scholarly journals The Information Communication Technology Implementation in English Teaching During The Covid-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 109-127
Author(s):  
Yuliana Yuliana

Online learning has become a requirement during the COVID-19 pandemic. The Ministry of Education asks the teachers and students to use online classes during the pandemic. Teaching English using ICT is a challenging condition for teachers. Not all teachers are familiar with ICT. This paper aims to describe the ICT Role and implementation in Teaching English during the COVID-19 pandemic. Method: this is a literature review. Literature was searched in Science Direct and Google Scholar databases. Keywords were COVID-19, English Teaching, ICT, implementation, role. Results revealed that ICT in English Teaching is started from CALL (Computer Assisted Language Learning), TELL (Technology-Enhanced Language Learners), LMS (Learning Management System), and blended learning. YouTube and WhatsApp are preferred to be done because it is practical. Performance-based assessment is important during teaching English subject because students can learn how to perform, speaking, and debating during the performance. In conclusion, there are many systems available for teaching English using ICT. The systems are CALL, TELL, LMS, blended, WhatsApp, YouTube, and Performance-Based Assessment. The main goal is students’ understanding of the English subjects. The choice depends on study goal, teachers’ and students’ preference also feasibilities.  

2016 ◽  
Vol 9 (4) ◽  
pp. 119
Author(s):  
Khoirul Anwar ◽  
Rohmy Husniah

<p>his study is to evaluate the implementation of Task Activities based on CALL which consist of observing, questioning, exploring, and communicating. The developed materials are nine chapters that had been implemented in two different classes of SMPN 1 Gresik and SMPM 4 Gresik in Indonesia. Of quesionnaires and interviews, the results indicate that the materials that have been developed already meet the standards for preparing and getting excellent response from users, especially teachers and students in several aspects, namely; competencies and objectives, content material, relevant activities, media which was authentic and interesting, and the fulfillment of the diversity of types of exercises that are available in each chapter. So that these materials can conclusively give the student easier understanding, interesting, and fun learning, because these materials have been equipped with the exercises both in class and individually. This study implies that combination of task based activities and CALL really generates better opportunities to create English Teaching more innovative.</p>


English Today ◽  
2004 ◽  
Vol 20 (1) ◽  
pp. 50-55 ◽  
Author(s):  
ASSUNTA MARTIN

THIS discussion of the condition of English teaching in Japan looks at some deeply rooted national educational and cultural attitudes, including in particular the impact of ‘the katakana effect’ on speaking and listening among teachers and students alike. A unique configuration of cultural, historical, sociological, and linguistic factors presents Japanese teachers with serious challenges. The Ministry of Education, faced with a rising dropout rate, cases of bullying, accusations against irresponsible teachers, and complaints from parents, agreed in 2000 to adopt reforms. The resulting curriculum and methodology changes necessarily address issues relating to English. Although the reforms aim to produce a generation able to thrive socially and professionally in the international community, entrenched beliefs and values threaten their implementation, particularly with regard to a more natural and creative way of teaching and learning Japan's international language of choice.


2019 ◽  
Author(s):  
Hailah Alhujaylan

Computer-Assisted Language Learning (CALL) is playing a vital role in teaching English language to English as a Foreign Language (EFL) students. However, to best of my knowledge a little has been done in this regard to keep the students in line with the most recent advancements in this paradigm in Saudi Arabia. This paper evaluates the efficacy of CALL in improving students’ writing skills and provides innovative techniques and robust strategies for long-lasting learning. The research seeks to fill in the knowledge gap regarding prospects of using CALL in the Kingdom with these main research questions; 1) how is the technology presently used for teaching the writing skills?; 2) what is the true impact of using CALL on students’ writing skills?; 3) which area of the language (organization, structure, content, grammar) sees the most improvements by CALL to make them better writers? A quantitative research design was used for this study. The sample was sixty female students of a Saudi University divided equally into control and experimental groups. The elicited data analysis indicates that the performance scores of two groups differ significantly when taught through CALL. The research contends that using CALL can enhance students’ writing skills over a short period of time when compared to the traditional ways of improving the writing skills. The current study also recommends that language classrooms should be equipped with all the latest technological facilities to encourage the use of CALL.


