scholarly journals Use of ICT/Web Tools in ELT in Nepal

2015 ◽  
Vol 19 (1-2) ◽  
pp. 1-16
Author(s):  
Chandra Prasad Acharya
Keyword(s):  
Communication Technology ◽  
English Language ◽  
Research Study ◽  
English Education ◽  
Positive Impact ◽  
English Language Teaching ◽  
Data Collection Tool ◽  
Web Tools ◽  
Information And Communication ◽  
Ict Tools

Information and Communication Technology (ICT) has become the integral part of English Language Teaching (ELT) to meet the needs of the present day world. It has brought significant changes in the traditional teacher-centered lecturing methods. However, this emerging field of study has not been researched rigorously in the context of Nepal. Considering this, the research study carried out at the Department of English Education, Tribhuvan University, Kathmandu aimed to find out the commonly used ICT/Web tools in ELT and its positive impact on ELT practice. The sample size of the study consisted of 40 English teachers of private Secondary and Higher Secondary Schools of Kathmandu Valley. The informants were selected using judgmental non-random sampling from Kathmandu, Lalitpur and Bhaktapur districts in a proportionate way. A questionnaire consisting of both close-ended and open-ended questions was used as a data collection tool. The data were analyzed and interpreted descriptively and statistically. The result of the data obtained revealed that the ICT tools such as mobile phone, laptop, multimedia projector and web tools like YouTube, Facebook, wiki, email, blog are used in ELT and have positive impact on ELT.DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12076 Journal of NELTA, Vol 19 No. 1-2, December 2014: 1-16

scholarly journals The Effect of Using Tumblr on the EFL Students’ Ability in Writing Argumentative Essays

2018 ◽  
Vol 9 (5) ◽  
pp. 979
Author(s):  
Meiga Rahmanita ◽  
Bambang Yudi Cahyono
Keyword(s):  
Social Media ◽  
Communication Technology ◽  
Teaching And Learning ◽  
English Language ◽  
Social Networking Site ◽  
English Language Teaching ◽  
Information And Communication ◽  
Efl Students ◽  
Ict Tools ◽  
Argumentative Essays

Nowadays, many information and communication technology (ICT) tools have been integrated in teaching and learning activities. In English language teaching (ELT), various ICT tools, especially those which belong to Social Networking Site (SNS) or social media, have been used as media to teach English language skills. One of these social media is Tumblr which has a mixture of characteristics of Blog, Instagram, and Facebook. This research aimed to examine whether the use of Tumblr improves EFL student’ ability in writing argumentative essays. It involved 36 students of undergraduate program in English Department of Universitas Negeri Malang, Indonesia. The result showed that there is a significant improvement in students’ ability in writing after being taught by using Tumblr. This leads to the conclusion that Tumblr can be used effectively to help students improve their ability in writing argumentative essays. 

scholarly journals Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching

2018 ◽  
Vol 2 (3) ◽  
pp. 259-274
Author(s):  
Rija Dwiono ◽  
Dewi Rochsantiningsih ◽  
Suparno Suparno
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Computer Application ◽  
Analysis Tool ◽  
Teacher Competence ◽  
Ict Competence ◽  
Information And Communication

Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.

scholarly journals THE USE OF ICT IN ESL CLASSROOMS IN MANIPUR

2021 ◽  
Vol 2 (2) ◽  
pp. 147
Author(s):  
Rosy Yumnam
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
English Language ◽  
Northeast India ◽  
English Language Teaching ◽  
Independent Learning ◽  
Ict In Education ◽  
Information And Communication ◽  
Learning English

<p>The use of Information and Communication Technology (ICT) in education has increased manifold in the present times. The role and use of ICT as a tool for English Language Teaching (ELT) is increasingly explored by educators as they assist in creating collaborative and independent learning environment. ICT plays a pertinent role in enhancing motivation, creativity and critical thinking of the learners. In the study, the attitudes of the students and teachers of the secondary schools of Manipur, a state in northeast India towards using ICT in teaching and learning English language are investigated. The paper aims to make the teachers and learners aware of the use of ICT in English as a Second Language (ESL) classroom. Through the questionnaires administered to both teachers and learners, the importance and challenges in the pedagogy of ELT using ICT is identified and discussed. The findings of the survey indicate that most of the teachers and learners held positive approach towards integrating ICT in teaching and learning English language.</p><p> </p>

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

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 A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners’ (ELL) Communicative Competences

2017 ◽  
Vol 10 (12) ◽  
pp. 83 ◽  
Author(s):  
Paolo Fabre-Merchan ◽  
Gabriela Torres-Jara ◽  
Francisco Andrade-Dominguez ◽  
Ma. Jose Ortiz-Zurita ◽  
Patricio Alvarez-Munoz
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
Phonemic Awareness ◽  
English Language ◽  
Phenomenological Study ◽  
English Language Teaching ◽  
Information And Communication ◽  
Ict Tools ◽  
Professional Field

Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this issue comes from the concern or fear to mispronounce any word, considering that English manages some variations on its phonetic alphabet, which differs from other languages. Therefore, it becomes necessary for ELLs the acquisition of English phonemic awareness to improve their pronunciation, fluency, and confidence when orally communicating in English. Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students’ communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers’ experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners’ (ELL) communicative competences.

