ENGLISH LANGUAGE LEARNING

AND TECHNOLOGY
NESTHE B. QUIJANO
MA – English
MEE 211 LINGUISTICS AND COMMUNICATION THEORIES
 The changing world of English language teaching

 Visions of the invisible

To reveal how, where, and why technology had crept into the professional
lives of all English language teachers and to predict what the continued spread
of technology might mean for the future.
 The technologist’s vision

 To make computers more useful and to understand the

principles which make intelligence possible. Related to
language, for example, the best known accomplishment was a
computer program that could carry on a coherent written
“conversation” with a human as long as the human referred to
objects within a particular domain.
 The social pragmatist’s vision
( A person who is guided more by practical considerations than by ideals.)

 The difficult and frustrating reality of working with

technology as to how potential on-line learners around the
world face obstacles as they attempt to learn English on-line
from their homes.
 The critical analyst’s perspective

 Unlike the social pragmatist, the critical analyst does not accept the
idea that the development and use of technology constitutes the natural
evolution of society, but instead questions the underlying assumptions
that technology is inevitable, positive, and culturally neutral. Critical
analysts seek alternatives to the mainstream images that glorify access
to information
 The English Language Learners

 Most English teachers would agree that their students need

to practice using English outside the classroom if they are
to increase their communicative competence.
 Synchronous teaching

 It is where the teacher is present at the same time as the learner(s). This
is almost always the case in a face-to-face environment. Synchronous
teaching can also take place via online learning, through the use of
video conferencing and live chat or instant messaging. As with the face-
to-face environment, the learners in synchronous online teaching can
ask questions in real time.
 Asynchronous online teaching

 Asynchronous online teaching is where teaching materials are posted

online, and learners work through them in their own time,
communicating with each other and the teacher via discussion boards
or forums, or even by email. Good asynchronous teaching will include
a variety of media, including (but not limited to) audio and video
clips. With an asynchronous
 Digital natives as those who were “born digital” and are “'native
speakers' of the digital language of computers video games and the
Internet.

 Digital Immigrant mostly applies to individuals who were born

before the spread of the digital technology and who were not
exposed to it an early age.
 Language is one of the significant elements that affects
international communication activities.
 Students utilize different parts of English language skills
such as listening, speaking, reading, and writing for their
proficiency and communication.
 TECHNOLOGY is the practical use of knowledge
particularly in a specific area and is a way of doing a task
especially using technical processes, methods, or
knowledge. The usage of technology includes not only
machines (computer hardware) and instruments, but also
involves structured relations with other humans, machines,
and the environment
 Technology has always been an important part of teaching and learning
environment. It is an essential part of the teachers’ profession through which they
can use it to facilitate learners’ learning.
 With technology being part of our everyday lives, it is time to rethink the idea of
integrating technology into the curriculum and aim to embed technology into
teaching to support the learning process. That is to say, technology becomes an
integral part of the learning experience and a significant issue for teachers, from
the beginning of preparing learning experiences through to teaching and learning
process.
 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.
 It is 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.
 Technology in the classroom

 It deals with the importance of including ICT in the language

curriculum. ICT has intrinsic features that make its use a valuable
source of input but, sometimes teachers may distrust technology or just
be reluctant to include computer activities in their classrooms.
 Word processors in the classroom

 Provides unique ideas for those teachers with limited

expertise in teaching with technology so they can begin
progressively to incorporate computer activities with texts
and pictures but, in any case, in a productive and elaborate
way.
 Using websites

 It makes a difference between authentic and teacher created materials,

on the features to be evaluated when working with and distinguishing
the best didactic websites, it also provides ideas for classroom plans
and, very important, tips for disadvantaged or advanced students. It
gives ideas for classes with different proficiency levels.
 Internet-based project work

 Addresses the issue of task based learning and cooperative language

learning, two of the most significant issues in the last twenty years in
language teaching. In here, the teacher can give the easier projects
like information gathering to simulations and webquests. Especially
significant is on how the teacher can provide the combination of
constructivist and behaviourist ideas and function of webquests in
language learning.
 How to use email and How to use chat

 These two have attracted a huge number of researchers in the last few years that have
been able to see their importance in cross cultural communication and intercultural
competence. Thus, the first and foreign language teachers may want to read the
chapters with special attention. The educational use of chat rooms (either written or
oral), chat lessons, and, overall, follow up activities for both types of communication
activities.
 Blogs, Wikis and Podcasts

 Deals with social software in which a variety of social actants have the
opportunity to include their own contents. Among these, podcasts are
significant for the language teachers because teachers find difficult to
find resources for pronunciation with a variety of accents and registers
to be used in the classes. Wikis and blogs incorporate a wide variety of
audiovisual items that are worth incorporating in the foreign language
classroom.
 Online reference tools

 These are the online resources as dictionaries, thesauruses,

translators, and encyclopaedias.
 Technology based courseware

 Materials that teachers may want to use along with their

textbooks (of which, most times they are official
complimentary materials).
 E-learning: online teaching and training

 Deals with the importance of online training and

tutorials, discussion lists and online groups.
Use of Technology in English Language Class
 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 usage of multimedia texts in classroom assists learners in become
familiar with vocabulary and language structures.
 The application of multimedia also makes use of print texts, film, and
internet to enhance learners’ linguistic knowledge.
 The use of print, film, and internet gives learners the chance to collect
information and offers them different materials for the analysis and
interpretation of both language and contexts.
 Using technology can create a learning atmosphere centered around the
learner rather than the teacher that in turn creates positive changes.
 Technology encourages learners to learn individually and to acquire
responsible behaviors. The independent use of technologies gives learners
self-direction.
 The use of internet increases learners’ motivation.
 The use of technology in school makes learning enjoyable and helps them learn more.
 Technology makes learning interesting, enjoyable, and interactive.
 Technology tools enhanced learners’ reading and writing skills because they are user-
friendly, and learners can learn at a faster and more effective way.
 Internet apps in English dialogue journals to improve learners’ writing, vocabulary,
word choice, and speaking ability.
 Technology offers unlimited resources to language
learners. Teachers should encourage learners to find
appropriate activities through using computer technology
in order to be successful in language learning.
 The use of suitable technological materials can be useful
for learners and using computer-based language activities
improve cooperative learning in learners.
 Language teaching method has been changed due to technology. The researchers
continued that the application of technology helps learners learn on the basis of
their interests. It also satisfies both visual and auditory senses of the learners.
 Technology assists learners in adjusting their own learning process and they can
have access to a lot of information that their teachers are not able to provide.