Ict in language teaching
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The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. It then reviews related literature on studies examining the use of technology in language classrooms. The study aims to identify the technologies used by English teachers and their purposes. A questionnaire was distributed to 30 English teachers, finding that multimedia projectors, presentation software, and developing listening and vocabulary skills were most common. The conclusion states that modern technologies are important for language teaching and learning when adopted through approaches like blended learning.
Ict in language teaching
- 1. Information and Communication Technologies in Language Pedagogy Mr.M.Deivam M.Sc., M.Ed., M.Phil., UGC-NET., TN-SET., Research Scholar (Full Time, UGC-RGNF), Dept. of Education, Gandhigram Rural Institute – Deemed University Gandhigram, Dindigul district, Tamilnadu – 624 302
- 2. Introduction • The information and communication technologies encompass of hardware and software. It includes storing, retrieving, modifying, controlling and transmitting and receiving information or data (Moursund, 2005). • The integration of information and communication technologies in language teaching, certain conditions have to be met. These include computer facilities, high speed internet connection, ICT professional and good infrastructures needed (prani, 2004). • Apply the technology in language classroom in order to get result and bringing the different approaches to the tackle the problem; with the help of technological tools, teacher can send, store, process and receive education information from one place to another (Buseni, 2013)
- 3. Review of related literature • Arifah.(2014). Study on the use of technology in ELT classroom: Teachers perspectives; the main aim of the study was to find out the use of multimedia and internet in classroom and how they are using ELT skills and system. The survey method adopted (both quantitative vs qualitative) for the study. The respondents of teachers selected from the colleges in Dhaka city, Bangladesh. The tool adapted questionnaire, observation, and focus group interview, the questionnaire consists of 18 items, 5 were closed ended and 13 were open ended questions. The finding of the study reveals that, few colleges are using technology to teach language. • Shen and Suwanthep (2011) stated that in china, English speaking is the most difficult skill by language learners, so find out effectiveness to this issue, researcher added new technologies like language lab, uses of internet, and chat for 18 weeks and result of the study showed e- learning had positive effects on improving students speaking skills. • Ming. (2009) in a recent research in China conducted study on effectiveness of web based instruction on who learned English for specific purpose. Students were learning one semester through network based course of English. The findings of the study revealed that, Net work based course developed the students attitude of learning English skills and uses of internet technology.
- 5. Need and Significance of the study • English is being used as a link language throughout the world. In our country it is being used as a link language in all domains of life, especially in the field of trade and commerce. Every region of our country has its own regional language, so English is used for inter-regional communication. In today’s context of globalization, the number of people travelling to distance places has increased, making the world come closer. This warrants the use of some international language and English is the most prominent and popular among such languages. Technology integration is needed in language classroom especially a country not having English as mother language. Computer is helping many ways to students to develop Listening, Speaking, Reading and Writing (LSRW) skills. The use of technology has remarkably changed the English teaching techniques. Today learners are also digital natives but teachers are digital immigrants. Lets teachers learn new technologies and use those technologies in language pedagogy.
- 6. Statement of the problems • In India, almost all the universities using English as official language both teaching and administration; the use of technology and medium of the education is mostly foreign language. Many rural students lacking English language and they fail to get admission in reputed universities. Therefore, technology uses is needed in language classroom. Hence, study entitled ”Information and Communication Technologies in Language Pedagogy”
- 7. Variables of the study • ICTs are independent variable and English teaching teachers are dependent variables.
- 8. Definition of the terms • ICTs • ICTs stand for Information and Communication Technologies. It provide access information through telecommunications. It includes computer, mobile phone, internet, wireless network and other communication mediums. • ELT • ELT stands for English Language Teaching, it improve the students language skills and equipped them with everything they need to succeed in education, in the workplace, and in life. • Language pedagogy : Art of language teaching
- 9. Objectives • To find out the technologies using in English Language classroom teaching among university / college teachers • To explore the purpose of using technologies in Language classroom teaching • To identify the different language skills taught by technologies
- 10. Hypotheses • What are the technologies being used in 21st century classroom? • Why techno-pedagogy in English Classroom?
- 11. Methodology • The survey method was adopted for the study.
- 12. Sampling technique • There are 30 respondents of English teaching teachers recorded the answers from universities and arts and science colleges in India by using purposive sampling technique.