2016 ◽  
Vol 36 ◽  
pp. 136-163 ◽  
Author(s):  
Nicole Ziegler

ABSTRACTOver the last few decades, task-based language teaching (TBLT) has garnered increasing attention from researchers and educators alike. With a strong and growing body of research demonstrating the efficacy of tasks to support and facilitate second language development and performance (e.g., Keck, Iberri-Shea, Tracy-Ventura, & Wa-Mbaleka, 2006), TBLT has become a leading pedagogical approach. Similarly, computer-assisted language learning (CALL) has also grown as a field, with the use and integration of technology in the classroom continuing to increase (Petersen & Sachs, 2015). As these fields have matured, a reciprocal relationship has developed (Lai & Li, 2011), with the literature on tasks and technology seeking to not only examine how technology might support and facilitate language learning, but how TBLT might serve as a framework to more thoroughly investigate CALL. In light of the expanding research on tasks and technology, this review article aims not only to provide a current state of the art of how technology-mediated TBLT facilitates and supports second language development and performance, but also to describe how technology can contribute to our understanding of how features of TBLT, such as task design features and task implementation, influence the success of second language acquisition. Suggestions for possible research agendas in technology-mediated TBLT are also made.


2018 ◽  
Author(s):  
Jorge Benavides

This study determines the effects of the application of multimedia technology -Computer-Assisted language learning (CALL) in the development of five language skills using ‘English Discoveries’. It shows that the effects of multimedia materials for language learning are not necessarily better as a whole, but different from those obtained in traditional classroom work. Only two of the five variables showed significant differences in favor of the use of Multimedia: pronunciation and oral production. However, grammar showed opposite results. The teachers’ and students’ reactions suggest the need to adapt their roles to the new context in the future use of CALL and multimedia. The high level of acceptance of this type of materials by the students shows the need for more research and better adaptation of activities to the new context.


Author(s):  
Zhang Baisu ◽  
Qiao Mengyi ◽  
Jin Xiaoling ◽  
Wang Lixin

Teaching reform is an important part of addressing teaching standards in China in order to ensure quality in faculty performance and implementation of student outcomes is delivered at the highest degree of excellence in colleges and universities throughout China. This chapter makes a comprehensive investigation in the field of English teaching in 20 colleges and universities in Heilongjiang Province. This chapter will focus on aspects of English teaching reform. The College English Test (CET) is a large-scale standardized test administered nationwide by the National College English Testing Committee on behalf of the Higher Education Department of the Ministry of Education (MOE) in China. The chapter will describe the role CET 4 & 6, faculty, and scientific research played in the analysis of the findings. This chapter discusses progress in the field of teaching English, addresses challenges and makes appropriate recommendations.


ExELL ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 14-46
Author(s):  
Nihada Delibegović Džanić ◽  
Amila Hasanspahić

AbstractThe paper examines the application of computer assisted language learning (CALL) in English language classes in Bosnia and Herzegovina. The research was designed as an empirical examination of the attitudes of teachers and students on the successful application of computer assisted language learning in English language classrooms in Bosnia and Herzegovina. Lack of motivation is one the problems that most teachers are faced with. There are many causes of poor motivation, but one of them is certainly the unattractiveness and dullness of traditional methods, teaching materials and resources. However, many authors with educational experience point out that the use of information technology can positively influence students’ motivation and encourage them to work actively. While adults, as digital immigrants, might not use modern information technology excessively, children and teens are true digital natives, who have grown up with the latest technologies and use them with great pleasure in all aspects of their lives adapting them to their needs (Prensky, 2001). The results obtained in this research are an indicator of the current attitude of teachers and students towards these issues, but they also highlight some important necessary reforms in the field of teacher education.


2020 ◽  
Vol 10 (11) ◽  
pp. 1447
Author(s):  
Xiaoli Yu

Since it was proposed to eliminate the "water course" and create the "golden course" at the 2018 Education Conference held in Chengdu, the Ministry of Education have issued a series of notification and plan, and various universities have responded with corresponding measures and actions. Under such an educational background, this paper, based on the English teaching base of Zhejiang Yuexiu University of Foreign Languages, considers the construction of the Integrated English course. Based on the discussion of the definition of "gold lesson" and "water lesson", this paper explores the "gold lesson" and "water lesson" in integrated English course, and considers the ways to eliminate "water lessons" and build up "gold lessons" from the different perspectives of teachers and students at multiple levels. Finally, it comes to the conclusion that the construction of integrated English course is a huge and complicated process, which requires the concerted efforts of various parties. However, we will eliminate "water course" and create "gold course" by continuous research, practice, summary and improvement, which will win the battle of course construction.


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