Technology In English Language Teaching Research Articles

The Use of Artificial Intelligence Based Technology in English Language Teaching

Artificial Intelligence (AI) is a technology that enables computers and machines to simulate learning, understanding, problem-solving, decision-making, creativity, and computer-based human intelligence. AI is also one of the driving forces of the Industry 4.0 revolution to facilitate education in the teaching and learning process. This research aims to understand the role of AI in English Language Teaching (ELT) and to investigate AI technologies in ELT. This is a library research study. The results show that AI offers a conducive learning environment for English language learning. It has significant capabilities to create a personalized environment where learners use their senses to simultaneously practice English skills depending on their current English proficiency level, vocational needs, or interests. AI provides a real-life simulation platform for dialogue, such as spoken English, and enhances practical skills like writing. It increases students' practice capacity and optimizes the impact of English teaching in ELT. Learning English has become easier with the development of technology and platforms. AI technology offers opportunities to enhance English language skills. The availability of various learning technologies makes it easier for students to understand English. There are many AI-based ELT applications available for students to use. This technology, as a smart machine that thinks and behaves like humans, can simulate intelligence and make decisions similar to human reasoning through processes on computers or mobile phones, such as Google Translate, Able Platform, Orai, Elsa, Chatbot, Duolingo, Hello English Apk, and many others.

Research on the Innovation of English Teaching Mode Based on Artificial Intelligence

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning.

Teacher Educators’ Experiences of Integrating Digital Technologies in English Language Teaching

Incorporating digital technologies into English Language Teaching (ELT) has become an essential aspect for enhancing teaching and learning experiences. This hermeneutic phenomenological study explores the experiences of four university-level English language teacher educators in Darchula regarding integrating digital technologies into ELT. Utilising semi-structured interviews and thematic analysis guided by the DigCompEdu Framework, the research reveals the educators’ lived experiences with digital technology integration. The findings highlight how digital tools are employed to improve teaching and learning experiences, boost student engagement, enhance access to educational materials, and create dynamic and interactive learning environments. Despite these benefits, the study also underscores the need to address technical challenges and adopt a balanced approach to using online resources to maximize advantages while mitigating potential drawbacks. By providing teacher educators and policymakers in Nepal with insights into the significance of digital technologies and the potential of the DigCompEdu framework, this article aims to promote more effective integration of digital technologies in ELT classrooms.

Carting the Significance of Artificial Intelligence in English Language Teaching

The use of educational technologies in English language teaching (ELT) has become widely accepted in the post-pandemic era, and, for better or worse, some of these technologies rely on artificial intelligence (AI). Artificial intelligence is on the rise as witnessed in the growing popularity of dialogue systems like Alexa. However, some key criteria still need to be met before it can serve as a substitute for a real-life language teacher: spontaneity, creativity and shared knowledge. As an area of technological growth and increasing financial investment, we are likely to see more AI-driven technologies in teaching and learning in the post-pandemic ELT world. ELT will not be immune to this development, and it behooves us as language teachers to be familiar with AI's current benefits and challenges, so that we can better prepare for that future. This article describes how AI is currently used in ELT and explores some of the opportunities and challenges that AI can provide for learners, teachers and institutions.

Exploring the Integration of Technology in English Language Teaching: A Research Study

Exploring the Integration of Technology in English Language Teaching: A Research Study, investigates the multifaceted relationship between technology and English language instruction. This mixed-methods study delves into English language teachers' attitudes, practices, challenges, and aspirations regarding technology integration. A combination of quantitative surveys and qualitative interviews, the study examines the perceptions and experiences of educators at varying levels of technology integration proficiency. Quantitative analyses reveal mean scores and frequencies across dimensions such as technology's role, integration challenges, perceived benefits, and impact on student engagement and learning outcomes. Qualitative provides depth and context, elucidating individual experiences, strategies, and visions for the future. Convergence and divergence between quantitative data and qualitative narratives offer nuanced understandings of technology integration in language education. Findings indicate a generally positive attitude towards technology integration among participants, tempered by challenges such as technical proficiency, resource accessibility, and pedagogical alignment. Despite obstacles, the teachers express a collective vision for technology's transformative potential in language teaching, advocating for innovation, equity, and student-centered learning. The study contributes to the ongoing discourse on technology integration in language education, offering insights for policymakers, practitioners, and researchers striving to harness the benefits of technology for enhanced language learning experiences.

