Technology In English Language Teaching Research Articles

Analysis of Meta-Cosmos Empowering Basic English Teaching and Learning

Metaverse is a virtual, interactive digital environment that provides students with a new learning scenario through technologies such as virtual reality, augmented reality and artificial intelligence. In order to provide a more attractive and effective English learning environment, researchers have begun to introduce meta-universe technology into English language teaching. In meta-universe-enabled basic English teaching, students can interact with the virtual world through immersive learning experiences that simulate real-life scenarios and improve their language skills. Metaverse technology can also provide students with personalized learning paths and resources. In addition, social interaction in the metaverse environment promotes the development of students' intercultural communication and cooperation skills. However, metaverse-enabled basic English language teaching also faces some challenges, such as the cost of technological equipment, teacher training and technical support, etc. Future research needs to further explore how to maximize the effect of metaverse technology in English language teaching.

Exploring the Use of Digital Technology in English Language Teaching: Strategies and Methods for Effective Implementation

The globalization of technology, including education, has impacted all facets of life. Therefore, English learning strategies must be studied so teachers can easily choose and determine English learning strategies for teaching students digital base technology. This research aims to describe (1). Digital technology in the world of education; (2). Digital technology-based English learning methods; (3). Digital technology in the development of language learning skills. Hence, this study applied library research methods through gathering research article by utilizing Publish-or-Perish application. The results of this study are (1). Technology supporting education is expected to assist students and educators in carrying out teaching and learning activities in schools; (2). At this time, many English learning methods have been integrated with digital technology. Such as utilizing digital technology using the direct method and others; (3). The use of digital technology is also used in developing students' English skills (listening, speaking, reading, and writing), for example, the use of YouTube videos, digital posters, digital comics, and Grammarly tools. Henceforth, this study urges the ELT teachers to leverage their digital technology competences as well as their pedagogy to attend meaningful and engaging learning for their students.

Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly

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). 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. We are currently in the stage of ‘weak’ AI, which typically performs restricted tasks within specific domains relatively well. However, ‘strong’ AI, equivalent to human intelligence, is the long-term goal, and although this is no more than a theoretical construct at present, we can expect ‘stronger’ AI to emerge over time. ELT will not be immune to this development, and it behoves 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. Ethical issues such as collecting learner data, surveillance and privacy are considered, as well as learner wellbeing and the digital literacies that teachers and learners will need to develop to co-exist in a brave new world of educational AI. Chatbots are examined as one example of AI-driven technology for language learning. There are of course many more, such as machine translation, intelligent tutoring systems and automated writing evaluation to name just a few; however, a detailed consideration of these is beyond the scope of this article.

The Integration of Technology in English Language Teaching to Stimulate Students’ Critical Thinking

This study was aimed at describing the effectiveness of integrating technology in English language teaching for stimulating students’ critical thinking designing in the form of a systematic literature review. The data were obtained by documenting relevant research articles published in national and international journals indexed in SINTA (4-1) and SCOPUS. There were 52 research articles focusing on the integration of technology in English language teaching for stimulating students’ critical thinking. Those research articles were re-selected by using inclusion criteria. The gained data were reviewed, compared, and interpreted with relevant theories. A factual content analysis was conducted to check its validity and reliability. The findings showed that the integration of technology is distributed into three learning aspects; learning method, learning media, and learning platform. Technology is integrated as a learning method through the implementation of online learning, digital storytelling, and online peer-reviewed assessment. Those methods showed a positive impact towards students’ critical thinking. The integration of technology as a learning media was purposed to provide a fun learning environment and improve students’ learning motivation. It also influences students’ critical thinking. It was found that the learning media used by teachers in English language teaching were Youtube video, Toondoo, E-book, Mind Mapple, podcast, and other browsing applications. Those media were effective in stimulating students’ critical thinking. Using technology as a learning platform is also effective to stimulate students’ critical thinking as a supporting tool in providing forum discussions and conducting online classrooms interaction that enable students to explore their critical thinking skills.

