Electronic Reference Tools in EFL Classes

Manssour Ras'N M Habbash

doi:10.5539/ijel.v8n2p101

Abstract

Electronic reference tools viz. dictionaries, wikis, explorers, translators etc. tender a great support to the EFL learners in understanding different aspects of the lexical, syntactical, phonological and semantic complexities. In view of the usefulness of online reference tools, it is hypothesized that extensive use of the tools in classrooms expedites the acquisition of the language. In an effort to establish the correlation between the effective use of the tools and the acquisition of English as a foreign language, it is proposed to take up a study that aims at finding out the impact of using Electronic reference tools in EFL classrooms. The study was conducted with two groups of learners of English as a foreign language who completed their yearlong English language course that is mandatory for continuing their bachelors’ course. By using purposive sampling method the participants of the study were selected and were divided into group A and group B based on the levels of success in their acquisition of English required for continuing their bachelor’s courses. The levels of success were determined based on a diagnostic test conducted at the end of their one-year English language program, and graded in light of the Interagency Language Round Table Scale (ILRS). The students who obtained ILRS +3 level and above in the test were included in group A, and the students who obtained below ILRS 3 level are included in group B. The final sample of the students in both the groups were provided with a questionnaire of Likert scale that is followed by face-to-face interviews. By employing mixed method model of research, the correlation between their use of online reference tools and their level of success in learning the language were established. The results show a positive correlation that confirms the use of online and electronic reference tools is an essential learning strategy both within and out of the classroom learning as well as for expediting the learning process.

Highlights

IntroductionEnglish as a foreign language is taught in many Saudi Arabian universities with the goal of imparting their students with the English knowledge required for the continuation of their academics further at universities
The students who obtained Interagency Language Round Table Scale (ILRS) +3 level and above in the test were included in group A, and the students who obtained below ILRS 3 level are included in group B
English as a foreign language is taught in many Saudi Arabian universities with the goal of imparting their students with the English knowledge required for the continuation of their academics further at universities

Summary

Introduction

English as a foreign language is taught in many Saudi Arabian universities with the goal of imparting their students with the English knowledge required for the continuation of their academics further at universities. The methods of instructions usually include classroom teaching under the tutelage of experienced teachers in well-appointed digital classrooms and the provision of online sources for individual and reflective practice. The. EFL teachers are noticed to be using digital tools and online sources extensively in their classrooms to support their students acquire the language, and suggesting their students to continue their practice of their language skills online. To what extent the use of online sources are supporting the acquisition of their skill in learners. In an effort to find the correlation between the use of online sources and the acquisition of language skills, a study is taken up at a university in Saudi Arabia.

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Methods

Conclusion