CRAFTING A SURVEY INSTRUMENT FOR EDUCATIONAL PODCASTS: INTEGRATING TECHNOLOGY IN ENGLISH LANGUAGE TEACHING ENHANCEMENT

One technology that is increasingly popular in education is podcasts, which present an engaging and accessible format for delivering learning material. Despite their popularity, there is a lack of research on measuring instruments for educational podcasts. This study aims to produce a valid questionnaire to assess students' perspectives on educational podcast creation in the context of integrating technology in English language teaching. By reviewing the literature, four important aspects of educational podcast creation were identified. The research resulted in 60 statements covering these key aspects. The validity of the instrument was tested through assessments by English language education experts, producing valid results. The validation process involved evaluating statement items qualitatively, considering relevance, feasibility, and suitability to the research objectives. This instrument is expected to contribute significantly to improving English language learning through technology and student collaboration.

Utilization of Instructional Technology in English Language Teaching (ELT) based on Constructivism: A Literature Review

Utilization of Instructional Technology in English Language Teaching (ELT) based on Constructivism: A Literature Review

Application of Virtual Reality Technology in English Teaching: Research on the Relationship between Learning Motivation and Learning Effectiveness

Virtual reality technology is an important direction of simulation technology, is a collection of simulation technology and computer graphics, human-computer interface technology, multimedia technology, sensing technology, network technology, and other technologies. It is a challenging cross-technology frontier discipline and research field. Virtual Reality (VR) technology mainly includes simulated environment, perception, natural skills and sensing devices. The simulated environment is a computer-generated, real-time dynamic three-dimensional stereo realistic image. This paper explores the transformative potential of virtual reality (VR) technology in English language teaching, focusing on the dynamic interplay between learning motivation and effectiveness. Through immersive VR environments, educators can cultivate increased engagement and foster language acquisition. A comprehensive literature review demonstrates the widespread adoption of VR technology in various fields and highlights its positive impact on learning outcomes. The proposed methodology advocates the seamless integration of VR technology with innovative pedagogical approaches to optimize English language instruction. By analyzing the relationship between learning motivation and effectiveness, this study sheds light on the nuanced dynamics of VR-enhanced learning in English language education.

Perceptions and practices of technology usage in English language curriculum implementation among instructors and students in Somaliland higher education institutions

This study aimed to investigate how instructors and students in Somaliland’s higher education institutions perceive and utilize technology in implementing the English language curriculum. The study involved 93 English language instructors and 377 students from both public and private universities. The instructors and students were selected using available sampling and proportionate stratified random sampling techniques respectively. Data was collected through a survey questionnaire and analyzed quantitatively using mean, standard deviation, one-sample test, independent samples t-test, and linear regression. The findings indicated that both instructors and students had low perceptions of the benefits of technology in English language teaching, and instructors had limited experience in implementing technology-supported curriculum. However, the study revealed a strong relationship between technology usage and successful curriculum implementation. Therefore, it was recommended that instructors and students receive training on educational technology awareness and practical application to enhance the English language curriculum implementation.

Research on English Classroom Teaching Programs in Colleges and Universities Based on Wireless Communication Technology Support in the Context of 5G

The purpose of this article is to investigate how 5G and wireless communication technologies (5G+WCT) might be applied to English language classroom programs in higher education. The paper describes the complimentary roles of 5G and wireless communication technologies in English language teaching, includes student data collecting and standardization as part of the pre-processing, and optimizes the teaching system using an enhanced ant colony algorithm (BACO). Furthermore, the thesis delineates diverse approaches to verify and assess the program's efficacy. Through the creation of cutting-edge instructional strategies and data collection techniques, this study fosters innovation in English language instruction in higher education. The study offers promise for real-world application and is significant for raising student success, instructional quality, and educational efficacy. However, since 5G technology is still developing, the results of this study could not be applicable in the future or would need to be updated.

ChatGPT and ELT: Exploring Teachers’ Voices

This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study employed focus group discussions and an online survey to gather insights from a sample of 115 English language teachers in Metro Manila, Philippines. Findings revealed English language teachers’ perspectives on the use of ChatGPT in ELT including potential use of ChatGPT in ELT (e.g., integration for vocabulary expansion and writing practice and enhancing language fluency and communication), potential benefits of ChatGPT to English languge learners (e.g., translation and language comprehension support, conversational practice and language development, access to information and cultural understanding), and potential limitations of using ChatGPT in ELT (e.g., cheating and plagiarism, lack contextual understanding and nuance, reliability and accuracy of information). These findings shed light on teachers' perceptions of ChatGPT as a language teaching tool including ChatGPT’s integration into ELT, use of ChatGPT in writing activities, use of ChatGPT in improving language skills, and other benefits of using ChatGPT, including teachers' concerns regarding the authenticity of AI-generated content and the potential impact on language learning outcomes. The findings of this research contribute to the existing literature on the integration of AI technology in ELT and offer practical recommendations for educators seeking to leverage the potential of ChatGPT in language teaching. By giving voice to teachers' perspectives, this study underscores the importance of considering teachers' perceptions and experiences when incorporating emerging technologies like ChatGPT into the ELT classroom. Ultimately, this research aims to foster a deeper understanding of the complex dynamics between AI technology and language teaching, paving the way for informed decision-making and effective implementation in the field of ELT.

