ICT in Malay Language Learning

Author(s):  
Abduyah Ya'akub ◽  
Christina Gitsaki ◽  
Eileen Honan

With digital communications and technological media becoming an integral part of the new professional workplace and everyday lives of the younger generation (especially in post-industrial societies), comes the clarion call for educators to develop a more complex understanding of language and literacy and how to go about designing pedagogies that equip students with 21st Century skills. This chapter presents two case studies that examine the complex interaction of teachers, students, writing pedagogies, language curriculum and Information and Communication Technologies (ICT). The study explored students’ experiences of using ICT in second language writing and the impact of ICT on writing pedagogy and the curriculum, producing in-depth descriptions and interpretations to answer a set of focused research questions.

2004 ◽  
Vol 32 (1) ◽  
pp. 109-129
Author(s):  
Madeleine Choe-Amusimo Fombad ◽  
Charles Manga Fombad

The advent of the global digital revolution and the phenomenal advances in information and communication technologies (ICTs), have today provided an opportunity for the much-vaunted African renaissance and a chance for the continent to leapfrog over some of the enormous barriers of underdevelopment and claim a place in the post-industrial economy. The new technology has not only liberated the human brain from many mundane tasks but it has enhanced our productivity in many dramatic ways. It is becoming increasingly clear that the availability and use of ICTs is pre-requisite for economic and social development in this era of globalization.


2021 ◽  
Author(s):  
L.F. Birr-Tsurkan ◽  
◽  
L.S. Karamanian ◽  

The aim of this article is to examine how multiple media tools could be used for teaching a foreign language. The first part of the article is about the concept of “Media”, its history, classification and development. The second part reveals the practical use of audiovisual media in the teaching process of the foreign language. The relevance of the article consists in the complex approach to the question of modern digital media (YouTube vlogs) in foreign language learning.


2020 ◽  
Vol 28 (1) ◽  
pp. 70
Author(s):  
Emrah Ekmekçi

<p>Rapid developments in information and communication technologies (ICT) in recent years have inevitably affected the nature of learning and teaching process in general. As a result of this, teachers have been constantly seeking innovative and alternative ways of teaching in all educational settings as well as in the domain of foreign language learning and teaching. However, there still exist teachers who do not feel pedagogically and technically competent enough to integrate ICT into learning process. There is no doubt that it is of great importance to decide how and when to use technology in pedagogically principled way. The book   <em>Integrating Information and Communication Technologies in English for Specific Purposes </em>is for readers and educators who seek pedagogically appropriate ways of integrating technology in the practice of English for specific purposes (ESP), English for academic purposes (EAP), and English for occupational purposes (EOP).</p>


2011 ◽  
pp. 446-469 ◽  
Author(s):  
Francois Fortier

There is a technology that was said to have the “power to disband armies, to cashier presidents, to create a whole new democratic world — democratic in ways never before imagined, even in America” (From Daniel Boorstin’s The Republic of Technology, cited in Winner, 1996, p.20). This technology was none other than television, whose potential for low-density mental reformatting is today more widely recognised than its affinity with democracy — in America as elsewhere. In fact, “Dreams of instant liberation from centralised social control have accompanied virtually every important new technological system introduced during the past century and a half” (Winner, 1986, pp.95-96). Collective memory is short, and information and communication technologies (ICTs) are now on the leading float of the technophile carnival. For many, the new technological artefacts promise to end the alienation of labour and industrial apocalypse, to leapfrog the so-called Third World into post-industrial informationalism, and to cast the foundations of slave-less, gender-balanced Athenian democracy (see notably Cairncross, 1997; Burton, 1997; Negroponte, 1995; Bissio, 1996; Annis, 1991; Lipnack and Stamps, 1986). Yet, beyond the hype of the so-called Information Revolution, ICTs are having other implications, more tuned to neo-liberal substance than classical utopia. Those implications call for a critical political economic analysis and precocious system planning and deployment. On the one hand, this chapter compares the overall political impact of the technology in relation to the immediate advantages it is said to confer. On the other hand, the analysis shows that the development and implementation of ICTs, far from serving democracy, does in fact consolidate social injustice through ideological homogenisation, restrictive controls, and an enhanced capacity for surveillance. In search of alternatives, the last section of the chapter focuses on the technological conditions and political strategies through which information systems could be more relevant to progressive social forces and grassroots emancipation.2 A matrix of relevant political issues is proposed in an effort to construct strategies of progressive community networking.


