scholarly journals New technologies and new literacies in the english classroom: a study

2019 ◽  
Vol 14 (31) ◽  
pp. 168-186
Author(s):  
Silene Cardoso
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
New Technologies ◽  
General View ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Nuevas Tecnologías

ABSTRACT This article presents and briefly discusses some results of a survey conducted as part of a study on multiple literacies and the use of technology in English as a Foreign Language (EFL) classroom. An online questionnaire has been sent to English teachers of the third cycle and secondary education in Portugal with the aim to investigate their perceptions on the use of new technologies, particularly Web 2.0 tools, in their teaching practice. This article focuses particularly on the results from the questions related to materials and digital tools frequently used, teachers’ general view on the use of technology, as well as the digital and critical literacies approach. It has been found that although technology seems to be part of the teaching practice of this group of teachers – and although further research is necessary to deeply understand the actual use of technology in this particular scenario – it can be assumed that suitable guidance, training and further development of appropriate materials for teachers and students are necessary to facilitate and better integrate new technologies in the EFL classroom.   Keywords: New technologies and language learning. Multiliteracies. Digital literacies. Critical thinking. English language teaching. RESUMO Este artigo apresenta e discute brevemente alguns resultados de uma pesquisa realizada como parte de um estudo sobre múltiplas literacias e o uso da tecnologia na aula de inglês como língua estrangeira (English as a Foreign Language – EFL) (Cardoso, 2017). Um questionário online foi enviado a professores de inglês do terceiro ciclo e secundário, em Portugal, com o objetivo de investigar as perceções e as opiniões deles a respeito do uso das novas tecnologias, especialmente dos recursos da Web 2.0, em sua prática profissional. O presente artigo enfoca particularmente os resultados obtidos das perguntas relacionadas à frequência de uso de materiais e recursos, à visão dos professores sobre o uso da tecnologia, assim como à abordagem das literacias digitais e críticas. Embora a tecnologia pareça fazer parte da prática discente desse grupo de professores, e ainda que pesquisas adicionais sejam necessárias para entender melhor o uso real dessa tecnologia nesse cenário em particular, é possível dizer que são necessárias algumas medidas para que a integração significativa e eficaz das novas tecnologias nas salas de aula de EFL, tais como, orientações adequadas e treinamento aos professores, e maior desenvolvimento de materiais apropriados. Palavras-chave: Novas tecnologias e ensino de línguas. Multiliteracias. Literaturas digitais. Pensamento crítico. Ensino de língua inglesa.   RESUMEN Este artículo presenta y discute brevemente algunos resultados de una investigación realizada como parte de un estudio sobre múltiples literacias y el uso de la tecnología en la clase de inglés como lengua extranjera (Card., 2017). Un cuestionario en línea fue enviado a los profesores de Inglés Graduado de secundaria y, en Portugal, con el fin de investigar las percepciones y sus opiniones sobre el uso de las nuevas tecnologías, especialmente capacidades Web 2.0 en su práctica profesional. El presente artículo se centra particularmente en los resultados obtenidos de las preguntas relativas a la frecuencia de uso de materiales y recursos, a la visión de los profesores sobre el uso de la tecnología, así como al abordaje de las literas digitales y críticas. Aunque la tecnología parece formar parte de la práctica discente de este grupo de profesores, y aún si son necesarias investigaciones adicionales para entender mejor el uso real de esta tecnología en este escenario en particular, es posible decir que son necesarias algunas medidas para que la integración significativa y eficaz de las mismas nuevas tecnologías en las aulas de EFL, tales como orientación adecuada y capacitación a los profesores, y el desarrollo de materiales apropiados. Palabras clave: Nuevas tecnologías y enseñanza de lenguas. Multilenuales. Literaturas digitales. Pensamiento crítico. Enseñanza de lengua inglesa. DOI: http://dx.doi.org/10.22169/revint.v14i31.1523

scholarly journals Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

2021 ◽  
Vol 11 (5) ◽  
pp. 222
Author(s):  
Rafael Darque Pinto ◽  
Bruno Peixoto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Second Language Learning ◽  
English Language ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Traditional Approaches

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

scholarly journals The Differences between English and Russian Language Teachers' Attitudes towards CALL

2021 ◽  
Vol 8 (10) ◽  
pp. 147
Author(s):  
Ali Asghar Ahmadishokouh ◽  
Fatemeh Samadi
Keyword(s):  
Language Learning ◽  
English Language ◽  
New Technologies ◽  
Russian Language ◽  
Language Teachers ◽  
Computer Assisted ◽  
Use Of Technology ◽  
Significant Difference ◽  
Actual Use ◽  
Teachers Attitudes