Educational Technology in English Language Teaching in China: A Review of Policy, Practice and Problem

The past four decades have seen English Language Teaching (ELT) in China some major and historical transformations in terms of instructional approaches and practice under the influence of Educational Technology (ET). In order to popularize ELT and improve its quality, ET has been increasingly widely employed in English classrooms. This paper presents an overview of the application and evolution of ET in ELT at the secondary level in China, which was based on an analysis of the key national policies and a review of thirteen editions of English syllabi since the late 1970s. The historical evolution of ET in China’s secondary ELT can be divided into three stages, with unique characteristics at each stage in revolutionizing and modernizing the way of teaching and learning. This paper also sketches the influence of ET on China’s ELT, including the major benefits that the technology has brought to ELT and some challenges both teachers and students are confronted with.

The Use of Information, Communication, and Technology in English Language Teaching

The Use of Information, Communication, and Technology in English Language Teaching

Information and Communication TechnologY in English Language Teaching: Some Opportunities and Challenges

The integration of Information and Communication Technologies (ICTs) in education has brought dramatic modifications in the paradigms and methods practiced, particularly in the developed countries. In recent years, the exploitation of ICTs in teaching and learning of different subjects is being expanded in the developing countries too. This study has made an attempt to explore the opportunities and challenges of using ICTs in English language teaching (ELT) in school education in the developing country Nepal. The English language teachers and the students learning English from two different schools were the informants in the study, and interview and focus group discussion (FGD) were used as the research methods. The study concluded that ICTs were useful for the teachers and students in their teaching and learning activities for accessing learning resources, preparing and presenting their lesson and for conducting collaborative learning activities. However, it was found that the teachers and students were not satisfied with their utilization of ICTs in teaching and learning of English. Access to ICT tools, and the skills needed to use ICTs were the main problems for them in the integration of ICTs in English language teaching and learning. Therefore, these constraints need to be minimized to improve the integration of ICTs in ELT.

TECHNOLOGY TRENDS IN ENGLISH LANGUAGE TEACHING AT TERTIARY LEVEL IN PAKISTAN

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

Integrating Camtasia, YouTube, and Google Classroom to create asynchronous learning environments

Due to the COVID-19 pandemic, face-to-face interactions are still not permitted for the teaching and learning process. This condition has led to changes to the existing learning method to willy-nilly switch from conventional classes to what is called distance learning. Distance learning is referred to as online learning as its implementation requires Internet media that accommodate lecturers to interact with students online. The success of implementing online learning contributes to the learner’s satisfaction within the process of teaching and learning. This study used three applications—Camtasia video creator, YouTube, and Google Classroom—to assess how learners perceive the synchronous and asynchronous learning they have received. This study used a hybrid technique, combining a Google Form online survey with qualitative analysis of the respondents' answers. 52 students from the English Literature Department's Intermediate English Grammar Class served as the research participants. The findings indicate that the majority of students react well to the adoption of asynchronous learning when those three programs are used. The flexibility of access and timing is the most important and beneficial benefit. The integration between those three applications in conducting asynchronous learning is expected to provide a new perspective on implementing technology in English language teaching. Keywords: English teaching, COVID-19 pandemic, asynchronous learning, Camtasia, YouTube, Google Classroom.

THE USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING CLASSROOMS: A REVIEW

THE USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING CLASSROOMS: A REVIEW

DIGITAL TEACHING AWARENESS AND PRACTICE: NARRATIVES FROM INDONESIAN ESP TEACHERS

Research on the integration of digital technology in English language teaching has enormously been conducted. However, studies exploring digital teaching awareness and practice among English for specific purposes (ESP) teachers still remain a paucity of evidence. The present study aims to examine Indonesian ESP teachers’ digital teaching awareness and technology-based classroom activities. To reach the objective, qualitative approach under the procedure of narrative inquiry is applied. Semi-structured interview, observation, and document analysis are employed to obtain the required data from 14 Indonesian ESP teachers teaching at various fields of study. The results reveal that the Indonesian ESP teachers develop their digital teaching competence and awareness through professional training programs (e.g. joining workshop, seminar, and conference) and personal practice (e.g. learning from Youtube and other platforms). The results further depict that they utilize Social Networking Sites (e.g. Facebook, WhatsApp, and Instagram) and web-based materials (web-blog, Kahoot, Canva, and Edmodo) to assist their digital teaching practices. The results contribute to offering valuable insight and reference for English teachers to conduct interactive technology-based teaching and learning activities. In addition, the results can be used as a reference for school/college policymakers to ensure the efficacy of digital language learning practice.

