Technology In Language Classroom Research Articles

Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom

<span lang="EN-US">The application of technology in language classrooms is widely believed to benefit learners. In the context of teaching and learning English as a foreign language (EFL) for high school students in Vietnam, there are few studies on the benefits of applying Google Workspace for Education (GWE). This small-scale qualitative study seeks to explore the benefits of applying GWE as a technological solution in the EFL classroom with high school students. The participants were eight eleventh graders in the north of Vietnam learning English in evening classes at an English center. To collect data, the students were interviewed. The qualitative data was analyzed based on themes. The results indicated that the benefits of applying GWE were evident in enhanced attitude and motivation for learning and improved learning skills. Based on the results of this study, it is recommended that Google tools be utilized for English language learning and instruction.</span>

Utilizing Artificial Intelligence-based Paraphrasing Tool in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions

<span>This </span><span lang="EN-US">study aims to investigate students’ perception of <em>QuillBot</em> utilization in an EFL academic writing</span><span lang="EN-US">course. This phenomenological case study involved </span><span>20</span><span lang="EN-US"> s</span><span>ixth</span><span lang="EN-US">-semester students majoring in English Education as the participants. Data were collected through an online questionnaire distributed to all of the participants and face-to-face interviews with five participants who were purposefully selected based on their responses to the questions in the online questionnaire</span><span>. </span><span lang="EN-US">The results of the data analysis reveal that the students exhibited positive responses toward the utilization of </span><em><span>QuillBot</span></em><span lang="EN-US"> in academic writing.</span><span lang="EN-US"> Furthermore, they also find <em>QuillBot</em> beneficial for three reasons; first, it helps improve the content or argument; second, it minimizes grammatical errors, and third, it enhances the language used in their manuscripts. It could be concluded that integrating artificial intelligence such as online paraphrasing tools helps EFL students overcome some </span><span lang="EN-US">difficulties encountered in writing academic papers, and consequently improve their writing products.</span><span lang="EN-US">This study implies that the use of AI-based technology in language classrooms would be advantageous in a variety of ways; however, further research is required to determine the relative importance of each element regarding students' use of the AI-based paraphrasing tool, particularly </span><em><span>QuillBot.</span></em><p> </p>

Technology Enhanced Language Learning Research Trends and Practices: A Systematic Review (2020-2022)

In recent years, the role of technology in language classrooms has grown in importance. Due to recent developments in the education sector, technology-enhanced language learning (TELL) has come into the spotlight. Previous studies have shown that technology encourages both instructors and students to take an active role in the language learning process. In light of the widespread adoption and enabling power of immersive technologies and the potential applications of TELL, it is imperative that the literature be continuously investigated to identify the types and tendencies of recent studies in order to understand current practises and guide future research in the field with two research questions; RQ1: What are the trends and practices of TELL in language teaching and learning? and RQ2: What are the research methodologies employed in TELL studies? This review carefully examines the overall research trends and practises in language education in order to chart the development of TELL during the past few years. Out of 87 publications found in 2020–2022, 17 were selected using exclusion and inclusion criteria from Web of Science (WoS) and Scopus. Using five codes obtained from previous systematic reviews, we performed an analysis and synthesis of these publications. The codes are: 1) aim, 2) methodology, 3) sample, 4) country, and 5) outcomes. The bulk of the studies used a quantitative research technique to look into TELL trends and practises in language teaching and learning, and the systematic review found that TELL was more widespread in universities than in other types of schools, with the lowest occurrence seen in primary schools. In light of these findings, suggestions for more investigation were made. Academicians are urged to broaden the scope of future study and include students from all levels of education in future TELL practises in order to better understand TELL's usage in language teaching and learning.

A Review of Gender Differences in Technology-Based Language Learning

Over the past few decades, massive educational developments are mostly attributable to technological advancements. Technology has become more integrated into classroom activities as electronic resources in education has increased. The most successful and engaging English courses for ambitious students are those that offer technical assistance. Accordingly, this article aims to show the role of integrating technology in educational institutions. The current research is based on a review of 10 studies examining gender differences in utilizing technology to learn languages. The emphasis of the study is research undertaken between 2015 and 2020. Therefore, the investigation starts with the most recent study (i.e., conducted in 2020) and proceeds backward (i.e., published in 2015). As a result, we can draw the following conclusions about the role of technology in language classrooms: it facilitates teacher-student collaboration, provides students with easily understandable feedback and performance, helps students develop their critical thinking skills, makes learning and teaching more student-centered, builds students' autonomy and confidence, and increases their motivation to learn.

