CALL 5

Title:

“The Impact of Using Technology in Teaching English as a Second Language"

Journal :

English Language and Literature Studies 2013, Volume 3, Number 1 (pg. 111-116)

Author :

Bassma Basheer Nomass is a M.A student from the Department on English Language of                         College of Education for Women, University of Baghdad, Baghdad, Iraq.

Source:

Nomass, Bassma Basheer. "The Impact of Using Technology in Teaching English as a          Second Language." English Language and Literature Studies; Vol. 3, No. 1; 2013. Canadian Center of Science and Education, 22 Feb. 2013. Web. 7 Apr. 2014 <http://www.ccsenet.org/journal/index.php/ells/article/view/25002>.

SUMMARY

a) Aim

This article aimed to point out the functions of modern technology in teaching English as a second language. Other than learning through computers, there are also other kinds of technological tools that can be utilized to help students to improve their English language skills. Some of the techniques mentioned in the article are learning through online English language learning web sites, computer assisted language learning programs, presentation software, electronic dictionaries, chatting and email messaging programs, listening CD-players, and learning video-clips. These tools will provide them with additional practice and support to not only able to read and write the language but also to speak and listen to the language in developing their experience and skill of the language.

b) Methodology

The research is a case study which adopted quantitative method. The data is obtained through questionnaire that is to assess how typical English language classroom students can take benefit of technology in learning English as a second language.

c) Sample

The samples of the study are at the department of English language, college of arts, Al-Jabal Al-Gharbi University in Libya. For this particular research, the researcher applies the method of arbitrary in gathering opinions all of the students in the department.

d) Finding

Based on the analysis of the data collected, the results showed that most of the students in the department prefer the use of technology, especially computers, in developing their second language skills. 60% of the students in the department use technology in their everyday life. 98% of the students think that the usage of technology will help them to learn English language faster than other ways and help them to improve their English vocabulary. In terms of the English language skills, 96% of the students think that by using computer, it will help them to develop their writing skills, 90% of the students believe that it can help them to improve their speaking skills and there is a total number 83% of the students believe that it will develop their listening skills. 96% of the students believe that using computer in the classroom increases students' interaction with learning. 66% of the students prefer to learn English language through computer. 75% of the students assure that their teachers sometimes encourage them to use technology for learning English language. However, only 33% of the students assure that their university has a good source of technology for learning English language. This may indicate that the university is lacking in terms of the technology facilities.

REACTIONS

          Based on my reading, I do find this case study done by Bassma Basheer Nomass is interesting and well conducted as it provides ample elaboration and examples of how to incorporate computers and technological tools such as electronic dictionaries, chatting and email messaging programmes and listening CD-players in the teaching and learning of English language. The use of several technical tools has a significant effect on the learning process of each area of the language (Sharma, 2009). Apart from that, the researcher also highlights and explains further on different kinds of approaches and techniques that can be used for each and every language skills namely; listening, speaking, reading and writing as well as the effects of incorporating them.

          I am very much agreed with the researcher on the drawbacks of the conventional way of teaching the language as it involves a lot of rote learning and tends to be teacher – centred. The use of technology in the classroom can make teaching and learning of English language to be communicative and functional. It has become a complement and improves medium of instruction to make it more understandable for the students as well as it supplements and enhances traditional print, literature or media materials and provides additional resources and creates wider access to them. As compared to the traditional way of doing exercise that requires the teachers to guide and give feedback, with the presence of online exercise at various sources (Dave’s ESL Cafe, ego4u.com), the students can practise their language anywhere they want and they can receive immediate feedback. In a way, they will gain autonomy to take charge of their own learning and they can learn the language at their own pace since all of the information of the language is easily found. It will encourage them to be more responsible and independent in improving their knowledge in the language. Besides, with the help of technology, it makes the drilling and practice to be more fun, motivating and student-centred rather than the traditional drill and practice which too much teacher-centred and boring. Furthermore, according to Alabbad (2010), utilizing computer in teaching and learning EFL can engage students in meaningful learning activities.

In spite of the positive impacts technology has on the teaching and learning of English language, looking into Malaysia contexts, the schools are not fully utilizing the technology due to several difficulties. Most schools in Malaysia are already equipped with computers but the numbers are lesser as compared to the number of students in the schools and there are cases in which teachers do not have the competency to handle technology. A research conducted by Robinson Joseph Samuel and Zaitun Abu Bakar shows that little effort was made to integrate technology in the teaching of English. This means that teachers, especially English language teachers in Malaysia need to be trained in a wide range of computer technology and skills to make full use of ICT in their teaching process. It is hope that in the future these problems can be overcome for the benefit of the students in acquiring and improving their English language.

THE END