Digital Technology in English Language Teaching and Learning

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.

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

Technology has brought much improvement in English teaching and learning since its inception years ago. Undoubtedly, technology has changed the traditional English teaching and learning method, in-class, and out-of-class, with the teachers making the most of the multipurpose-functions that technology offers, especially, in this new norm era. However, as many as advantages the technology brings in English language classrooms, its drawbacks need to be addressed as well. Thus, this study aims to determine the drawbacks of technology in English language teaching and learning as perceived by university students in Malaysia. This study employed a quantitative research method using a survey design. The instrument used for this study was a set of questionnaires that was randomly distributed to students from different universities via google forms. The questionnaire consisted of 30 items which covered four sections: demographic profiles, cost of technology, language teaching using technology and language learning using technology. 85 students responded to the questionnaire and became the participants of the study. The findings revealed that university students in Malaysia perceived using technology in English language learning as the major drawback. The second drawback was the cost of technology, and finally, English language teaching using technology. The findings also revealed the students’ gender and fields of study had no influence on the drawbacks of technology in all three aspects. It can be concluded that the paradigm shift of using technology in the English language teaching and learning has also had its downside, especially in the students’ learning process.

Technology in English Language Teaching and Learning: An Interview with Professor Greg Kessler

Technology in English Language Teaching and Learning: An Interview with Professor Greg Kessler

Impact of Using Technology in Teaching English Language: أثر استخدام التكنولوجيا في تدريس اللغة الإنجليزية

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.

IMPROVING ENGLISH WRITING SKILL BY UTILIZING QUIZIZZ AS A TECHNOLOGY-BASED ASSESSMENT

The insertion of technology in English language teaching has been massively implemented by the English teachers during the pandemic Covid-19. This massive use of technology is also found during the assessment process. On the other hand, students still find difficulties in composing English texts. To fill this gap, this current study is investigating the current use of Quizizz as a technology-based assessment to improve the students’ writing skill during the English teaching and learning in the pandemic Covid-19. By deploying a pre-experimental research design, this study involved sixteen eighth grade students in SMP Negeri 13 Semarang as the subjects. To obtain the data, a writing test was employed in term of pre-test and post-test. The result shows that students’ writing skill was improved well after Quizizz was implemented regularly during the English teaching and learning. This result implies that Quizizz as a technology-based assessment helps the students to enhance their writing skill.

Teaching English and Innovations at Schools

The present study is an attempt to look for the place and role of using innovations in English language teaching (ELT) in schools. Teaching English to young learners as a second language at schools is one of the most significant steps in contemporary education. The researcher has provided some examples about different innovations throughout this article by referring to their different concepts of innovations: modern approaches, CLT method, games, interactive activities and new technologies in English language teaching. In addition, the researcher tries to explain the innovation term, the issue of innovations in education and some interactive activities which give the motivation and engagement for young learners to learn new language during language classroom. Young learners are children and they always prefer learning a foreign language in new ways and interesting ways. The use of these varieties of innovations in teaching English as a second / foreign language at schools brings the most effective results nowadays.

Innovative Technology in English Language Teaching: Enhancing Early Start in Teaching English through Zoom

Eearly start in teaching English became an ability to create successful learning by using innovative technology. The purpose of this study is to investigate an early start to learn the English using Zoom by enrolling five students to participate along with problems. The researcher gained by observation techniques, interview and uses qualitative method. The finding revealed that students are more interested while learning by Zoom. The problem was the unstable internet connection.Keyword: Innovative Technologies, Early Start in Teaching English, Zoom

Innovative technology in English language teaching: Enhancing early start in teaching English through Zoom

The pandemic situation leads to a change in the education system which requires innovative technology to substitute traditional learning with the modern one. Consequently, it also happened to any level of learners from the early start. The early start in teaching English became an ability to create successful learning by using innovative technology. The purpose of this study is to investigate an early start to learn the English using Zoom by enrolling five students to participate along with problems. The researcher gained the data by observation techniques and interview using qualitative method. The finding revealed that students are more interested while learning by Zoom. The problem was the unstable internet connection. DOI: 10.26905/enjourme.v6i2.6475

Use of Multimedia & Digital Technology in English Language Teaching

Use of Multimedia & Digital Technology in English Language Teaching