Students’ Perceptions Towards the Drawbacks of Technology in English Language Teaching and Learning

The aim of the paper is gathering evidence of the series of benefits of technology integration in English language teaching and learning, if there are so, what obstacles and challenges emerge and how they are overcome. This study investigates series of experiences, benefits of integrating technology in English Language learning in Indonesia. Moreover, this work explains what challenges that need to be overcome in integrating technology in language learning. Data is obtained through interview technique. This study employs qualitative analysis in order to obtain information about what experiences, benefits and challenges in using technology in language learning. This study involves seven participants. The results show that some benefits of integrating technology in English language learning are learners can do some coding, practice online quizzes or tests, improve speed of answering questions, improve scores in English tests, learn another foreign language, do some collaborative learning, encourage independent learning, have opportunities to write, speak, listen, and read in English, do online learning, get online references, use of multiple computer application, obtain the latest information, translate, have opportunities to use multi-media presentation as well as demonstrate new method of teaching. Some challenges in technology integration are type of technology used, the rapid changes of technology development, the number of classes taught, class size, cost, time, age, lecturers’ workload, ability to use technology as well as availability the technology to use.

Educators and teachers generally use a traditional approach in English language teaching. They use books, flashcards, and whiteboards to organize a lecture. However, at present times, teaching through traditional methods is not considered effective. We live in the advanced technology age, where teaching through a blended method is more practical and effective. For this reason, a teacher should be acquainted with the various technology tools to be used effectively in the classroom. The use of technology plays playing a significant role in English language teaching and learning (ELTL). In this paper, the authors will explore the uses of technology such as the internet, websites, electronic dictionaries, softwares and social networking technologies in English language teaching and learning.

This study sought to determine the level of anxiety towards English language learning of the students of Isabela State University, Ilagan Campus. The researchers used the descriptive design since the aim was to describe the level of the students’ anxiety towards English language learning. The standardized questionnaire for anxiety developed by Horwitz et al. (1986) was used           in this study. The findings revealed that the respondents’ level on the different areas of anxiety in learning the English language namely: communication anxiety, oral test anxiety, fear of negative evaluation, anxiety of English classes is moderate. Further, the results showed that sex is a variable that does not affect the students’ level of anxiety in learning the English language in terms of their anxiety in communication and in their English classes. 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iSpring is one of various software which is benefit in English language teaching and learning. There are numerous researches that bring up the use of iSpring to support the material and quiz development. This research aims at providing comprehensive literature review about iSpring in English language teaching and learning. This research’s objectives are investigating; 1) the roles of iSpring in English language teaching and learning and 2) the effectiveness of iSpring in English language teaching and learning. Qualitative research method with library research approach was used in this research. The data consists of 3 theses, 4 conference proceedings, 5 journal articles that taken mostly from Google Scholar. The data then analysed using content analysis to match the objective of this research. The findings showed that iSpring has several important roles for English language teaching and learning such as; making English teaching and learning activities becomes easier; helping students to learn English language; creating interest, motivation, confident, concentration, and independence for students in English learning; supporting all types of learning styles and various level of students in English learning; providing effective English teaching and learning activities; and also accommodating various English teaching methods. Besides that, this research also showed that iSpring was effective for foreign language distance learning, improving students’ independence on self-evaluation, improving receptive skill, and productive skills as well. Therefore, iSpring is suitable to be used in education, especially to support the English language teaching and learning.

The use of computer technology in English language teaching and learning is accepted, often uncritically, in many settings, even though in other settings, computers are not available, while in still other settings, teachers and learners often lack the necessary computer literacy skills to exploit the technology effectively for language teaching and learning. While many articles and books discuss tips for using computer-based technologies in the classroom, research studies tend to be small scale and seldom generalizable. Still lacking is a rigorous approach to the study of the implementation of computer-based technologies (both how the technologies are implemented and which technologies are chosen); the effects of computer-based technologies on instruction (including effects on the role of the teacher); the effects of computer-assisted instruction on language learning; and the integration of computer-assisted instruction into curriculum design. This chapter summarizes extant research in these areas, while identifying the assumptions underlying much of the literature on the use of new technologies. The chapter also predicts, from the existing research data, what would be necessary for computers to be ubiquitous and part of teachers’ repertoire of instructional approaches.

