Technology In Language Teaching Research Articles

Adoption of Online Technologies for Language Teaching during COVID-19 Pandemic in Narrative Frames

Adopting and utilizing online technologies for emergency remote teaching during the COVID-19 pandemic is a requirement for most Higher Education Institutions (HEIs) in Indonesia in order to keep the pedagogical practice running. Having done the practice for about one year, it is paramount to have an understanding of teachers’ experience in their adoption of the technologies. Arguably, there has been zero study employing narrative frames conducted in Indonesia investigating EFL (English as a foreign language) university teachers’ experience in adopting online technologies for their teaching during the pandemic. Therefore, the present narrative study examines this issue. Four narrative frames were developed as the instruments of the study by referring to two core variables and one outcome variable of the Technology Acceptance Model (TAM) consisting of perceived ease of use, perceived usefulness, and reported general use of online technologies. 16 narrative frames completed by participants from seven universities in East and West Java unveil that despite the arduous initial process of shifting from face-to-face into online teaching, problems and difficulties which were still encountered during the pedagogical undertaking, and somewhat limited number of online platforms that had been utilized, the teachers’ very positive perceptions on the usefulness of online technologies led to persistence and optimism in their reported general use of the technologies in their teaching. It was concluded that teachers are quite ready to further implement online technologies in their teaching. However, supporting facilities, facilitating conditions, as well as training for developing technological knowledge and skills are needed to support the process.

Mobile Assisted Language Learning Across Educational Contexts

Almost two decades have gone by since the printing of Kukulska-Hulme and Traxler’s (2007) seminal book Mobile learning: A handbook for educators and trainers. Evidently, there has been less debate concerning whether mobile technologies should be welcomed in language education. Instead, attention has been shifted towards ensuring the accessibility, equality, quality, safety, and sustainability of mobile-assisted language learning (MALL) (Kukulska-Hulme 2021b). With a broad collection from secondary to tertiary education and from formal to informal learning contexts, Mobile assisted language learning across educational contexts aims to offer up-to-date and comprehensive knowledge of the current advancement of MALL. With this book, Valentina Morgana and Agnes Kukulska-Hulme provide the readers with a new understanding of the effective approaches to integrating mobile technologies in language education. The book consists of seven chapters, which can be categorized into four parts. The opening chapter in Part 1, by Valentina Morgana, starts with the rationale for editing the volume by stressing its unique selling point—the inclusion of diverse educational contexts and methodologies in relation to MALL. The chapter also contains a short introduction to MALL research, including the distinctive features and the commonly adopted research methods, followed by a summary of the remaining chapters.

Integrating Technology in ESL Reading Classroom: Accounting Pupils’ Perspectives

Technology integration in language teaching has become a more prominent option for more effective teaching and learning process. However, few studies have examined the use of technology in reading classrooms, especially in the Malaysian context. This study aims to investigate pupils’ perceptions of technology use in ESL (English as a second language) reading classrooms. In order to fulfill the research objective, the research question, ‘What is the perception of Year 6 primary school pupils on using technology in the reading classroom?’ was formulated to guide the study. The present study investigates the pupils’ perceptions towards the integration of technology in reading classrooms by collecting data from 70 participants of a semi-urban primary school in Pahang using a questionnaire that is adapted from the Technology Acceptance Model model. The findings indicated that pupils have positive perceptions towards the use of technology in reading classrooms in terms of perceived usefulness, perceived ease of use, attitude towards the use of technology and behavioural intention of using technology. Significantly, this study’s findings offer teachers and stakeholders with evidence to embrace technology in language teaching. Understanding pupils’ perceptions of technology use in reading in language learning classrooms provide significant information for teachers, school administrators and stakeholders

Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

The application of mobile technology in language education is gaining increasing momentum for its potential benefits, and scholars cast attention to issues such as learner motivation, learning effects and learner behaviors in the mobile learning process. Reflection is an essential part in learning as it can record learner behaviors, cultivate self-awareness of knowledge construction, facilitate cognitive growth, and promote academic achievement. Despite of the wide approval of reflection, not much study has been done concerning the application of reflection in mobile language learning process. Therefore, this study aims to investigate students’ perception of a mobile-assisted reading program facilitated with reflective activities as well as their preferences for reflection modes adopted. The participants were 60 students from two classes in a Chinese college. Students read passages on mobile applications and completed a reflection in one mode every two weeks. Four modes (paper journal reflection, e-journal reflection, audio reflection, and collaborative reflection) were adopted in the study. The study lasted approximately nine weeks. At the end of the program, all students were required to complete an anonymous questionnaire concerning their learning perception. In addition, ten students were selected randomly to attend a semi-structured interview. A pretest and a posttest were conducted to observe students’ language gains. A combination of quantitative and qualitative analysis was conducted with the data obtained. Results showed students generally approved of the effect of this mobile-assisted reading and their reading proficiency improved significantly after the program. In addition, most students favored reflective practices as a good way to stimulate interest, deepen understanding and promote reflective and summarizing abilities, but they didn’t consider it a good method to monitor the learning process in the mobile-assisted reading program. As for the preference for reflection mode, most students favored traditional paper reflection and audio reflection, while collaborative reflection and e-journal reflection received the least support. The findings provided implications for educators and app designers. For educators, based on the understanding of students’ age, learning experience, and possible preferences, they may create a good reflective environment with technical and instructional support, and then provide two or three popular modes for students to reflect on whatever they read. For app developers, some preferable reflection modes facilitated with stimulative measures may be offered to cater to more learners to conduct reflective activities.

The Impact of Teaching Technology in Language Teaching

Language teaching is a kind of an art which everybody can learn at any level. Language is a tool for a good communication and through language we express our views to others. In this way, learning process in language is highly preferable to all, in knowing such new language with the help of current teaching technology that are used in teaching. the present scenario, language teacher uses many types of teaching tools to inspire the students learning. This paper particularly deals with the impact of teaching technology in language teaching in terms of different aspects. It explains about the teaching technologies that creates highly advantaged system of easy learning of mother tongue at school level..

Harnessing Technological Transformation: An Exploration of the Impact of Mobile-Assisted Language Learning on English Vocabulary Acquisition

"This paper delves into the profound impact and the multifaceted influence of MobileAssisted Language Learning (MALL) on the acquisition of English vocabulary. MALL, a by-product of digital innovation, has revolutionized the traditional paradigms of language learning, offering flexibility, convenience, and personalization. The integration of mobile technology in language education has facilitated an environment conducive to continuous and engaging vocabulary learning, significantly enhancing learners' interaction with the target language. However, alongside its benefits, the implementation of MALL introduces unique challenges, such as issues of digital equity and the potential for distraction. This paper seeks to provide a comprehensive examination of the transformative potential of MALL in bolstering the process of English vocabulary learning, with a balanced evaluation of its myriad advantages, disadvantages, and the effects of globalization on its implementation"

ENHANCING STUDENTS’ WRITING QUALITY THROUGH COMPUTER-MEDIATED LEARNING: THE ROLE OF COGNITIVE ACTIVITY

Introduction. The use of computer-mediated learning environments has become increasingly important in enhancing students' writing skills. This study aims to explore the complex relationship between cognitive activity and writing quality in computer-mediated learning settings. By doing so, it aims to provide valuable insights for improving students' writing proficiency and maximizing the benefits of technology in language education. Methods. A quantitative approach, specifically a quasi-experimental design, was employed in this study. Assessment grades were collected as quantitative data to evaluate various aspects of students' writing skills, including narrative writing, oral language proficiency, reading and writing abilities, as well as nonverbal skills and working memory. Results. The number of online revisions made by students emerged as a predictive measure for both the quality of narrative structure and the length of the text. Students who engaged in more extensive online revisions demonstrated the ability to produce narrative texts of higher quality and greater length. Discussion. This study provides valuable insights into the significance of online revisions, cognitive factors, and writing fluency in relation to the quality of narrative writing. It suggests that students possess revision skills but often postpone revisions until they have completed the initial draft. Furthermore, it highlights the positive influence of strong reading and spelling skills on spelling proficiency and revision abilities. The findings contribute to the existing literature and deepen our understanding of the relationship between narrative writing, cognition, and the impact of revision frequency on the quality of written narratives.