Navigating the Linguistic Labyrinth: Innovative Approaches in English Language Teaching for the 21st Century

The rapid advancements in technology and globalization have transformed the landscape of English language teaching (ELT) in the 21st century, presenting both challenges and opportunities. This article explores innovative approaches in ELT that respond to the diverse needs of learners in this digital age. With the linguistic landscape becoming increasingly complex, traditional methodologies no longer suffice to equip learners with the requisite competencies for effective communication in a global context. This paper reviews the integration of technology in ELT, emphasizing blended learning, mobile learning, and digital gamification as pivotal to enhancing learner engagement and autonomy. It also delves into the pedagogical shift towards communicative language teaching (CLT) and task-based learning (TBL), which prioritize functional use of language and real-world communication skills. Furthermore, the article highlights the importance of cultural competence in ELT, advocating for curriculum designs that incorporate intercultural communication to foster global citizenship. Through a synthesis of current literature and case studies, this paper argues for a holistic approach that combines these innovative strategies to meet the evolving demands of English language learners. By navigating the linguistic labyrinth with adaptive and learner-centered methodologies, educators can better prepare students for the complexities of the 21st-century linguistic landscape.

The Use of Technology in English Language Teaching: A Thematic Analysis to Investigate the Effectiveness of Integrating Technology in the English Language Classroom

This research paper explores the effectiveness of integrating technology, specifically computer-assisted language learning (CALL) and mobile applications, in the English language classroom. The study adopts a qualitative approach using thematic analysis to explore the experiences, perceptions, and attitudes of English language teachers and students towards the integration of technology. Data collection methods include interviews, observations, and document analysis. The findings of this study shed light on the benefits, challenges, and implications of incorporating technology in English language teaching, ultimately providing insights for educators and policymakers.

Integrating Modern Technology in English Language Teaching: Innovations and Outcomes in School Education

Modern technology plays a pivotal role in education, particularly in the teaching of the English language in schools. This paper explores the impact of integrating innovative technologies into the English language teaching process, with a focus on effectiveness and outcomes. Utilizing both qualitative and quantitative analysis, the study assesses how digital tools such as interactive whiteboards, mobile applications, and online platforms are transforming teaching and learning methodologies. It also examines how these technologies contribute to enhancing students' language skills, including speaking, writing, reading, and listening. The paper discusses the benefits of approaches such as gamified learning, project-based learning, and collaborative learning, and analyzes their impact on student motivation and engagement. Furthermore, it evaluates potential challenges and limitations in the use of technology in language teaching. In conclusion, the article offers recommendations for optimizing the use of technology in the educational setting and discusses prospects for future research in this field.

Computer Assisted English Language Teaching and The Development of Critical Thinking in The 21st Century: The Case of Multimedia Centres in Yaounde Secondary Schools

For more than two decades technology has transformed society and the world has become a ‘global village’. As such, African in general and Cameroon in particular still leave much to be desired. This situation was exacerbated when Cameroon became a highly indebted country according World Bank rankings. Also, economic crisis plus devaluation of CFA came and worsened the already degrading and limping situation. The government could no longer afford on the purchase of both software and hardware, not to mention capacity building in the field of using technology equipment and its application in teaching and learning English language for special purposes. It is from this backdrop that this paper sets out to examine the degree of preparedness educational sector in the use and usage of technology in English language teaching in higher education. Educational technology is not restricted to individual computer use in this paper, it involves equipment and application such as videoconferencing, digital television (allowing students to interact and manipulate programmes at their own pace), electronic whiteboards, and digital cameras (Jackson, 2008; EDUCATION WEEK, 2007; McCambell,2002; Marshall, 2002). The study used System for Technology Accountability Rigor (STAR) survey data for 2019-2021. A sample of 200 English language teachers and students were randomly collected from the faculty of education in the University of Yaounde 1. The survey is administered on an annual basis by a team of lecturers in the faculty of education. The survey was designed to provide meaningful information about technology integration and capacity building in the faculty of education in the teaching of English language for special purposes. The results proved that both teachers and students are still lacking the appropriate competences in the use and usage of equipment and its rightful application hands-on. Recommendations have been made to the Dean and the Rector on what kind of equipment to invest on and its capacity building of both professors and students on its usage.