The Effects of Using Technology in the Classroom on English Language Acquisition: An Empirical Study of Teachers’ Experience

In recent years, the use of technology in the classroom has grown in popularity. The purpose of this study is to investigate how using technology affects learning English. The study involves a thorough analysis of earlier research on the subject, with an emphasis on how technology affects verbal, written, and listening abilities. The findings imply that incorporating technology into the classroom can help students learn English. A variety of resources, including online dictionaries, grammar and vocabulary apps, language study software, and interactive multimedia materials, are available through technology that can assist students in improving their language skills. Technology can also give pupils the chance to interact with and practice their language abilities in a more engaging way. However, the study also emphasizes the need for more research in this field, especially regarding determining the best ways to use technology in language classrooms and any potential drawbacks.

Context-responsive attitudinal surveys about technology in language classrooms

ABSTRACT Language learner attitudes about technology have traditionally been studied using survey data, but those surveys have primarily been based on disparate constructs and conceptualizations of learner attitudes. The lack of a common measure, or one that reflects other levels and contexts of learning, has limited the investigation about language learner attitudes about technology. One possible solution, suggested by mixed methods research methodologists, involves the inclusion of qualitative data in adapting extant surveys to new contexts. The purpose of this study is to illustrate this type of adaptation, and to highlight the challenges and insights that occur as a result. In this study, qualitative data were used to adapt extant instruments to the secondary world language instructional context in the United States. The initial survey was administered to high school students of Spanish in the United States (N = 268), eight students then participated in qualitative interviews, the survey was revised, and quantitative findings from the revised instrument (N = 1039) were analyzed for validity and reliability. This study shows that this method for adapting a survey to a new context is viable yet complex, offering researchers an important model of how to tailor surveys to new contexts while remaining in conversation with prior scholarship.

Integrating hyperreal literature with CALL in English language curriculum for engineering studies in India: an empirical study of the impact on students’ learning

PurposeScholarship on language teacher knowledge and critical digital literacy. Using a grounded theory approach, semi-structured online presentations of students, classroom observations and their responses to multimedia tools such as movies and literature were analysed. As part of the study, 150 students pursuing undergraduate degree in engineering were assigned two assignments involving science fiction movies and hyperreal literature as part of an experiential strategy. A survey was conducted before and after the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. The findings show that student cognition of AI and technological dependency is a complex and emergent system, and that, despite current literacy education scholarship stressing digital literacy as a social and critical praxis, technology is treated in a mostly functional, rather than a critical manner in a standard university language classroom. The results of this study suggest that the disadvantages of a realistic approach to teaching digital composition can be avoided by creating other forms of educational materials that adhere to critical digital literacies sense, such as posthuman literary works and science fiction film.Design/methodology/approachThis study is primarily qualitative and empirical, focussing on the analysis of student responses to classroom assignments and semi-structured online presentations and responses to multimedia tools such as movies and online literature. A pilot study was performed among the engineering students of Vellore Institute of Technology, Vellore, India, to better understand engineering students’ perceptions and attitudes towards teaching English as a second language using emerging technology, with the aim of improving language abilities, writing skills, imagination and overall personality. One hundred and fifty (150) students were assigned two assignments as part of an experiential strategy. Owing to the COVID-19 pandemic, Microsoft Teams was used as the platform for assessment and observation. As part of their learning challenge, students were required to watch the movies “Her”, “Interstellar” and “Bandersnatch” and write a technical report outlining some of the major observations on technology and AI. Secondly, as part of their learning challenge, students were required to read Oliver Sacks’ “The Machine Stops” and comment on his perspectives on technological dependency. This was supplemented by assessment tests and assignments focussing on the digital nature of the global education system. Another survey was conducted at the end of the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. Owing to the posthuman and hyperreal nature of the movies and texts, students were introduced to the theories of Marshall McLuhan and Jean Baudrillard to better understand the chosen works.FindingsIn the posthuman era, where digital technologies are at their peak, English language teachers select appropriate teaching resource materials based on the needs of the students and do their utmost to combine them with technology to make their teaching more engaging and efficient. Thanks to the current craze for Digital Humanities, not just English language teaching but also literature classroom teaching has experienced several paradigm shifts. This has raised the need for English teachers and professionals on the job market. Given this context, and in particular, to raise knowledge among engineering students of their critical position in the literary job sector, two tasks were assigned to students in the Language Classroom. These tasks included integrating technology into language studies and literature, instilling imagination, honing literary skills and facilitating the development of a comprehensive approach to life and potential endeavours.Originality/valueAs evident from the study and literature review, the introduction of emerging technology in Language Classrooms has grown in popularity, but it has yet to be incorporated into Language Classrooms that focus on the comprehensive development of students, especially in India. Furthermore, proof of interactions between digital learning and teaching practices and anticipated results, effects and impacts was gathered to make the Language Classroom more social, inspiring and engaging, but little more. As a result, we see a lot of potential for research in this field, particularly concerning the most recent language studies advancements about Digital Humanities.