Nauczanie języków wspomagane techniką cyfrową – skąd idziemy i dokąd zmierzamy?

The text recalls the pioneering work on use of digital technology in language teaching in Poland, undertaken despite the lack of computers in schools and the reluctance of teachers. The article describes current innovative activities carried out in the areas of virtual reality (VR) and augmented reality (AR), as well as artificial intelligence (AI). It also presents a reflection on psychological and social factors influencing the effects of using technology in language education and the role of systemic measures supporting its use.

An Examination on EFL Preservice Teachers’ Development of Core Competencies Through Technology-Enhanced Language Learning

The use of technology in language teaching and learning has become more and more significant in recent years. Technology-enhanced language learning (TELL) has been highlighted due to the rapid changes in the field of education. This study investigated how TELL affected preservice teachers’ perceived competencies in teacher education. Thirty-one preservice teachers at a medium-sized university in South Korea participated in this study. Survey questionnaires were the major data sources to check correlations between core competencies and see any differences in the participants’ competencies through the TELL environment. The results showed that all the five core competencies (i.e., self-directed learning, challenge, convergence, communication, and problem solving) are correlated. Among them, the correlation between competencies in convergence and problem solving showed the strongest relationship. From the t-test analyses, All the core competencies except for self-directed learning were statistically significant, which indicates TELL was an effective instruction for preservice teachers. This study discusses the importance of developing TELL strategies to increase competencies in convergence and problem solving and promoting reflective practice in TELL.

The Effects of Mobile Blended Active Language Learning on the English Critical Reading Skills of High School Students in Thailand

Due to the tumultuous COVID-19 pandemic, the use of advanced technology in language education is currently on the rise, with English education being no exception. Simultaneously, the advancement and expansion of technology provide English as a foreign language students with multiple channels and opportunities to reinforce the four skills of English (reading, writing, speaking, and listening) to varying degrees both inside and outside the classroom. While previous studies have highlighted the feasibility and sustainability of blended learning in facilitating English skills, few studies have investigated the impact of mobile blended active language learning (MBALL) on promoting the English critical reading skills of Thai high school students. In hopes of filling this gap, the present study used both quantitative and qualitative methodologies to investigate the effects of MBALL on improving Thai high school students' English critical reading skills and their opinions on the use of MBALL. Pre- and post-tests were used to compare the students' critical reading scores before and after the MBALL implementation. A questionnaire was used to determine the students’ opinions on the use of MBALL, and individual semi-structured interviews were employed to obtain more-detailed information. The results of the tests revealed that the Thai high school students' English critical reading skills had improved after implementation of the MBALL curriculum. Furthermore, the findings of the questionnaire and interviews suggested that the Thai high school students were enthusiastic about the use of MBALL.

The English as a Foreign Language Learners' Psychological and Emotional Perceptions on Technology Integration in Language Classrooms.

Recently, the use of new educational technologies in language teaching development is expanding rapidly. Educational technologies attach new features to the learning environments. The integration of educational technologies in language teaching has been received special attention among language researchers. In so doing, the present study investigated language learners’ perceptions of the integration of innovative educational technologies in their language classrooms. The sample comprised 301 English as a foreign language (EFL) students with different academic qualifications from Shaanxi Province (299) and other provinces (Fujian province = 1, Sichuan province = 1) in China. To gather the necessary data, the researcher conducted a technology integration questionnaire and a focus group interview. The results of obtained data demonstrated that the language learners had positive attitudes toward using technology in their classrooms. However, the findings of the interviews indicated that learners had some problems such as lack of technology literacy and inadequate assess to facilities in participating in technology-based classroom activities.

Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user

With the prevailing use of digital technology in language education around the globe, CALL normalization (Bax, 2003) seems to finally be approaching reality. This study revisits the concept by examining how an English as a foreign language (EFL) teacher and a claimed reluctant user of technology, Ada, navigates the ecology of CALL practice. Data from 64 h of classroom observation and multiple in-depth interviews were organized into five episodes of a hypothetical day of Ada's work life that show Ada intentionally and thoughtfully choosing her use and non-use of CALL applications. Drawing on an ecological perspective from Asia, the analysis reveals that the synergy between Ada's intentionality and technology can be considered akin to the constant dynamic balancing of the Yin–Yang relationship, in which Yin can be Ada's teacher intentionality, while Yang can be her symphonic use of technologies. The study then considers how the Yin–Yang ecological perspective and its features of complementarity, balance, and mutual constitution shed light on CALL practice as a new normal. Suggestions for CALL teacher education are provided.