- 13. Tool • The questionnaire was developed, structured and validated by Arifah (2014), Department of English and Humanities, BRAC University Dhaka, Bangladesh. The investigator used the tool to collect the data from respondents.
- 14. Data Collection Procedures • The investigator adopted the online survey and designed the questionnaire in Google docs and sent it by email and WhatsApp to all the respondents in India.
- 16. Data Analysis and Interpretation Name of the technology Responses Percentage Multimedia projector 30 100% Internet 15 50% Presentation software 27 90% Word processing 21 70% Digital Video 19 63.33% Web page 15 50% E-mail 17 56.66% Video conferencing 0 0% Interactive whiteboard 14 46.66% Others, example Online dictionary, digital dictionary 10 33.33% Uses of technology in Language Classroom
- 18. Skills and System Responses Percentage Speaking 15 50% Listening 24 76.66% Writing 19 63.33% Reading 16 53.33% Grammar 15 50% Pronunciation 17 56.66% Vocabulary 21 70% Technology usage for skills and system
- 20. Major findings • 30 (100%) respondents are using multimedia projector. • 90% of the respondents are using presentation software. • 75% respondents stated that using technology in English language classroom for developing listening skill and vocabulary • The purpose of techno-pedagogy enhance the students attention, active learning, enhance the retention, developing digital skills, create interest, promote language acquisition, sustain attention in the class, better understanding, active participation, etc.
- 21. Educational Implication • ICT promote independent and engaged learning • Learner attainment and outcome will improved • Internet provide flexible learning environment, students learn, access the material anytime and anywhere. • Technology enhances the LSRW skills in the language classroom.
- 22. Suggestion to further studies • Same study may conduct with large number of samples • Poor language skills students fail to get admission in IIT, IIM, Central Universities etc. Hence, school studies onwards enhance the English language skills via techno-pedagogy. • Provide materials in electronic form and assign the online assignments. • Teachers can create content talking books. • Teacher may use cloud application for language teaching • Teacher may use video conferencing and e-Learning Management System (e-LMS) for language teaching.
- 23. Conclusion • The new and modern technologies are inevitable in language teaching and learning. Present teachers are using technologies in ELT classroom like multimedia projector, internet, presentation software, word processing, digital video, web page, E-mail, video conferencing, Interactive whiteboard and other online dictionaries, electronic dictionaries etc. but teachers often used LCD presentation, word processing and internet in language pedagogy. Teachers were used technology to develop different skills and system like listening, speaking, reading, writing, pronunciation and vocabulary but teachers often used technology to develop listening, speaking and vocabulary enrichment. 21st Century teachers adopt ICT based approaches like blended learning, flipped learning, cyber learning, virtual learning etc. to make the students proficient in foreign language for their betterment in life.
- 24. References • Arifah. (2014). Study on the Use of Technology in ELT classroom: Teachers’ Perspective. Department of English and Humanities. December 2014. BRAC University, Dhaka, Bangladesh. Published dissertation • Buseni, J.(2013). Effect of information and communication technology on secretaries performance in contemporary organizations in bayelsa state, Nigeria. In Information and Knowledge Management. Vol.(3)5. • Devaki.N.(2015). Task Based Language Teaching: An Innovative Strategy. Germany: Lambert Academic Publishing. • Devaki.N.(2015). English Language Pedagogy. New Delhi: Kalpaz Publications • Irine Ivy, T. (2011). Technology and the Language Teacher. The Arts Faculty Journal, (July • 2010-June 2011), 206-223. • Ming.Z.(2010). A Case study of Technology Integration in an EFL Classroom, Asian ESP Journal, 6(2), 150-178. • Moursund, D.(2005). Introduction to Information and Communication Technology in Education. Retrieved from on july 10, 2017 pages.uoregon.edu/moursund/Books/ICT/ICTBookpdf. • Pirani, J. (2004). Supporting elearning in higher education. Educause Center for Applied Research. www.educause.edu/ecar/. • Shen, L. and Suwanthep. (2011). E-Learning constructive role plays for EFL learners in China’a tertiary education. Asian EFL Journal, 49(1), 4-29. • Sivarajan.K et al. (2007). Information and Communication Technology & Communicative English. Calicut: Central Co- operative Stores Calicut University.