Today classroom language learning and teaching is a more complex tack and a challenging job for language teachers. The may find ourselves in a position where all ICT technologies is create our disposal for example - computer, internet, video, etc. Though at some point, we may find ourselves in a place where even a blackboard is sufficient and effective tool for teaching, learning process of language. The present paper will focus on task-based approach in English language learning. At first, the papers will discuss the language teaching methods especially, the student / learner-centric methods in English language teaching. It attempts to state how task-based teaching lead to language learning It also tries to state how linguistic competence is developed and how it involves the process of understanding, thinking and stating com outcomes. The learners engaged in an effort to understand and express meaning in their target language. The learner. in a task-based classroom can get their meaning across by means of ungrammatical expressions with the use of task-based approach learners can achieve grammatical conformity in their use of Target language. In the present paper we will discuss the difference between various student/learner-centric methods. It will highlight the task-based approach in English Language Teaching + The paper will try to illustrate the Task-based Approach with the help of various tools used in the actual English language classroom. This particular method will be helpful for creating rule focused activities, form focused activities, meaningful activities and meaning focused activities. It helps to create more interactive groups of learners in the English language classroom. This approach tries to create interest and enthusiasm among the learners regarding the Target language. This paper intends to create resourceful language teachers in any kind of circumstances. It tries to bridge the gap between language study and language use. In short, the paper presents an effective learner-centric method for English language Teaching in real classroom situations.

Learning a language is not merely learning its grammar. There are some other factors which should be covered in language learning, e.g. language in use, or meaning and communication. In other words, L2 learners of English not only need to reach grammar competence, but also pragmatic competence. Unfortunately, pragmatic competence is rather neglected as language learning and teaching, most of the time, puts emphasis on grammar competence. Hence, in this paper, I would like to discuss the importance of integrating pragmatic competence, in this case, conversational implicature, in English language teaching and learning materials. A previous study, conducted by Manowong (2011), reported that non-native speakers of English have difficulty in interpreting conversational implicature. Thus, teachers should make great efforts to help the learners raise their conversational implicature awareness. One of the most effective ways to raise learners’ awareness on conversational implicature is by making use of authentic materials. Movies could be great sources to help learners raise their conversational implicature awareness. Therefore, in this paper, I would like to propose a model of materials which integrate some scenes of a movie that might be useful for teachers and learners in English language learning and teaching. Keywords: Raising pragmatics awareness, conversational implicature, movies

This research aims to evaluate the possible positive aspects of Artificial Intelligence (AI) technologies in English language teaching that occur when training learners of English as a Foreign Language (EFL) or English as a Second Language (ESL). The study seeks to understand how AI technology and methodologies enhance language learning and teaching, including the unique possibilities that arise when considering learners and educators with an evolving role in increasingly larger education systems and educational environments. It seeks to understand the potential of AI for personalizing English language training. Also, by asking the question study, if there are methods including Natural Language Processing (NLP), Machine Learning (ML), and AI-based analytics or tools, can they personalize learning experiences for EFL-ESL learners? A qualitative study was completed through interviews with learners from different experience levels engaged in EFL or ESL programs that used AI-based tools in the pedagogy. The results demonstrate that AI has positive opportunities for personalized language education in the EFL and ESL contexts, the ability to enhance language skills in specific domains, and offer customized language learning experiences. This research has indicated challenges that surround cultural elements, technical challenges, and distinctly human teaching and learning elements. The research also offers helpful information for English language learning and recognizes the shifting nature of personal learning experience whether enhanced through AI, the practical requirement of incorporating AI will also provide a unique lens and perspective in English language learning and teaching, recognize the affordances AI can offer, alongside students and language learning never being exclusively cultural or human.