English as a Foreign Language Teachers’ Techno-Cultural Awareness Levels and Self-Reported Competencies

Abstract Introduction: In line with technological developments, many educational institutions offer students and teachers technical opportunities to benefit both inside and outside the schools. From the perspective of utilizing technology for a more effective language learning and teaching process, the present study aims to reveal techno-cultural awareness levels and self-reported competencies of secondary school English as a Foreign Language (EFL) teachers working in Turkey. Methods: A total of 36 secondary school teachers participated in the study, and data were collected through a questionnaire and focus group interview. The focus group interview was conducted after the quantitative data analysis so that the quantitative data results guided the focus group interviews. Results: The study’s findings show that participants have positive attitudes towards using technology in EFL classes However, most participants still feel they are not competent enough to utilize it for instructional purposes. In this context, all participants agree that the education they received during pre-service and in-service training offered by the Ministry of National Education (MoNE) is insufficient. Discussion: The results obtained from data analysis are in parallel with some other studies. According to the findings, pre-service teacher training programmes need to be developed in line with the needs and expectations of teachers and learners regarding the use of technology in language teaching. Furthermore, it is suggested that teachers should be supported with much more comprehensive in-service training programmes to keep them up-to-date. In this regard, professional development programmes based explicitly on improving teachers’ technological awareness would motivate them to teach and significantly impact their self-reported capabilities. Limitations: This study was limited to 36 participants working in secondary schools in the same province. Therefore, the results cannot be generalized to all language teachers. Furthermore, the data collection process was carried out using questionnaires and focus group interviews. Conclusions: What makes this study significant is that teachers are central to the research. From this point forth, the current study results reveal the analysis of the data obtained from a small province of Turkey. However, the study shows significant and representative results because the teachers included in the study are individuals with the same educational levels. They have graduated from different universities in Turkey, and their working environments somewhat reflect Turkey’s working environments. Considering the differences between teachers’ positive attitudes towards technology utilization in EFL classes and their capabilities, it is argued that in-service and pre-service training programmes should be reviewed to overcome these deficiencies and keep up with the new developments.

Chinese Culture Education in College Chinese Teaching Based on Big Data

<p style="text-align: justify;"><span style="font-family: "times new roman";">With the advancement of society and the increase of computer, network and digital media technology, big data technology has become an indispensable part of the modern service industry. Big data technology has been developed in all aspects of the education industry, and the proportion of the value of products and services created has gradually increased. Big data plays an important role in technology in language teaching and other aspects. This article mainly introduces the research of Chinese teaching reform based on the era of big data. This article uses the research of Chinese culture education in Chinese teaching in colleges and universities based on big data, starting from the two aspects of Chinese teaching and Chinese culture, and rationally analyzes the feasibility of Chinese teaching reform. From the labor market in our country, the demand for Chinese culture talents is concentrated on applied talents, but the purpose of language teaching in many schools is mostly in traditional research-based teaching, resulting in a decline in the quality of education, and it is difficult to meet the market's demand for applied talents in Chinese culture and classroom reforms. It is the main body that determines the course content and teaching mode. The experimental results of this paper show that based on the research of Chinese culture education in Chinese teaching in the era of big data, the efficiency of Chinese teaching has increased by 18%. The current situation of Chinese teaching reform in the era of big data and the limitations of research are important to the cultivation of Chinese culture in the era of big data. Methods and approaches are analyzed, discussed and summarized so as to enrich the academic research results.</span>

Online assessment in English language teaching in Vietnamese universities

Teaching and learning online has long been a popular mode in the world. However, for foreign language teaching and learning, which requires a lot of practice, online teaching and learning is not the best option. In recent years, with the spread of the coronavirus pandemic, online teaching and learning is no longer an optional mode but an obligatory one. This requires all educational policymakers and school administrators to apply appropriate methods of online assessments so that they can meet such requirements. This paper reports the results of a survey study of 94 English lecturers who experienced online assessment in universities in the South of Vietnam. Based on the analyses of the advantages and disadvantages of using online assessment, this paper suggests ways of selecting suitable methods and appropriate tools for online assessment. The research findings may contribute to the application of technology in language teaching and learning and suggest practical criteria for selecting appropriate assessment tools for online teaching and learning.