Game On With Kahoot!

The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental group learned more vocabulary during the course of the study; however, no significant difference in vocabulary learning was found between the groups. The change in motivation level, on the other hand, was significantly higher for the Kahoot! group. Therefore, the findings recommend the use of the Kahoot! GBSRS particularly for often low motivated Asian university EFL students.

EXPLORING THE ROLE OF UPDATED TECHNOLOGY IN UNIVERSITY ENGLISH LANGUAGE CLASSROOM

Technology nowadays has become the trend of every aspect of life and teaching is not away from the that fad. What Elbert Einstein indicates “It has become appallingly obvious that our technology has exceeded our humanity” ,has been sharply outlined. The adoption of updated technology represents an important advance in modern English language teaching methods. The use of technology in an English classroom is involved with a variety of technical gadgets like a variety of mobile phones, wireless phone, laptop, tablets, notebooks, pen drives, online dictionary in addition to social media such as Facebook, Orkut, and Google search. English classes have become a part of the novel trends. They encourage the English teachers to investigate the best appropriate one which optimizes the class for better learning English. The present term-paper is intended to shed the light on the role undertaken by up-to-date technology in optimizing English classrooms nowadays. The aim of this study is to identify the role updated technology in language classrooms undertake to nurture and support language learning. This research is a descriptive one where a sample of (90) second year students at the Department of English/ College of Education /IbnRushd /University of Baghdad are randomly chosen to respond to the questionnaire items which are adopted from a previous study to identify the role undertaken by updated technology in language classroom. The students’ responses have been statistically analyzed and rejected positively the null hypothesis to capture the importance of updated technology in boosting language learning on the students’ part.

Integration of Technology in English Language Classrooms: A Research Review

This article analyses the role of technology in education, particularly in English language classrooms. It also discusses about technology enhanced language learning and the theoretical background for the study. The impact of technology in language classrooms and in developing the four language skills is discussed. Technological assistance enhances the effectiveness of education process. A digital classroom can strengthen the cognitive, affective and psychomotor domains of learning. The article gives a glimpse of the impact of technological assistance in English language classrooms.

Seamless teaching and ubiquitous learning: an e-solution to the delivery of technology-infused lessons

A fundamental assumption in education is that the successful integration of technology in language classrooms can lead to improved teaching and learning. However, researchers often report that the implementation of technology by teaching practitioners remains much more limited than expected due to personal, institutional, and technological factors that influence teachers' decision to integrate technology. This limitation is augmented by the exigencies of a new learning ecology in which ubiquitous learning - accessing content and interaction from anywhere and at any time - is born out due to ubiquitous computing - everyday learning environments supported by mobile devices, embedded computers, and wireless networks. To address these limitations, we report on OLE - an e-tool we have created to offer teachers the opportunity to deliver technologically-infused lessons complete with warmers, formative assessments, and provisions for fun-based homework. Equally, OLE offers learners the chance to access lessons ubiquitously and to interact with teachers and peers synchronously and asynchronously.