Qatar is a Gulf state undergoing a sweeping educational reform where educational development is linked to ICT and the English language. ICT is promoted to upskill the future generation or the “digital natives”. English is seen as a key to a myriad of doors and a passport to a world class education. In all public schools, English is a compulsory subject taught from grade one where learners are exposed to English for more than 500 teaching hours every year. It is also the medium of instruction for maths and science. The purpose of my year-long study was to investigate the effectiveness of ICT in supporting the learning and teaching of English language in the Qatari context. It was guided by the critical paradigm and employed action research as the investigative methodology. The initial data collection process was carried out through a survey instrument. More than 200 students answered questions about their attitudes, perceived values, current uses and issues with ICT. The findings of the study have identified a number of challenges. One of which is the minimal support that ICT is providing to the teaching of the listening skill. An intervention programme was later designed in a form of a webquest lesson based on CLIL (content and language integrated learning) and informed by the survey findings, student’ voices and previous research in the field. After that, the intervention programme was trialed with two classes (n=50) and evaluated by qualitative (classroom observations) and quantitative instruments (questionnaires). Evidence from the evaluation data showed that ICT has the potential to support the teaching and learning of English language through its positive impact on autonomy and motivation. The results also revealed that teachers have limited knowledge of the potential of ICT and they could play an indirect role in impeding its use. This study has shown how action research, as a self-reflective inquiry, could broaden our understanding of the role of ICT in language classes. The study concluded that ICT-supported teaching of English in Qatar should be accompanied by a positive ICT culture, reflective research, proper staff training, teacher networking and supportive educational leadership.

This paper investigates the transformative power of advanced technologies like artificial intelligence (AI) and neural networks in improving English language teaching in institutions of higher education. Learning about the means through which these tools can be efficiently incorporated into teaching approaches to achieve better learning outcomes, as the educational context continues to change, is imperative. The key focus of this research is on investigating the advantages and difficulties of applying these advanced technologies in English language teaching and learning. By focusing on the improvement of instructional effectiveness, the research will present an extensive overview of how AI applications can transform traditional educational paradigms through the provision of more tailored, flexible, and interactive learning conditions. The research findings identify that AI-enabled solutions can be able to notably enhance the quality of English language teaching, providing a better and more personalized teaching and learning experience for learners. These applications make adaptive learning experiences possible, adapting themselves to the specific needs of learners and thus enhancing learner engagement and the outcomes of language acquisition. Also discussed in the article is the critical importance of having adequate and effective teaching technologies. It sets the imperative for teachers to make sure that the material taught not only meets relevance criteria but also quality standards. In this regard, the teachers of foreign languages emerge as central figures since they play a critical role in orchestrating the uses of these technologies and modifying their pedagogy to make the most of the benefits of AI. The uniqueness of this paper is the extensive examination of the existing research on the implementation of innovative technologies in teaching the English language. By examining what it means for teachers and learners alike in the era of the digital age, this research adds rich insights on what the future of teaching a foreign language holds and calls for continued adjustment and creative approaches in teaching techniques. By doing so, the research points out the necessity for teachers and learners alike to be prepared for a technologically driven education process.

Twenty-first century Student at tertiary level carries more than a traditional resource pack in classroom. With the introduction of modern technology, the dynamics of teaching and learning has reshaped. This paper aims to investigate the use of technology in English language teaching and learning at tertiary level in physical classroom. To be more specific, this study was carried out to explore the trends of technology use at tertiary level in English language related courses offered at four private sector universities in Karachi. The data were collected through survey questionnaire via Google forms, from 35 English language teachers, who taught the courses and 134 students enrolled in the courses. Findings reveal that, internet, computers (desktops/laptops), videos and overhead projectors were the most frequently used technology tools out of 21 different types of technology tools on the list with 92%, 78%, 68% and 65% respectively. Whereas, the use of web-based tools such as classwiki, googledocs and e-news were the least practiced for teaching English language. The study concludes that English language teachers at tertiary level were actively using internet and desktop/laptops tools in their classroom while were found to less inclined toward social media based technology forums for teaching purposes. Keywords: Instructional Technology, Educational Technology, Higher Education

