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Title
The Effectiveness of Using Technology in Learning English
Exploring The Impact of Technology in Teaching English: TESOL in the Con
Technology in Teaching and Learning

The Use of Technology in English Language Teaching

The Use of Technology in English Language Teaching: A Literature Review
Using technology in teaching English at the S.S.C. level
Using Technology and Collaboration to Support Reading Comprehension
The Use of Technology in English Language Learning: A Literature Review
Use of Virtual Reality in Non-Native Language Learning and Teaching

The Role of Computer Technology in Teaching English

Significance of Technology Enhanced Language Learning (TELL) in Langua
EXPLORING THE USE OF EDUCATIONAL TECHNOLOGY IN EFL TEACHING:
Editorial: Future of Technology in Language Teaching & Learning
THE ROLE OF EDUCATIONAL TECHNOLOGY IN TEACHING ENGLISH IN T
Author's Name Year of Publication
Van Lam Kieu, Dang Truc Anh, Pham D. Bao Tran, Vo T. Thanh Nga, Ph2021
Dr. Zoheb Hazarika 2017
Abhipriya Roy 2019

Alqahtani Mofareh A 2019

Mustafa Altun 2021
Quazi Farzana 2018
Jenna R. Helmers 2017
Mohammad Reza Ahmadi 2018
Blanka Klimova 2021

B.T. Kerimbaeva, G.T. Niyazova, K. Kaya 2017

Dipika S. Patel 2017
Lida Solano, Paola Cabrera, Eva Ulehlova and Verónica Espinoza 2017
Kasumi Yamazaki 2019
Dr. PARUPALLI SRINIVAS RAO 2019
 FYP LITERATURE MATRIX

Issue (Aim of Study)

This study aims to find out the effectiveness of the use of technology in le
This research aims to explore the impact of technology in the context of
The research paper aims to identify the different technological strategies

The study aims to advance knowledge in a number of significant areas. In th

The aim is to find out the advantages and disadvantages of using technolo
This study attempts to trace the use of technology in teaching English at t
This study was completed to determine if using technology based strategie
This study focuses on the role of using new technologies in learning Englis
This study focuses on the use of virtual reality technology in the teaching and learning of non-native language.

This study aimed to explain the role of computer technology in teaching E

This paper explores opportunities that English teachers have created to
This study explores the use of educational technology for teaching English
This study discusses on the future of the use of technology in language te
This paper throws a light on the role of educational technology to improve
Subject
288 third-year students from the Foreign Lan
There are no subjects for this research, as thi
The participants would be taken from two ICSE

The paper does not explain in the subject of th

This article has no subjects as it focuses on re
The study focuses on schools of Dhaka city.
Four schools including Ideal School and
College, Little Flower International School,
Shahanori Model High School, and Sher-
EBangla School and College were chosen to
collect data through questionnaire and open-
ended short interview session. From
these schools eight teachers (five males and
three females), and 60 students were
selected for data collection. Teachers who
have at least a post-graduate degree in
English language and/or English language
teaching were selected for both interview
and questionnaire survey. The teachers were
selected on the basis of experience. At least
15 students, S.S.C. (Secondary School
Certificate) candidates in 2018, from each
schoolwere randomly selected for the
questionnaire survey.
In this action research study, there were twen
 This article has no subjects as it focuses on re
e teaching and learning of non-native language.

The subject of the study is on the students who

This study has no subjects as it only explains
One hundred and fifty students and fifteen te
This study has no subjects as only discuss on
This study does not have any subjects as it onl
Major Findings
The findings showed that the use of technology gives positive effects on the learni
The findings started with explaining the background history of the use of technolog
It was observed that learners who were taught sentence structures using language

The answers to the core research question are summarized as follows:

1) Studies confirm there are not enough English language instructors trained in
the use of relevant technological teaching aids.
2) The survey found greater student response and interaction with the use of
modern
technology than traditional methods.
3) The study also showed that the language teaching process was hampered by
the unequal availability of relevant technology across educational institutions.
4) Studies confirm that up-to-date sound and visual effects and tablet display
devices are more effective in teaching English language skills due to their
immediacy and user-friendly English content, which reflects real-life situations as
opposed the traditional means that student find contrived and boring.
5) As anticipated, the study confirms that the use of modern technology leads to
enhanced learner outcomes including better student motivation, improved
achievement levels, and increased interaction between student and teacher.
Improved student self-learning, self-reliance, positive self-talk were also
observed, as were maximum utility of time and effort for both the teacher and
student.
The article explained on a few things such as importance of technology, intergratin
All teachers said that they used different technologies in their English language
class. All of them used a computer or laptop, and multimedia projector. In
addition, some of them used a mobile phone, internet, tape recorder, and TV as
well. All the teachersstated that technologies help them to make the language
classes interesting and to prepare the class content. It was found that in
technology-affiliated class most of the students feel comfortable. However, in
some cases, technologies reduced students’ opportunity of speaking and writing
and students become less interested in using technologies. In the beginning, they
felt uncomfortable in the class. They take time to adjust themselves in
technology affiliated class. So, teachers had to face some problems in using
technology in the classroom. In most of the cases, impact was positive as the
teachers get help from technology, but sometimes it had a slightly negative
impact on teaching when some students cannot cope up or concentrate on the
class, and thus sometimes technology fails to achieve its goal. In terms of the
questionnaire, all eight teachers strongly agreed that technologies are valuable
instructional tools for teaching English. In response to the statement two, two
the teachers strongly agreed, and other six agreed that they are very confident
when they use technology in conducting a class. In response to the statement
three, four strongly agreed and the other four agreed that students pay more
attention when they use technologies in their class. Then, all eight teachers
strongly agreed that technology promotes the development of communication
skill. Four teachers strongly agreed and four teachers agreed that technology is
too costly in turn of resource, time and effort. All eight of teachers agreed
that they face some problems while using new equipment. All the teachers
strongly agreed that adequate training in the use of technologies could help to
solve the problems they face. Six teachers strongly agreed and two of them
agreed that teaching with technology would be successful when the shortcoming
will be overcome. Finally, two of teachers disagreed and other six teachers
strongly disagreed that using technology in teaching language is not necessary.
comprehension
assessments. Specifically the data shows that students who were part of the
intervention had an average post-assessment score of 86.1%. The students who
did not receive the intervention scored an average of 80.9% on their post-
assessment. Overall, the students who completed the intervention program had
an average gain of 67.9% from their pre-assessment to their postassessment.
Students who did not complete the intervention program had an average gain of
only 60.3%. The students were able to use the knowledge they gained
throughout the week and carry it over to the assessment. The intervention
process helped students comprehend the story, remember the vocabulary, and
build background knowledge about the stories topic. Intervention grouping was
completed in this manner so students could work with others who are at the
same instructional level. Students were able to collaborate better when they were
grouped alike. Grouping the students enabled them to ask questions and receive
answers that were on their instruction level. The students enjoyed working in
only groups of two and students showed confidence when completing the
reading tasks. Not to mention, The students involved in the intervention were
able to use the classroom technology to look up connections they were making
with the text. The students built their background knowledge of the stories topic
by having access to the Internet. Students were able to watch videos, find
articles, and look through pictures to make connections. During the intervention
process all students were actively working with one another, this fostered
collaboration. Students were able to ask questions to their alike level peers and
make connections to the stories. During the weekly intervention, students used
multiple vocabulary tablet applications that enhanced their learning of the
vocabulary words. When technology was involved students were highly motivated
to participate. Another vital part in the intervention process was when students
were asked to read aloud multiple times throughout the week; this gave them a
clear understanding of the text and its contents. Using research-based learning
strategies helped the teacher accomplish a high-need goal in the classroom
setting.
The study explained on the definitions of technology and technology intergration.
and is a way of doing a task especially using technical processes, methods, or
knowledge. According to Hennessy, Ruthven, and Brindley (2005) and Pourhosein
Gilakjani (2017), technology integration is defined in terms of how teachers use
technology to perform familiar activities more effectively and how this usage can
re-shape these activities. Dockstader (2008)
defined technology integration as the use of technology to improve the
educational environment. It supports the classroom teaching through creating
opportunities for learners to complete assignments on the computer rather than
the normal pencil and paper. It also explained on the use of technology in English
class. It stated that learners’ cooperation can be increased through technology.
The use of computer technology lead to the improvement of teachers’ teaching
and learners’ learning in the classes. The application of computer technology
enables teachers and learners to make local and global societies that connect
them with the people and expand opportunities for their learning. The application
of technology has considerably changed English teaching methods. It provides so
many alternatives as making teaching interesting and more productive in terms
of advancement. The findings also give recommendation on successful
intergration of technology. A few suggestions are teachers should implement a
technology plan that considers integration strategies along with purchasing
decisions, and universities should regard technology as a significant part of
teaching and learning programs.
The article explained on the benefits and the pitfall of using VR in the teaching and learning of non-native language

The using of informational technologies in learning English language is very

effectively, as the didactic function of these technologies is wide. This is due to
the fact that computer technology allows obtaining informational multichannel,
and therefore increases significantly as the volume of information received, and
the quality of its assimilation. The introduction of informational technologies in
the educational environment of english language lesson allows you to enhance
and to stimulate the interest of students, activate their thinking, the effectiveness
of learning, individualize instruction, increase speed of presentation and
assimilation of information and rapid adjustments knowledge if necessary. It also
gives the opportunity to interest the students, to intrigue, to make people think,
to attract their attention to the most important information. At the same time it
should be noted and disadvantages, which include unfamiliarity and traditional
approaches to learning hard way for the modern pedagogical innovations.
According to scientists, teachers and modern students is more developed visual
and emotional memory. In this regard, the use of educational software that
contains lots of educational information, is equipped with animated
demonstrations, hypertext links, video stories and other multimedia attributes,
facilitates the implementation of psychopedagogical approaches. At the same
time established that the perception of a relatively large amount of text on the
monitor screen is difficult, therefore, the text of this volume, with whom the
student works must be in a printed textbook.
For the approaches, a few that are mentioned are behaviorist, socio-cognitive and c
The findings confirm that technology is not commonly used in state schools of
the south region of Ecuador or, if used, it is not adequately applied. The findings
of this case study show that teachers do not use technological tools to teach
English because they do not have enough facilities to incorporate them in the EFL
classroom. As a consequence, they use traditional methods that do not have such
great impact on students’ performance. Teachers show poor knowledge of other
types of technological tools and little enthusiasm to make their English classes
more attractive for students. In fact, the main resource used in the classroom is
the student’s textbook, which demonstrates their preference
for traditional printed material.
Since it is an editorial article, it explains on the studies inside the issue if t
This article explains on the advantages of educational technology in English langua
Methodology
The study uses two ways, questionnaires and interviews. 19 questions has been made for the questionnaires and 10
This research is more to explain and explore the impact of technology in teaching English, with the focus on TESOL.
At first, the selected students were randomly divided into control group and experimental group. The Control group

