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 Kesenjangan Digital Akibat Kondisi Demografis di Kalangan Masyarakat Rural

2020 ◽  
Vol 11 (1) ◽  
pp. 9
Author(s):  
Renaldy Oktavianoor
Keyword(s):  
Rural Communities ◽  
Digital Divide ◽  
Search Engine ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Education Level ◽  
Information And Communication ◽  
Ict Tools ◽  
Language Content

AbstractDigital gap or digital divide is a problem that emerged in the community because of the development of ICT (information and communication technology) are less prevalent. This problem is often experienced by rural communities, for urban communities first get a chance to feel the impact of the development of ICT infrastructure when compared with rural communities. Ariyanti stated that the digital divide is caused by four factors, infrastructure, skill, language content, and utilization. Therefore, researchers interested in conducting research in Argosari village, Lumajang. This research uses descriptive quantitative method with a sampling technique using accidental sampling. The results of this research found that all respondents own a smartphone, but internet access availability in the village Argosari still poor. Skill owned by villagers of Argosari still much in the learning phase using ICT tools, with a percentage of 64%. The ability of the respondents in understanding the English language content still many expressed very difficult in understanding the English language content on the Internet, with a percentage of 51%. On the utilization of ICT tools, 80% of respondents have started using their ICT tools for browsing activity. Researchers found that there is a relationship between the age of a person with activities you do while using technological devices; there is a relationship between a person's last education level with their skills in operating the technological features of the device; there is a relationship between education level last person with their skill in operating a search engine; there is a relationship between a person's last level of education with their ability to understand content in English.Keywords: digital divide; rural communities; information and communication technology AbstrakKesenjangan digital atau digital divide merupakan sebuah permasalahan yang muncul di masyarakat karena adanya perkembangan TIK (teknologi informasi dan komunikasi) yang kurang merata. Permasalahan ini kerap dialami oleh masyarakat rural (masyarakat pedesaan), karena masyarakat urban (masyarakat perkotaan) lebih dulu mendapatkan kesempatan untuk merasakan dampak pembangunan infrastruktur TIK jika dibandingan dengan masyarakat rural. Ariyanti menyatakan bahwa kesenjangan digital disebabkan oleh 4 faktor, yaitu faktor infrastruktur, skill, konten bahasa, dan pemanfaatan. Karena itu peneliti tertarik untuk melakukan penelitian di Desa Argosari, Lumajang. Penelitian ini menggunakan metode penelitian kuantitatif deskriptif dengan teknik pengambilan sampel menggunakan accidental sampling. Hasil dari penelitian ini ditemukan bahwa seluruh responden sudah memiliki smartphone, akan tetapi akses internet yang tersedia di Desa Argosari masih buruk. Skill yang dimiliki masyarakat Desa Argosari masih banyak yang dalam tahap belajar menggunakan perangkat TIK, dengan persentase 64%. Kemampuan para responden dalam memahami konten yang berbahasa inggris masih banyak yang menyatakan sangat kesusahan dalam memahami konten yang berbahasa Inggris di internet, dengan persentase 51%. Pada bagian pemanfaatan perangkat TIK, sebanyak 80% responden sudah mulai menggunakan perangkat TIK mereka untuk aktivitas browsing. Peneliti menemukan bahwa terdapat hubungan antara usia seseorang dengan aktivitas yang dilakukan saat menggunakan perangkat teknologi; terdapat hubungan antara jenjang pendidikan terakhir seseorang dengan skill mereka dalam mengoperasikan fitur pada perangkat teknologinya; terdapat hubungan antara jenjang pendidikan terakhir seseorang dengan skill mereka dalam mengoperasikan search engine; terdapat hubungan antara jenjang pendidikan terakhir seseorang dengan kemampuan mereka dalam memahami konten yang berbahasa Inggris.Kata kunci: kesenjangan digital; masyarakat rural; teknologi informasi dan komunikasi

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 USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) TO ENHANCE LANGUAGE TEACHING & LEARNING: AN INTERVIEW WITH DR. A. GUMAWANG JATI

2014 ◽  
Vol 25 (2) ◽  
pp. 139
Author(s):  
Flora Debora Floris
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Language Instruction ◽  
Positive Effects ◽  
Information And Communication

In recent years, information and communication technology (ICT) has become embedded and affected the every aspect of our lives. Rapid development of ICT has changed our language teaching pedagogy at all levels. Teachers, curriculum developers, researchers have been constantly striving to find techniques to use some form of it to both assist and enhance language learning. What is more exciting is that studies have demonstrated positive effects that ICT brings towards students' learning motivation (Chenoweth, Ushida & Murday, 2006; Stepp- Greany, 2002), students' personal needs and learning styles (Gimenez, 2000), students' language mastery (Stepp-Greany, 2002), effective teaching and learning process (Al-Jarf, 2004), etc. Although these studies have shown that ICT has the potential important role in supporting and enhancing language learning, the use of ICT should never be the goal in and of itself. The responsibility for language instruction should be in the hands of qualified teachers who have the knowledge and expertise to manage and to make the best use of it to accomplish learning objectives.

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.

scholarly journals Is it possible to share tacit knowledge using information and communication technology tools?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Delio Ignacio Castaneda ◽  
Paul Toulson
Keyword(s):  
Tacit Knowledge ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Text Messaging ◽  
Explicit Knowledge ◽  
Knowledge Workers ◽  
Content Type ◽  
Information And Communication ◽  
Ict Tools ◽  
The Uk

Purpose This study aims to determine whether it is possible to use information and communication technology (ICT) tools to share tacit knowledge. Few studies have considered this subject, and they have reported both the ineffectiveness and effectiveness of ICT tools for sharing tacit knowledge. Design/methodology/approach In this study, the participants comprised 217 knowledge workers from New Zealand and researchers who attended a knowledge management conference in the UK. In all, 59% of the sample was men and 41% women. The research model compared the scores of knowledge workers in two categories of ICT, those that allow dialogue and those that do not, in relation to knowledge sharing in organizations. The instrument used a Likert scale with five levels of response. Findings It was found that not all ICT technologies let tacit knowledge to be shared, but those ICT that facilitate dialogue, for example, text messaging and video conferences. Emails did not facilitate the exchange of tacit knowledge. Research limitations/implications It is suggested to replicate the study with different countries to evaluate the role of culture in the communication of tacit knowledge. Practical implications An implication for practitioners based on this study is that email should not be the preferred mode for transferring knowledge between an organization and their workers. This mode is adequate for the exchange of explicit knowledge, but it has a limited capacity for transferring tacit knowledge. Thus, organizations may increase the use of audio and video tools to transfer electronically tacit knowledge. Interaction or socialization may facilitate the understanding and internalization of tacit knowledge by workers. Originality/value This study contributed to understand the reason for contradictory results from previous research. ICT tools are effective to share tacit knowledge when they facilitate dialogue. Results also support practitioners about how to obtain more effective exchange of tacit knowledge in organizations.

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