Digital storytelling has always been emphasised as a revolutionary approach as it sustains the education in the modern era. It is a trending educational approach which are being researched in many current studies. However, despite its importance in sustaining the education, the review of digital storytelling in the teaching and learning of English, specifically on the four main language skills, is sparse. Hence, this review systematically focuses on the state-of-practice of digital storytelling in English language teaching and learning of the four skills. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 20 articles related to the use of digital storytelling in the English language classroom were identified from the ERIC, Web of Science, and SCOPUS databases. The inclusion and exclusion criteria were taken into consideration and all authors of the articles provided empirical proof which supports the implementation of digital storytelling in the English language teaching and learning of the four skills. First, the major findings revealed that digital storytelling is commonly utilised through project-based learning tasks. Second, writing skills are more emphasised through digital storytelling in the English language teaching and learning. These two findings implied that there are gaps in research on digital storytelling in the English language teaching and learning. In general, this review is important for practitioners to know which tasks to be used in using digital storytelling to teach the four language skills and in identifying gaps for research in digital storytelling and English language teaching and learning, to sustain the education in the future.

This qualitative study investigates the impact of formative assessment practices on English language teaching and learning outcomes in Morocco. Classroom observations with English language teachers and students were conducted to examine the use and effects of formative assessment practices. While English language teachers in Morocco had limited knowledge and use of formative assessment practices, the study found that their use had a significant positive effect on student learning outcomes. The effective implementation of formative assessment practices could help to improve the quality of English language teaching and learning in Morocco. The study provides insights into the benefits of using formative assessment practices in the Moroccan context and offers recommendations for their effective implementation in the English language classroom. This research could inform and guide policy and practice in English language teaching in Morocco and other similar contexts, contributing to improved outcomes. English language teachers and policymakers in Morocco can use the findings to enhance the quality of English language teaching and learning in their classrooms and institutions.

Today, using technology is an urgent requirement in the process of both teaching and learning English language. As a result, both teachers and learners need more devices and tools in order to accomplish their goals and develop their skills. This study gives an overview of the recently developed applications of digital technology used in teaching and learning English language. The researchers try to focus on the online classrooms and the applications widely used at recent years after the sudden attack of corona virus that disables the educational systems in most countries over the world. The paper also tries to link the pedagogical system based on technology with the theories and methods of education, and finding out to which school such system is related to. The study ends with a brief account on the outcomes of using technology in both language teaching and learning on the language skills i.e. listening, reading, writing and speaking.

The application of modern technology represents a significant advance in contemporary English language teaching methods. Indeed, Mohammad Reza Ahmadi (2018) maintains that electronic teaching programmes have become the predominant preference of instructors since they arguably boost positive student engagement with teachers and incentivize overall English language learning. Most contemporary English language teachers now actively incorporate a range of technological aids designed to facilitate optimum teaching delivery. The current research therefore addresses various elements of the technology used in English teaching by devising innovative curricula which harnesses recent scientific and technical developments, equip instructors with the technological skills to ensure effective and quality subject delivery, provide technical media such as audio-visual and modern technical programmes, and create student-teacher platforms which maximize positive language learning outcomes. For the purposes of this study, the relevant literature has been reviewed, technology defined linguistically and conventionally, and correlation with modern teaching skills fully evaluated. In light of this, the researcher outlines the fundamental research problem, elucidates the significance of the research objectives and hypotheses, and presents the findings. The paper concludes by offering a number of recommendations which may further contribute to the improvement of teaching methods by advancing the widespread application of modern technology.