ICT as a Learning Tool for English Language and for Social Change

By the arrival of computers and internet technology, computer based teachings& curriculum has been extensively used in language classroom for last few years. This technology has drastically altered the way people used to collect information, conduct research, assessment &connect with people worldwide. Technology can play a very important role in backup and improving language learning, the efficacy of any technological tool rest on the knowledge and expertise of the skilled language teacher who copes up and expedites the language learning thing. Technology always continues to grow in importance as a tool to help teachers to enable language learning and its learners. This study centres on the learner as a social organism and probes the prospective of English language learning as a social and political act for the purpose of social revolution with the help of technological riggings. Main research question aims on two major query: Do we need technology in language classrooms for language learning? What is English language learning from the viewpoint of the learner who is encouraged by tracking social revolution and change? This paper discusses different approaches which supports English language learners to escalate their learning swotted earlier studies on using technology in developing language learning skills, and specified certain recommendations for the improved use of these technologies, which assist learners in improving their learning skills. Distance learning programs also enables language instructors to develop language-learning prospects among all learners, regardless of where they live, the human and material resources available to them, or their language background and needs. The literature analysis indicates that the effective use of new technologies upgraded learners in language learning skills and helped for social change.

“LET’S WRITE A CAPTION!”: UTILIZING INSTAGRAM TO ENHANCE ESP STUDENTS’ WRITING SKILLS

The integration of technology in language classroom is a prerequisite in the twenty-first century teaching. Social media as part of technology advancement has a great potential to improve students’ motivation and the efficacy of learning a language. Therefore, the present study sheds light on the effect of the use of Instagram on ESP students’ writing ability. It involved 36 Indonesian ESP students majoring in Sharia Banking of a university in Surakarta Indonesia. The pre-experimental research was conducted in eight meetings, including the writing pre-test and post-test. The students were assigned to write a descriptive essay by means of Instagram as the instructional medium. A questionnaire was also given to reveal their perceptions toward the use of Instagram to practice writing. The result of the data analysis showed that there was a significant difference on the students’ writing scores between the pre-test and the post test. The finding of this study is expected to provide significant contribution to the realm of English for specific purposes (ESP) teaching in Indonesia. Based on the findings, some insights are given for teachers and future researchers about the potential use of Instagram on the teaching of writing.

Utilizing Technology in ELT Classrooms

This study aims at investigating the effective role of utilizing technology in language classrooms, i.e. it is intended to highlight the significance of exploiting technology in ELT classrooms. The main objective of this paper is attempting to raise the awareness of both teachers as well as learners to take advantage of technology and use it usefully in teaching and learning processes. This study adopts the descriptive research methodology which is appropriately convenient to describe the topic of research. The paper is constructed of a brief introduction, literature review, conclusion, findings & recommendations, and list of references.

Using Computer-assisted Language Learning in Classrooms: What Does Research Say about Teachers' Beliefs and Practices?

The last decades have witnessed the introduction of Information and Communication Technologies (ICTs) into the field of education. This introduction has brought in major changes in the traditional view of language teaching and learning. Accordingly, the implementation of technology through Computer-Assisted Language Learning (CALL) and its success has become of particular interest. However, the success of CALL implementation does not merely depend only on economic investments. In fact, teachers play a major role in using technology successfully in classrooms (Galvis, 2012). Thus, it is important to investigate teachers' beliefs about CALL implementation and see whether they practically practice their beliefs in classrooms. Of equal importance is to investigate and question why some teachers do not practice their beliefs. This paper attempts to shed light on teachers' beliefs and practices of CALL implementation in classrooms. First, teachers' beliefs are defined and their importance and formation process are presented. Then, teachers' beliefs about CALL implementation in language classrooms are discussed along with the factors that affect them. A discussion of whether teachers' beliefs about technology entail their actual practice is then provided. Finally, barriers hindering teaches' practices of technology in language classrooms are explained.