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 Students’ Perception on the Information and Communication Technology (ICT) Tools in English Language Teaching

2020 ◽  
Vol 3 (1) ◽  
pp. 122-129
Author(s):  
Anisa Husni Alkaromah ◽  
Endang Fauziati ◽  
Abdul Asib
Keyword(s):  
High School Students ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
English Language ◽  
Basic Function ◽  
English Language Teaching ◽  
Structured Interviews ◽  
School Students ◽  
Information And Communication

The pedagogies of English teaching are rapidly changing due to the advancement of information and communication technology (ICT). According to curriculum 2013, ICT is an essential component that should be integrated into each subject including English. It can be expected that it is essential for the teacher to use ICT in the teaching and learning process in order to help students to achieve a high quality of English subjects. To know the ICT role in the classroom so that this study was conducted to investigate senior high school students’ perceptions toward ICT usage in the EFL classroom. There are two students from the public school participated in Surakarta. This research design was a qualitative method with a case study approach to determine students’ perceptions and their experience in using ICT. Semi-structured interviews were used for data collection. The result indicated that the students perceived ICT usage and perceived access to ICT. Although the students use ICT and access it in the classroom, the domination of the level is at substitution and augmentation. These two levels are called enhancement. The findings reveal the usage of ICT in the EFL classroom. The students are reflected only to be able to use a basic function in a limited mobile application with only little change and improvement.

Using information and Communication Technology in E.F.L Classrooms at University level (Case Study of Gezira and Butana University lectures)

2020 ◽  
Vol 16 (1) ◽  
pp. 25-48
Author(s):  
Amani El-tayeb Hassab El-Rasoul Mohammed
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Efl Teachers ◽  
Information And Communication ◽  
English Language Teachers ◽  
University Level ◽  
The University

Using Information and Communication Technology in EFL classrooms at the university level is very important for universities lecturers in Sudan. This study aims to investigate the role of ICT in teaching English in Sudanese universities represented by Gezira and Butana University. The study casts light on the importance of ICT today particularly in the field of English language teaching. Moreover, investigates the problems which face Sudanese EFL teachers in using ICT in classrooms at the university level. The study has followed the descriptive-analytical method. The data for the study[ has been collected by means of a questionnaire and an interview with some ICT experts and technicians. The study has used the (SPSS) statistical package for the social science programme for analyzing the data. The study has reached many important results: There are many problems facing Sudanese English language teachers at the university level in teaching the English language while using the technology of information and communication because they are not specialized in the field. In the light of these results, the study recommends that: Introducing ICT into educational curricula so as to be understood and used easily by learners and teachers. Also the necessity of training EFL teachers on using these technologies. Finally, the study recommends all teachers at the university level have full knowledge of using ICT in education because it is very important nowadays.

scholarly journals THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN ENGLISH FOREIGN LANGUAGE (EFL) TEACHING

2021 ◽  
Vol 14 (2) ◽  
pp. 1-20
Author(s):  
Hani Elmahida ◽  
Putri Elbalqis
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Modern Technology ◽  
English Language Teaching ◽  
Efl Teaching ◽  
Information And Communication ◽  
Young Teachers

Information and Communication Technology (ICT) useful to support English Language Teaching (ELT) for foreign language. However, this world particularly needs human resources who mastering English material and modern technology. The objective of this paper was to examine the utilization of ICT while conduct autonomous learning also to ensure teachers' abilities in the implementation of social media technology to support English Foreign Language (EFL) teaching classes. The survey used with collecting data from several young teachers by descriptive-qualitative method. Data showed four from six respondents already known ICT as well, automatically those five young teachers have appropriate ELT tools by various social media. Basically, teachers understand how important student-centered to be conducted particularly in EFL classes. In contrast, it was not balanced with the idea to develop ICT while designing interactive modern learning classes. Then, one case was found in the previous survey to be precise with high school teachers. Senior teachers just utilize one or two ICT tools in the ELT classes. The limitation of tools could make the output and outcome of the learning process is not optimal. Furthermore, this paper shows the importance of ICT integration tools and ELT which should be mastered by teachers in 4.0 era.

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