Use of information and communication technologies in English language teaching at primary school

English Language ◽

Language Teaching ◽

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.

What Four Skills? Redefining Language and Literacy Standards for ELT in the Digital Era

TESL Canada Journal ◽

10.18806/tesl.v22i1.166 ◽

2004 ◽

Vol 22 (1) ◽

pp. 64 ◽

Cited By ~ 4

Author(s):

Heather Lotherington

Keyword(s):

English Language ◽

Rapid Development ◽

Language And Literacy ◽

Digital Era ◽

Digital Environments ◽

Online Environments

Over the last 15 years, the rapid development of information and communication technologies (ICT) has facilitated a revolution in how we use language. Online environments have facilitated creative and variable spelling using code hybridization and stylistic use of mechanical conventions such as punctuation and capitalization, lexical coinages, new genres and conversational shapes, new social networks, and digital identities. The traditional four-skills paradigm of text-based grammar study framing English-language teaching curricula no longer adequately describes language and literacies in the Information Era. This article examines changing language conventions in English used in online environments, theorizing directions for new and variable language conventions. The article makes the case that understanding relative language standards in digital environments is essential for teaching and testing appropriate and contemporary English language literacies.

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

Colombian Applied Linguistics Journal ◽

10.14483/udistrital.jour.calj.2013.2.a07 ◽

2014 ◽

Vol 15 (2) ◽

pp. 247 ◽

Cited By ~ 3

Author(s):

Jermaine McDougald

Keyword(s):

Language Learning ◽

English Language ◽

New Technologies ◽

Language Teaching ◽

Teaching Context ◽

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.

R2D2: An effective model to incorporate ICTs in the EFL classroom?

Actualidades Investigativas en Educación ◽

10.15517/aie.v20i1.40098 ◽

2019 ◽

Vol 20 (1) ◽

pp. 32

Author(s):

Cinthya Olivares Garita ◽

Verónica Brenes Sánchez ◽

Evelyn Valverde Marín

Keyword(s):

English Language ◽

Bachelor's Degree ◽

Student Questionnaire ◽

New Ideas ◽

The University ◽

Education And Society

Information and Communication Technologies (ICT) in English language teaching have become effective tools to boost meaningful learning. In an EFL environment, the need to apply a model to incorporate web tools and free apps in the classroom takes prominence for teachers at the university level. The present study is an attempt at determining the effectiveness of the implementation of the Read-Reflect-Display and Do (R2D2) model by Bonk and Zhang (2006) through the design and application of a booklet of activities used by a group of 14 students of the Associate’s program in English and 17 students of the Bachelor’s degree in English Teaching at Universidad Nacional, Brunca Branch. Due to its nature, this research encompasses a case study with a descriptive scope. The design and implementation will be analyzed through an empirical predictive and retrospective evaluation considering the administration of a teacher and a student questionnaire and a focus group. The instruments were administered to 31 students and 7 teachers. The results of the analysis led to conclude that the model implemented in a booklet of activities can be effective to integrate ICTs and innovate in both the techniques used to incorporate technology and the pedagogical materials EFL teachers bring to the classroom only if teachers open up to new ideas and keep abreast of the constant technological changes that education and society demand.

Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings - Valodu apguve: problēmas un perspektīva = Language Acquisition: Problems and Perspective ◽

Lecturers’ Role in Design and Implementation of E-Learning Processes

10.37384/va.2020.16.287 ◽

2020 ◽

pp. 287-298

Author(s):

Mārtiņš Spridzāns

Keyword(s):

Best Practices ◽

English Language ◽

The State ◽

Ict In Education ◽

Policy Documents ◽

Strategic Approach ◽

E Learning

The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented, other professional e-learning courses are being systematically introduced, currently 8 specialised qualification courses are available, on average 300 border guards graduate e-learning courses annually. Having in mind the continuous advancement of ICT in education contexts as well as the strategic approach of the State Border Guard College to continue the development of e-learning systems author of this article intends to describe the system of e-learning used in border guards’ training, explore and summarize the theory and best practices on using ICT in pedagogical context, educators’ roles in development and implementation of e-learning courses.

The use of Information and Communication Technologies in the first grade of primary school for teaching rectangles based in Realistic Mathematics Education

IISA 2013 ◽

10.1109/iisa.2013.6623694 ◽

2013 ◽

Author(s):

Nicholas Zaranis

Keyword(s):

Mathematics Education ◽

Primary School ◽

First Grade ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

Information And Communication

THE ROLE OF STUDENTS 'KINESIOLOGICAL ACTIVITIES AND INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN FORMING LEISURE TIME FOR 8TH GRADE PRIMARY SCHOOL STUDENTS

INTED2021 Proceedings ◽

10.21125/inted.2021.0678 ◽

2021 ◽

Author(s):

Ivana Dubovečak ◽

Ivan Prskalo

Keyword(s):

Primary School ◽

Leisure Time ◽

Primary School Students ◽

School Students ◽

8Th Grade ◽

Information And Communication

A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

Sustainable Multilingualism ◽

10.2478/sm-2019-0004 ◽

2019 ◽

Vol 14 (1) ◽

pp. 84-106

Author(s):

Alicia Chabert

Keyword(s):

Primary School ◽

Language Learning ◽

English Language ◽

Mother Tongue ◽

Language Teaching ◽

English Teaching ◽

Ecological Understanding ◽

Attitude And Motivation ◽

Initial Results

Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.