Teachers play an important role in the implementation of Computer Assisted Language Learning(CALL) into language classes and their attitudes have proved to be significant predictors of using technology in their classes. In other words, Teachers’ attitudes are considered as a major factor that influences the use of new technologies in the educational settings. Thus, their attitudes toward computer can play an important role in the acceptance and actual use of technology in teaching in general and language teaching in particular. A review of the literature shows many examples of student voice reports, but not enough studies have conducted on teachers’ attitudes towards CALL. This study was an attempt to address the possible differences between the English and Russian language teachers' attitudes towards incorporating CALL  into their teaching professions. To this end a number of 53 English teacher and 52 Russian language teachers participated in the study. They were asked to fill  the  E & L teachers' attitude toward CALL questionnaire.The collected data was analyzed using SPSS 22 through running independent sample T- test. The result indicated that there is a significant difference between English and Russian teachers' attitude towards CALL. Moreover, it was concluded that English language teachers have more positive views towards incorporating CALL into their teaching.

scholarly journals English language learning motivation of students at the Sapientia Hungarian University of Transylvania in Miercurea Ciuc

2021 ◽  
Vol 12 (2) ◽  
pp. 567-582
Author(s):  
Zsuzsanna Dégi ◽  
Orsolya Kovasch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Motivation ◽  
English Language Learning ◽  
Valuable Insight ◽  
Exploratory Research ◽  
Online Questionnaire ◽  
Global Citizens ◽  
Language Learning Motivation

Aim. The present research aims to explore the English language learning motivation of students at the Sapientia University, Faculty of Economics, Socio-Human Sciences and Engineering, Miercurea-Ciuc (Csíkszereda). Method. 103 students took part in the exploratory research where an online questionnaire containing 50 statements was used to find out students’ motivations to learn English, focusing on seven different motivational factors (instrumentality, desire to become a global citizen, ideal foreign language self, desire for self-satisfaction, attitudes towards learning English, cultural integration and ought-to foreign language self). Results and conclusion. Results show that instrumental motivation has a strong effect on the surveyed students as they are highly motivated by the idea of getting a well-paying job with the help of their English language knowledge. Moreover, we also found out that participant students do not want to integrate within a native English-speaking community; they do not want to speak the language as native speakers, they rather aim to become global citizens with English. Cognitive value. The results of this exploratory research might offer valuable insight into students’ language learning motivation. Therefore, the study might be helpful for university teachers to have detailed information and a clearer picture of their students’ language learning motivations.

scholarly journals O WhatsApp como ferramenta para a prática oral e escrita em língua inglesa

2019 ◽  
Vol 9 (2) ◽  
pp. 492
Author(s):  
Cíntia Pereira Dos Santos ◽  
Luciana Idalgo da Silva ◽  
Alessandra Dutra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Classroom Activities ◽  
Written Production ◽  
Analytical Research ◽  
Methodological Procedures ◽  
Language Area

The new technologies are applied in the education context through an amount of resources and interaction tools by students and teachers. In this way, this study aims at analyzing the oral and written production of students from a Simple Present activity in the WhatsApp; as well as, evaluating the pronunciation in English Language of these students. As methodological procedures, the study used bibliographical, field, experimental and analytical research, being developed with graduating members of an English Language course offered in a University in North of Parana. As results, it was observed that the activity was acquired by a large part of the students, proving that the use of technologies in the classroom contributes to students’ foreign language learning. Based on this research, it is expected to offer a contribution to the foreign language area, as a way to motivate teachers to carry out classroom activities in which students could practice their orality using the new technologies.

scholarly journals The Use of Mobile Apps in Learning English Language

2020 ◽  
Vol 3 (3) ◽  
pp. 1363-1370
Author(s):  
Maryam Ameri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
New Technologies ◽  
Mobile Apps ◽  
Process Technology ◽  
Learning Skills ◽  
Use Of Technology ◽  
Effective Use

Throughout and out of college, the use of technology has become an integral part of the learning process. Technology helps teachers to adapt lessons in the classroom, thereby improving the learning process, English as a second language/international. This paper discusses different attitudes which help English language learners by using technologies to increase their learning skills. Researcher indicates that the effective use of new technologies improves learners’ language learning skills.

scholarly journals Self-efficacy and Online Language Learning: Causes of Failure

2018 ◽  
Vol 9 (6) ◽  
pp. 1319
Author(s):  
Phuttharaksa Yantraprakorn ◽  
Pornapit Darasawang ◽  
Pamararat Wiriyakarun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Learning Performance ◽  
Online Questionnaire ◽  
Online Learners ◽  
Telephone Interviews ◽  
Foreign Language Learners

The study reported in this article examined why some highly efficacious learners failed in an online foreign language course based on Bandura's theory of self-efficacy. The study was conducted as part of a project investigating the self-efficacious foreign language learners in an online writing course. The motivation behind the study was that the success rate of online learning in Thailand is low. The learning performance of six highly efficacious distance language learners at a recognised English language tutorial school in Bangkok, Thailand was analysed. The data collection included an online questionnaire and individual telephone interviews. The findings suggested that goal setting, shift of attribution and insufficient feedback are factors that might decrease the efficacy of online learners’ and affect their decision to withdraw from a program. The implications of this study provide recommendations on support to help online language learners succeed.

scholarly journals Technology and English language learners: Can digital technology enhance the English language learning experience?

