
Vol 7 (9) ◽  
pp. 709
Author(s):  
Diego P. Ortega Auquilla ◽  
Gerardo E. Heras Urgilès
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Digital Era ◽  
Technological Advances ◽  
Language Teaching And Learning

This article examines the importance of the iPad use and presents numerous useful applications employed in the field of education, especially in the field of English language teaching and learning. This topic is of great importance as educators and students alike, these days, live in the digital era, which entails new technological advances that may positively benefit the instruction of varied school subjects. Additionally, the use of new technologies (e.g., iPad and educational applications) in the classroom setting may motivate and foster the acquisition of necessary twenty-first century abilities among students. With the aim of achieving the aforementioned objectives, first and foremost the role of digital technologies and m-learning in education is analyzed, since these two aspects have a direct relationship with the main topic of this work. In addition, a conceptualization and main characteristics of the iPad are provided. Then the use of this device in different educational settings at the international level is highlighted. Finally, the use of this device as a didactic tool in the language learning classroom is discussed and a selection of meaningful applications for English language teaching and learning is provided. As educators, in the digital era, is our responsibility to remain constantly updated to provide our students with an education aligned with the new technological advancements and, above all, to enrich their learning inside and outside the classroom. Consequently, this will promote a more autonomous and lifelong learning among our language students.

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 Integrating Technology in English Language Teaching: Global Experiences and Lessons for Indonesia

2018 ◽  
Vol 8 (6) ◽  
pp. 107 ◽  
Author(s):  
Salasiah Ammade ◽  
Murni Mahmud ◽  
Baso Jabu ◽  
Suradi Tahmir
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Information And Communication ◽  
New Research

The integration of Information and Communication Technology (ICT) in English language educational settings often improves teaching and learning (Tinio, 2016). English language teaching and technology have been seen as interesting new research era. This article reviewed studies on ICT integration in teaching from ten different countries. The aim of this review is to analyze cross cultural findings in order to determine what factors might be best applied to the Indonesia situation to improve English language learning and teaching as well as types of technology might be best adopted for ELT improvement. The articles for the study were found through internet search engine, Google scholar and ERIC in the area of technology integration and technology tools in English language teaching. Thus, the data taken is carefully investigated using inclusion and exclusion criteria.  The result of analysis showed that the integration of technology in teaching can improve the experience for students and teachers and improve learning for students.

INNOVATIONS IN ENGLISH LANGUAGE TEACHING IN KINDERGARTEN

2021 ◽  
Vol 12 (2) ◽  
pp. 414-417
Author(s):  
Ani Tosheva ◽  
◽  
Veneta Stoyanova ◽  
Keyword(s):  
Information And Communication Technologies ◽  
English Language ◽  
New Technologies ◽  
Language Teachers ◽  
English Language Teaching ◽  
Age Group ◽  
Information And Communication ◽  
English Language Teachers ◽  
Group 5 ◽  
Effective Use

This paper presents the activities of English language teachers from Kindergarten “Edinstvo Tvorchestvo Krasota“ Vratsa under the National Program “Succeeding Together”, Module 2: Innovative Kindergarten. Good practices of using new technologies in learning English by preschool children are presented – III age group (5-6 years) and IV age group (6-7 years). It reveals the possibilities for upgrading the competencies of each child through the effective use of information and communication technologies. The electronic educational resources created by the teachers and their implementation in the process of pedagogical interaction contribute to the maximum assimilation of language structures from the formal and content side of the Bulgarian and English languages.

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