Abstract
The present study aimed at investigating to what extent teachers use technological devices and (as general) in the department of English Language in Hasahiesa Joint School. The study aims to identify which factors contribute to, or discourage teachers use of technology in English Language teaching. It also focuses on the actual role played by English language teachers. Descriptive, analytical and experimental methods are used to test quantitatively and qualitatively the collected data. Data are collected through two research instruments, namely, a test (pre/ post test) and two questionnaires at the end of the experiment to elicit the subjects attitudes towards technology. One questionnaire is directed to the teachers (30 teachers) and the other is directed to the students (52 students who are divided into two homogeneous groups after the first test). Intervention interwoven with the regular teaching by research is conducted. The quantities and qualitative data are statistically analyzed by using the (SPSS). According to the questionnaire results, It is clear that the students have positive attitudes towards such learning. The results also show the mere introduction of computer technology resources. Consequently, the provision of training which is the key factor in both changing attitudes and encouraging teachers to incorporate technology in their instruction is highly recommended.
Highlights
The main question set in this study is: what are the advantages and disadvantages of using computer network technology in language teaching? this question would be addressed only after the following subsidiary questions are answered by the study: 1. Are there any differences in the skills of English Language between the pupils who learn English language by using computer as assisted factor and the others who don’t? 2
Fifth: It is recommended that the Ministry of Higher Education in Sudan should take the initiative of the integration of technology into universities in order to offer teachers of English language The training enables them to succeed in integrating these electronic pedagogical devises in their classrooms teaching, especially in terms of considering the challenges that teachers are likely to face in when teaching some contexts
In order to achieve good results through the use of technology devices and ICT integration into the English as foreign language (EFL) tertiary classrooms, priority should be given to training teachers on how to use technology
Summary
The present study aims at testing the following hypotheses: 1. Using technological devices facilitates the English language learning process. Using technological devices facilitates the English language learning process. 2. Students have positive attitudes towards the use of technology in English language learning. 4. Teachers authentically use sufficient technological devices 5. The use of technology nowadays represents an investment of both time and money. A. Investment of Time Just as technologies may save money over the long term, they may save time. Time demands are determined by the need to learn how to master the technology, and by the changing dynamics of the online classroom. B. Investment of Money The use of new technologies in the long run tends to result in higher productivity at least in the economic sphere. Productivity in education is certainly harder to measure, but it is not unreasonable to assume that in the course of time new technologies will help create more effective foreign language learning. For college language learning programs, such expenses usually should entail hardware, software, staffing, and training in addition to the provision of at least one networked computer laboratory
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