A Theoretical Study on the Genuinely Effective Technology Application in English Language Teaching for Teachers and Students

Authors

  • Thuc Quyen Chau Ho Chi Minh City University of Foreign Languages - Information Technology
  • Thi Thanh Hong Nguyen Hoa Sen University

Abstract

It is strongly believed that advanced technology has created considerable influences on fields generally and English language teaching and learning particularly. Therefore, a myriad of latest applications, modern devices, and inventive soft wares have flooded the educational market for the last two decades, especially during the time the whole world has suffered from the serious effects of Coronavirus. This paper mainly focuses on the strengths and weaknesses of technology integration in English language teaching and suggesting some practical solutions to overcome the difficulties.

Author Biographies

Thuc Quyen Chau, Ho Chi Minh City University of Foreign Languages - Information Technology

Chau Thuc Quyen is a permanent lecturer at Foreign Languages Department, HUFLIT, Vietnam. I have nearly 9 years in teaching English for both English majored and English non-majored students in colleges, universities, and foreign language centers in Ho Chi Minh City. I have special interest in learners’ metacognition, assessment vs. self-assessment, and the application of technology in improving learners’ specific English skill performance.

Thi Thanh Hong Nguyen , Hoa Sen University

Nguyen Thi Thanh Hong (Hong Nguyen) got an MA degree in TESOL in Ho Chi Minh City University of Social Sciences and Humanities (USSH) in 2018. She is currently a lecturer at Hoa Sen University (HSU). She has conducted two graduation theses on the field of pronunciation and speaking of ELT in 2012 and 2018. She has had 10 years of teaching English in universities, colleges, foreign language schools as well as in companies. Her main interests concerning her English teaching career include Pronunciation, Listening, Speaking and Technology Enhanced Language Learning.

References

Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education. Retrieved from http://www.ijreeonline.com

Ahmadi, M. R. (2018). The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education, 3 (2), 115-125. Doi: 10.29252/ijree.3.2.115

Alsulami, S. (2016). The Effects ò Technology on Learning English as a Foreign Language among Female EFL Students at Effatt College: An Exploratory Study. Canada – Studies in Literature and Language, 12 (4), 1-16.

Arifah, A. (2014). Study on the use of technology in ELT classroom: Teachers’ perspective. M.A. Thesis, Department of English and Humanities, BRAC University, Dhaka, Bangladesh.

Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Education Policy Analysis Archives, 8(51). doi: http://dx.doi.org/10.14507/epaa.v8n51.2000

Bennett, D., Culp, K. M., Honey, M., Tally, B., & Spielvogel, B. (2000). It all depends: Strategies for designing technologies for educational change. Paper presented at the International Conference on Learning Technology, Philadelphia, PA.

Bull, S., & Ma, Y. (2001) Raising learner awareness of language learning strategies in situations of limited recourses. Interactive Learning Environments, 9 (2), 171-200. doi: 10.1076/ilee.9.2.171.7439

Chau, K. G. (2021). The Effect of ICT on Learners’ Speaking Skills Development. International Journal of TESOL & Education, 1(1), 22-29.

Clements, D. H., & Sarama, J. (2003). Strip mining for gold; research and policy in educational technology-a response to fool’s gold. Educational Technology Review, 11 (1), 7-69. https://eric.ed.gov/?id=EJ673505

Costley, K. C. (2014). The positive effects of technology on teaching and student learning. Arkansas Tech University.

Drayton, B., Falk, J. K., Stroud, R., Hobbs, K., & Hammerman, J. (2010). After installation: Ubiquitous computing and high school science in three experienced, high-technology schools. Journal of Technology, Learning, and Assessment, 9 (3), 1-57. https://eric.ed.gov/?id=EJ873677

Gençlter, B. (2015). How does technology affect language learning process at an early age? Procedia - Social and Behavioral Sciences, 199(2015), 311 – 316. doi: 10.1016/j.sbspro.2015.07.552

Gillespie, H. (2006). Unlocking learning and teaching with ICT: Identifying and overcoming barriers. London: David Fulton. https://trove.nla.gov.au/work/20064464

Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. New York: Pearson Education. doi: 10.4324/9781315833743

Harmer, J. (2007). The practice of English language teaching. England: Pearson. www.worldcat.org/title/practice-of-english-language-teaching/oclc/149005881

Hashim, Z. (2006). Open and distance learning: The effectiveness of online discussion forums in promoting the use of English for communication. AsiaCALL Online Journal 1 (1) 22, 33.

Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37 (2), 155-192.

Hoang, N. T., & Le, D. H. (2021). Vocational English Teachers’ Challenges on Shifting Towards Virtual Classroom Teaching. AsiaCALL Online Journal, 12(3), 58-73. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/39

İŞMAN, A. (2012). Technology and technique: An educational perspective. TOJET: The Turkish Online Journal of Educational Technology, 11(2), 207-213. tojet.net/articles/v11i2/11222.pdf

Keser, H., Uzunboylu, H., & Ozdamli, F. (2011). The trends in technology-supported collaborative learning studies in the 21st century. World Journal on Educational Technology, 3 (2), 103-119.