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Claire Lecocq
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Teaching Practice ◽  
Learning Experience ◽  
Traditional Practice ◽  
Ell Students ◽  
Use Of Technology

This article focuses on the topic of technology and its role in elementary classrooms. Specifically, technology's use in supporting English Language Learners is researched, yielding results that are important for those working in the field of education, including pre-service teachers. Questions that are acknowledged in this article include: How can ELL students’ learning be enhanced with the use of technology? What technologies are best for supporting language learning needs? What advantages and challenges may arise with the use of technology? Both online survey and interview methods are used to collect data which are analyzed and collated using Google Spreadsheets and the word cloud software, Tagxedo. Results from research show that technology can be very beneficial in supporting ELL students upon a number of conditions being met: 1. The technology is intuitive and user friendly. 2. The technology/program does not replace the role of the teacher. 3. Teachers feel comfortable using the technology themselves to best support the learner. This may mean more training for teachers in the field of technology is necessary.  4. The technology enhances the child’s learning, rather than replaces a traditional practice that is just as effective. This research highlights professional roles and responsibilities, an important aspect of teaching, and is significant for educators striving to improve their teaching practice.

scholarly journals Challenges and Solutions of Teaching English as a Foreign Language Online During a Global Pandemic Like COVID-19: Saudi EFL Teachers’ Perspectives

2020 ◽  
Vol 55 (6) ◽  
Author(s):  
Mohammed Mahib ur Rahman
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Faculty Members ◽  
Teaching English ◽  
Online Questionnaire ◽  
Global Pandemic ◽  
Teachers And Students

COVID-19, the most catastrophic global pandemic of the 21st century, has caused unbelievable disruption in various sectors, such as education, business and commerce, and tourism. According to UNESCO, education has been so severely affected by the pandemic that over 60% of the world’s student population were deprived of it. As a result, the growth of online teaching has accelerated. The present study aims to explore the challenges of teaching English as a foreign language online during the COVID-19 pandemic in Saudi Arabia and to assess whether the teachers are satisfied with online English language learning classes. Both qualitative and quantitative approaches were used with the help of a self-administered online questionnaire. The questionnaire was distributed among English as a foreign language faculty members of various universities in the Kingdom of Saudi Arabia using different online tools, such as email, WhatsApp groups, and Facebook. Fifty faculty members voluntarily participated. Analysis was carried out using SPSS 26. The findings revealed promising results that indicate that teaching English as a foreign language online can be very useful if proper training and orientation programs for teachers and students are implemented and online language learning platforms and tools are up to date.

scholarly journals The Use of Technologies in Second Language Learning: The Case of a Mexican University

2017 ◽  
Vol 13 (25) ◽  
pp. 264
Author(s):  
Maria del Carmen Hernandez Cueto ◽  
Marcela Garcia Ramos ◽  
Maria Georgina Ochoa Garcia ◽  
Yun Sang Cheol.
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Public University ◽  
Use Of Technology ◽  
Desktop Computers

Introduction: This research is about the use of technology in learning English as a Foreign Language at higher education in a public University in Mexico. This study is focused on how students use the technology for academic and non-academic issues to learn English. The object of the study a sample of twenty five percent of English language students (375 students) were considered. Students’ average age was 18-25. Methodology: For this research two instruments were used to gather data the first one a questionnaire designed for this purpose, the second one an interview to know what kind of gadgets students use to learn English in higher education and how this technology could be introduced in second language learning classrooms. The results: allowed concluding that most technological gadgets used by students were Cells and Laptops to surf the net and chat through social networks for non-academic issues and laptops and desktop computers to work on school duties with specific software.

scholarly journals A General Review of the Role of Technology in the English Language Learning Processes 

2020 ◽  
Vol 12 (2) ◽  
pp. 78-96
Author(s):  
Arnold Yesid Rojas ◽  
Luis Alejandro Novoa ◽  
Santiago Andrés Sandoval
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
English Language Learning ◽  
Teaching English ◽  
Use Of Technology

This article aimed at presenting general trends regarding the role of technology in the English language learning process. The benefits of using technology in the process of learning English, as well as the importance of using technology as a method to teach a foreign language, will be discussed. This study discusses the use of technology as a way to promote teaching English as a foreign language, as well as how it can transform the teaching and learning process.

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