Computer-Mediated Communication in the L2 Writing Process

As current computer-mediated communication (CMC) research is omnipresent in the foreign/second language (L2) writing process, a synthesis of the research in this realm is needed to better understand and inform the current pedagogical practices with technology in language classrooms. This article presents a review of 38 studies identifying the major characteristics of CMC use in L2 writing process and aspects of L2 writing where CMC is embedded. The findings indicate that a variety of CMC-embedded L2 writing tasks were mainly integrated in the drafting and revising/editing stages of writing. Also, there has been a clear shift in recent years from blogs and wikis to other CMC tools, such as Google Docs, Facebook, Skype, and instant messaging. Also, existing CMC research on the L2 writing process mainly focuses on improvement in L2 writing ability/production, complexity/accuracy/fluency (CAF) measures, interactivity in L2 writing, and learners' editing/revision strategies. Finally, this review discusses pedagogical implications and offers suggestions for future research on CMC and L2 writing.

The Role of Educational Technology in the ESL Classroom

The use of technology has become an important part of the learning process in and out of the class. Technology continues to grow in importance as a tool to help teachers facilitate language learning for their learners. This study focuses on the role of using new technologies in learning English as a second/foreign language. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. In this paper, the researcher defined the term technology and technology integration, explained the use of technology in language classroom, reviewed previous studies on using technologies in improving language learning skills, and stated certain recommendations for the better use of these technologies, which assist learners in improving their learning skills. The literature review indicated that the effective use of new technologies improves learners’ language learning skills.

Attitudes of Afghan EFL Lecturers Toward Instructional Technology

The use of technology is an integral component in the learning and teaching of languages in the twenty-first Century. Around the globe, studies have been carried out to investigate the integration of technology in language classrooms. However, there is a lack of empirical research on this subject in Afghanistan. Therefore, the purpose of this study is to explore Afghan EFL lecturers’ attitudes toward instructional technology, their actual use of instructional technology, and the challenges they face in successfully using instructional technology in EFL classrooms. This study was also conducted to examine 1) the relationship between teachers’ demographic profiles and attitudes toward instructional technology; 2) the relationship between teachers’ attitudes of instructional technology and their actual use in the classroom; 3) the relationship between perceived challenges and the actual use of instructional technology in the classroom. This study uses a quantitative research method in which an online survey questionnaire was sent to fifty-three Afghan EFL lecturers teaching at the Afghan public universities. The collected data was analyzed using SPSS v23. The results of the study reveal high positive attitudes but a moderate use of instructional technology by the lecturers in their classrooms. The findings also reveal significant correlation between teachers’ attitudes and their use of instructional technology. Demographic factors of age, computer training experience, computer competency, and challenges in using technology were found significantly correlated to teachers’ attitudes toward instructional technology.

Students as Producers: A Case Study of Technology-Based Projects

The existent literature on the integration of technology in language classrooms has addressed the issues of effective teaching strategies, the types of technologies students use, and teachers’ preparedness in adopting technology for the classrooms. Some scholars argue that the effectiveness of technology largely relies on the teaching strategies that teachers utilize. The findings of some studies shed light on the impact of technology on students’ attitude and engagement. Despite the unresolved debates about the use of technology in the classroom and its impact on student learning, the author’s current projects using games, YouTube, blog, and microblogging services indicated that students benefit from the projects in several ways. The participants of this study were students in the English Department in a private university in Semarang. The data for this study were collected from interviews, observation, and students’ learning reflective journals that students submitted upon the completion of the projects. The findings indicated that students felt more confident in applying their knowledge in real life situations. Interactions with teachers and peers, bridged by technology, contribute to their development as the creator of knowledge.

Evaluation of Methodology: Qualitative Studies about Mobile Technology Implementation in Education

The description and understanding of the learning has changed significantly over time and is still in its transformational modern stage, which necessitates exploration and investigation of the pros and cons of innovative changes in the field of education. Some teachers resist those changes and do not feel comfortable teaching through or with mobile technology as they do not want to look incompetent when they are unable to troubleshoot. The purpose of this paper is to evaluate the methodology of qualitative studies conducted on the integration of mobile technology in language classroom and teachers’ attitudes towards using technology in teaching. The paper aims at examining 15 studies published in educational journals between 2006 and 2016. The articles discuss two aspects of educational technology: mobile technology integration in education and teachers’ attitudes and professional development for implementing technology in language classroom.