The researcher followed each of the following methodologies:

1) The researcher applied the descriptive method and experimental monitoring in order to
fully interrogate the study questions and devise appropriate solutions.
2) Based on the determination of time and spatial period, the application of historical
methodology based on an analysis of the elements and reasons which gave rise to the basic
research problem and the attendant challenges further assisted an evaluation of present and
future developmental impacts. In addition the collation, review and comparison of secondary
data sourced from relevant records, reports and previous studies, were intrinsic to the
design and scope of effective solutions.
3) The researcher also applied experimental methodology which is based on studying the
impact of changes placed on the research problem where one variable is fixed. The study
the impact of its existence rests on several variables; namely the laboratory experimental
methodology conducted in the laboratory under certain conditions, such as studying the
impact of technology on teaching English and the non-laboratory experimental methodology
applied to a group of volunteer students beyond the scope of study.
This article reviews past researches to achieve the aim of the study.
To carry out the study, the researchers collected information in both qualitative and
quantitative manner. Based on the objectives and the research questions, the researchers
chose Mix Method approach to collect and analyze the data. The
qualitative method mainly included interview and analysis of the previous study.
Quantitative method covered questionnaire, designed following the 5-
points Likert Scale (1932), which was served to both the students and the teachers.
For this action research study data was collected for ten consecutive weeks. The data was collected from students’ w
This article reviews past researches to achieve the aim of the study.
This article reviews the use of VR in the teaching and learning of non-native language, including the benefits and pit

It breaks down the steps to do TELL, the approaches, preparations, advantages and disatvantages of TELL in langua
The research combines both quantitative and qualitative methods to gather information about the use of technology
This article has no methodology as it only discusss in the issue, which is the future use of technology in language te
This article explains on aspects such as the advantages and the use of technology in English language classrooms.
ade for the questionnaires and 10 questions for the study. After all data has been collected, the study used 'Descriptive Statisti
English, with the focus on TESOL. The research first explained on the background of the evolving field of technology in English
mental group. The Control group was taught sentence structures from the book by teaching them the rules of sentence structu
ata was collected from students’ weekly reading comprehension assessments. The data was then recorded on an Excel spreads
age, including the benefits and pitfall, and VR mobile applications in NLLT.

nd disatvantages of TELL in language classes.

ation about the use of technology in the teaching and learning process. The main instruments applied were teachers’ and stude
use of technology in language teaching and learning.
in English language classrooms.
 study used 'Descriptive Statistics' to describe the data and 'Inference Statistics' to compare the data.
g field of technology in English language teaching Then, it explained on the growth of English through technology, followed by t
m the rules of sentence structuring. The Experimental group was taught sentence structures using language games with techno
n recorded on an Excel spreadsheet and analyzed weekly by the teacher. During the ten weeks ten third-grade students particip
pplied were teachers’ and students’ surveys and observation sheets.
technology, followed by the neccessity of technology in teaching English, the disadvantages, and the importance of having bala
guage games with technology. Five language games prepared by the researcher which will help in the teaching of sentence str
rd-grade students participated in a reading intervention program, while the other ten thirdgrade students attended whole grou
 importance of having balance between teaching using technology and traditional way of teaching and learning.
e teaching of sentence structures to the learners. The language games designed and introduced to the learners. The language g
ents attended whole group reading as normal. For the particular study all students were administered a reading comprehension
 learning.
e learners. The language games were master coordinator.
a reading comprehension preassessment. After the pre-assessment, ten third-grade students were involved in a week long inte
volved in a week long intervention that was designed to improve their comprehension skills. The weeklong intervention consiste
long intervention consisted of five different small group activities: Read with the teacher, Enjoy vocabulary, Answer questions,
ulary, Answer questions, Dive into story, and Independent reading. For the intervention process students were grouped accord
ents were grouped according to their MAPs scores. Students were placed into learning groups with peers that had similar compr
ers that had similar comprehension skills. The grouping was done in this way so students could collaborate with one another if n
orate with one another if necessary. The intervention process took place for a half hour each school day. On the fifth school day
ay. On the fifth school day, the students were assessed on their reading comprehension and vocabulary skills.