Application of Information Technology in Chinese Language and Literature Teaching

The basic purpose of information technology is to promote, improve and support the teaching process. Language teaching technology is one of the products of communication and information technology in human science. It has a unique theoretical framework and principles. This technology is multidimensional and cross cutting. It is formed through the research on the theoretical and practical principles and basis of useful language level, computer language and knowledge of using the best technology. This paper discusses the problems existing in information technology teaching and information teaching environment, and finds that different types of teachers have different teaching methods.

INFORMATION TECHNOLOGY IN LANGUAGE TEACHING METHODOLOGY COURSE AT PEDAGOGICAL UNIVERSITY

The introduction of information and communications technology (ICT) in pedagogical universities of Ukraine has considerably optimized the professor’s preparation for different forms of in-class teaching. The aim of this research is to characterize the range of media resources used during the preparation of the teaching foreign languages methodology course at high-specialized school and universities of Ukraine. The predominant method used to check the effectiveness of ICT was content analysis. The method of psychological experiment served to study the link between ICT and the students’ emotional sphere. An anonymous poll has discovered a considerable number of students showing a positive attitude to online instruments and using those resources very frequently or almost every day.

INTEGRATING TECHNOLOGY IN EFL CLASSROOM FOR INDONESIAN ADOLESECENT LEARNERS

The coming of the internet and the advancement of technology make revolution in Language Pedagogy, especially in the EFL classroom. Teaching the students who were born as the digital natives forces EFL, teachers have to integrate technology in language teaching. This article was written based on a recent EFL teacher’s practice. This study employed a case study method with 30 students of grade 9 of Junior High School in the west part of Indonesia as the participants. The aim of this study was to elaborate the way how the teacher made the students more familiar with the computer and the internet access in EFL Classroom. A Messenger Group as the main communication platform, supported by other web-based platforms including school’s Facebook (FB) group and online materials were integrated into learning activities. The findings showed that students found using technology in the classroom was easy due to the teacher’s instruction. They also reported that the technology integration in their EFL classroom encouraged their creativity and helped to accommodate their diverse interest. As a result, the students feel more comfortable and confident using technology for educational purposes and, become more creative and innovative in doing their project. Beside the clear instructions from the teacher, the availability of the computer laboratory, internet access, and students’ smartphones really help the success of this course.

Technology in Language Education Course: Operationalizing TPCK in Preservice Language Teacher Education

This study examines the experiences and attitude of the first cohort of students who took a discipline-focused educational technology course in a teacher education institution. This course, Technology in Language Education, utilize Technological, Pedagogical, Content Knowledge (TPCK) framework to train 107 preservice teachers to utilize and innovate with technological tools. The results of the post-evaluation questionnaires answered by 58 of these preservice teachers suggest the achievement of both the program and course learning outcomes. In the follow-up surveys conducted after practicum and during their first year of teaching, evidence of knowledge and skill transfer were expressed. Furthermore, lesson plans evaluated using Harris, Grandgenett, and Hofer's (2010) TPACK-Based Technology Integration Rubric imply the students’ fulfillment of the learning outcomes of the course.

Students’ Perceptions of The Use Of ‘TELL’ in English Learning Process in Bosowa University Makassar

Technology in language teaching has become an incredibly important part of current pedagogy. The present study seeks to justify the perceptions of students about the use of Technology Enhanced Language Learning (TELL) in the process of learning English in Bosowa University Makassar. A quantitative research design was employed as the approach to gathering data about the perception of the students. The questionnaire was used to cater as the research tools for the achievement of research goals. Descriptive statistic was performed to analyze the obtained data through questionnaires. The findings confirm that students have gained benefit in terms of language learning with the use of technologies.