2014 ◽  
Vol 22 (1) ◽  
pp. 20 ◽  
Author(s):  
Nikolai Penner ◽  
Elzbieta Grodek

<span>Information and Communication Technologies (ICT) constitute an integral part of the teaching and learning environment in present-day educational institutions and play an increasingly important role in the modern second language classroom. In this study, an online language learning tool Tell Me More (TMM) has been introduced as  a supplementary tool in French and German first and second-year language university classes. At the end of the academic year, the students completed a questionnaire exploring their </span><em>TMM</em><span> usage behaviour and perception of the software. The survey also addressed aspects of the respondents' readiness for self-directed language learning. The data were then imported into SPSS and underwent statistical analysis. The results of the study show that 1) relatively few of today's university students are open to the idea of voluntarily using ICT for independent language practice; 2) grade, price, and availability of alternative means of language practice are the most important factors affecting the students' decision to purchase and use ICT software; 3) there is a relationship between the students' decision to buy and use ICT software and their readiness for self-directed learning.</span>


2021 ◽  
Vol 2021 (10) ◽  
pp. 35-40
Author(s):  
Anna НLAZOVA ◽  
◽  

The development of scientific and technological progress causes the rapid spread of information and communication technologies, which in the post-industrial period are implemented in all spheres of economic life. Digitization at this stage of socio-economic development is a global trend in the world economy. Taking into account the latest trends, the article presents the basic characteristics of digitalization, as well as the peculiarities of its spread in developed countries and Ukraine, which shows the divergence in concepts. The article identifies the features of the digital economy and analyzes the innovation degree of economies and the level of technology development in Ukraine and the world. In particular, the problems of digitalization of the real sector of the economy of Ukraine are highlighted and the need to reconsider approaches to the implementation of the concept of digitalization in the socio-economic system of Ukraine is substantiated.


Author(s):  
Shu-Chiao Tsai

This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.


Author(s):  
Rafael Vetromille-Castro ◽  
Anne Marie Moor ◽  
Gabriela Bohlmann Duarte ◽  
Nairana Hoffmann Sedrez

Learning Objects (LOs) have increasingly become of interest to users and researchers of Information and Communication Technologies (Wiley, 2002; Gibson, 2002; Leffa, 2006). There are several definitions, an ample discussion and criticism in relation to what can be considered a LO. Leffa (2006) indicates the state of the art of LOs and points to the lack of theoretical support in the production of such resources. Therefore, since more attention has been paid to technological aspects than to pedagogical ones in the development of LOs, the authors consider it necessary to have a theoretical basis that supports the design of such objects and makes them congruent to the learning of foreign languages (FL) with an emphasis on communication. Hence, this paper proposes a definition of Language Learning Objects (LLOs) that attend to the principles of Communicative Language Teaching (Canale & Swain, 1980; Ellis, 1999, 2005; Paiva, 2009) and Pedagogical and Design Usability (Vetromille-Castro, 2003).


2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Natalia Norte Fernández-Pacheco

Abstract The ever increasing worldwide use of Information and Communication Technologies (ICT) over the last decade, has not only contributed to the way people interact with each other, but also to how languages are taught and learnt. Language digital materials such as vodcasts bring together, in an innovative, attractive and motivating manner, diverse modes of communication which promote a multimodal approach of learning. This article explores the use of multimodal ensembles  in audio-visual language learning materials designed to enhance students’ comprehension. This mixed methods (qualitative and quantitative) study, comprised a multimodal analysis of two language learning vodcasts from the British Council, using ELAN as the main multimodal annotation tool. The data obtained from the multimodal transcription was relevant to describe the different orchestrations of modes contained in both vodcasts. From this data, two comprehension tests, based on the ensembles found, were developed to check how each ensemble could benefit language students. The results confirmed that EFL students’ audio-visual comprehension improved when there was a greater number of orchestrated modes. These findings not only emphasise the potential of multimodal materials to improve foreign language comprehension, but also encourage teachers to adapt their methods to the pervasive digital era.


Neofilolog ◽  
2020 ◽  
pp. 125-144
Author(s):  
Olga Aleksandrowska ◽  
Danuta Stanulewicz

A recent increase in the introduction and integration of information and communication technologies in education has prompted researchers to investigate the functioning and effectiveness of various digital tools. In the first part of the article, the authors present the benefits of using online platforms in language learning, with special focus on Duolingo. The second part describes the major assumptions, course design and language tasks offered by the platform. The final part concentrates on the results of a small-scale study in the form of interviews, conducted with 32 Duolingo users. 


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