Larsen- Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford: OUP.

Lian, A. B. (2014). " New Learning" and CALL: a DIY paradigm. AsiaCALL Online Journal, 9, 14-26.

Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, underprivileged school. Journal of Research on Technology in Education, 40 (4), 447-472. https://eric.ed.gov/?id=EJ826086

Parvin, R. H., & Salam, S. F. (2015). The effectiveness of using technology in English language classrooms in government primary schools in Bangladesh. FIRE: Forum for International Research in Education, 2(1), 47- 59. http://preserve.lehigh.edu/fire/vol2/iss1/5

Patel, C. (2013). Use of multimedia technology in teaching and learning communication skill: An analysis. International Journal of Advancements in Research & Technology, 2 (7), 116-123.

Peregoy, S., & Boyle, O. (2012). Reading, writing and learning in ESL: A resource book for teachers. New York: Allyn & Bacon.

Pham, V. P. H., & Vo, N. D. T. (2021). CALL in Asia During Covid-19 and Models of E-Learning. Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021). Vol. 533, pp. 1-10. Amsterdam: Atlantis Press. ISBN:978-94-6239-343-1; ISSN: 2352-5398 (CPCI/ISI-index to-be). doi: https://doi.org/10.2991/assehr.k.210226.001

Pourhossein Gilakjani, A. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7 (5), 95-106. doi: https://doi.org/10.5539/ijel.v7n5p95

Pourhossein Gilakjani, A., & Sabouri, N. B. (2017). Advantages of using computers in teaching English pronunciation. International Journal of Research in English Education (IJREE), 2 (3), 78-85. doi: 10.18869/acadpub.ijree.2.3.78

Raihan, M. A., & Lock, H. S. (2010). Technology integration for meaningful learning-the constructivist view. Bangladesh Educational Journal, 11 (1), 17-37.

Rahimi, A., & Bigdeli, R. A. (2014). ICT and EFL Students’ self-regulation mastery: Educational meat or poison. AsiaCALL Online Journal (ISSN 1936-9859).

Riasati, M. J., Allahyar, N., & Tan, K. E. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3 (5), 25-30.

Rodrigues, P. D. & Vethamani, M. E. (2015). The Impact of Online Learning in the Development of Speaking skills. Journal of Interdisciplinary Research in Education, 5 (1), 43-67.

Sabzian, F., Pourhossein G., A., & Sodouri, S. (2013). Use of technology in the classroom for professional development. Journal of Language Teaching and Research, 4 (4), 684-692. doi:10.4304/jltr.4.4.684-692.

Solanki, D., & Shyamlee1, M. P. (2012). Use of technology in English language teaching and learning: An analysis. 2012 International Conference on Language, Medias and Culture IPEDR vol. 33(2012)©(2012)IACSIT Press, Singapore. 150-156.

Susikaran, R. S. A. (2013). The use of multimedia in English language teaching. Journal of Technology for ELT, 3 (2). https://sites.google.com/site/journaloftechnologyforelt/archive/3-2-april-2013/1-the-use-of-multimedia-in- English-language-teaching

Teh, W. (2021). Communicative Language Teaching (CLT) in The Context of Online Learning: A Literature Review. International Journal of TESOL & Education, 1(2), 65–71. Retrieved from http://i-jte.org/index.php/journal/article/view/23

Tran, T. Q. T., Nguyen, T. M. N., Luu, T. T., & Pham, T. B. N. (2021). An evaluation of English non-majored freshmen’s attitude towards EFL learning at Can Tho University of Technology. International Journal of TESOL &Amp; Education, 1(2), 72–98. Retrieved from http://i-jte.org/index.php/journal/article/view/35

Warschauer, M. (2000a). The death of cyberspace and the rebirth of CALL. English Teachers’ Journal, 53, 61–67. [Online.] Available: http://www.gse.uci.edu/markw/cyberspace.html

Yunus, M. & Nordin, N. & Salehi, H. & Choo, H. S. & Embi, M. A. (2013). Pros and Cons of Using ICT in Teaching ESL Reading and Writing. International Education Studies, 6 (7), 119-130.

Zoheb, H. (2017). Exploring the Impact of Technology in Teaching English: TESOL in the Context. European Journal of English Language and Literature Studies, 5 (10), 19-28.

Downloads

Published

2021-09-19

How to Cite

Chau, T. Q., & Nguyen , T. T. H. (2021). A Theoretical Study on the Genuinely Effective Technology Application in English Language Teaching for Teachers and Students. AsiaCALL Online Journal, 12(5), 17-23. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/63

Issue

Vol. 12 No. 5 (2021): October 2021, Volume 12, Issue 5

Section

Articles

License

Copyright (c) 2021 Thuc Quyen Chau, Thi Thanh Hong Nguyen

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The copyright of all articles published in the AsiaCALL Online Journal (acoj) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the acoj are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes. 

Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.