Research on Online English Teaching Platform Based On Cloud Computing Technology

The basic skills required for learning a foreign language are listening, reading, writing, speaking and translation. For a long time, most English teaching has been based on the lecture method, and students' thinking has been severely restricted, seriously hindering the development of their subjective initiative. With the continuous improvement and development of educational teaching theories and the rapid progress of science and technology, the combination of the two has continued to play a role in teaching. From the initial electronic courseware to teaching software, to independent learning platforms, all reflect the profound influence of technology on education. This article focuses on the application of modern technology in English language teaching, comparing cloud-based teaching aid platforms with computer-assisted learning software, and demonstrating both theoretically and practically. This paper compares cloud computing-based teaching aids with computer-assisted learning software and demonstrates the positive effects of cloud computing in English teaching from both theoretical and practical perspectives. The emergence of cloud computing has opened up a new path for teaching to try out. It is believed that with the continuous improvement of technology and research, cloud computing plays a greater and more important role in the field of education and teaching.

The use of information technology in teaching a foreign language for specialists of agroindustrial complex

In modern society, the agro-industrial complex plays an important role in the economy of any country. That is why the education and training of specialists in the agro-industrial complex is a priority for the country. The use of foreign materials, technical equipment, and business contacts within the framework of concluding agreements with friendly countries require knowledge of foreign languages. The lack of knowledge of foreign languages is a hindering factor in the development of the agroindustrial sector. Modern technologies provide a huge range of opportunities to improve the level of knowledge of foreign languages. New technologies are becoming part of the educational process. The use of mobile devices in foreign language lessons is an urgent trend in the methodology, which requires new approaches and non–standard solutions. In this regard, there is a need to develop a methodology for using mobile technologies in English language teaching. The article describes the features of the introduction of mobile applications in the organization of students' work in teaching foreign languages. Electronic devices are increasingly being used as tools for education and language learning. As for interactive learning applications, students can use them to improve and control their skills in learning a foreign language. The features of mobile applications and their impact on the educational process are also revealed. Mobile applications are considered as a way of teaching vocabulary and grammar of the English language; the possibilities of practical use of mobile devices are analyzed. The purpose of this study is to review and describe English language learning using mobile applications. The article also deals with advantages and disadvantages while using apps in learning a foreign language, the essence and features of mobile applications in the educational process are considered.

Research on the Innovation of English Teaching Mode Based on Artificial Intelligence

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning.

Использование технологий в изучении английского языка

This thesis explores the integration of technology into English Language Teaching (ELT) and its potential benefits, challenges, and future developments. The author highlights four key benefits of technology in ELT: enhanced learning experience, improved access to resources, personalized learning, and increased collaboration and communication. However, several challenges are also identified, including technical issues, the need for teacher training and support, and the digital divide. The author then discusses three potential future developments in technology and ELT: artificial intelligence and virtual reality, mobile learning, and data-driven instruction

ELT via INTERACTIVE METHODS: ADVANTAGES, FEATURES AND STRUCTURE

The article reveals the aspects of implementation interactive methods. The authors underline that the modern educational research underline that the use of interactive methods has become the subject of scientific work of the national and foreign pedagogues. Today, more than ever, the awareness and skillful use of interactive technologies affect workplaces, education, scientific development, market and political cooperation, communications, and more. Gadgets are no longer reserved for a select few as they exist in all forms of modern life, including educational institutions. The authors make streets on the fact that today we should adjust to process of the educational transformation, which takes place in the whole world. Thus, the interactive technologies gain the world-wide popularity due to the access to the internet of the participants of the educational activities. The Interactive methods effectively improve the students' academic achievements. They are oriented on the active participation in the educational process. They are able to upgrade the motivation and to develop the educational cognitive independence. Thus, teachers of the 21st century will use different interactive technologies. That’s why we have to correct the educational training of our students considering the theory and practice of the interactive technologies in ELT (English language teaching). The authors try to prove that the ELT has to be oriented on the interactive learning because it is able to form soft skills, to develop the English language communication, to form communicative strategies of the students. Thanks to the IM (interactive methods) we help students to improve the skills of the team-work, to upgrade the logical skills skills (analysis, synthesis, goal setting, problem-solving etc.) We should also take into account that the implementation of the IM guarantees that the students will work in the positive, relaxed atmosphere, developing their emotional intellect. Therefore, it is important to use interactive teaching methods, which play an important role in understanding the subject, as well as to develop spontaneous speech skills, in order to effectively teach English to primary school students and for better memorization. They promote better learning and increase the motivation of primary school students. Using the appropriate IM we can effectively upgrade the students’ motivation during the ELT within educational and extra-educational activities. Keywords: interactive, interactive methods, learning, effective education, technologies, ELT.