Volume 03 Issue 06-2023
66
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
66-72
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article focuses on demonstrating how theory can be brought into practice with the help of language tasks and
activities. Theoretical value of the project work presents the core idea of using technology in teaching reading and
writing, which is explored in the context of the author. The practical value is illustrated in the samples of lesson plans
and analysis of the given tasks.
KEYWORDS
Technology, ICT, Social media, computers, motivation, Global networking.
INTRODUCTION
The people of the world are no longer unfamiliar with
technology. Technology has contributed to a variety of
professions, but education stands out. The use of
Information and Communication Technology (ICT) in
language instruction has grown significantly during the
past twenty years. Technology is being used
extensively in both classroom settings and outside of
them to teach and learn. Language learning can be
improved thanks to technology. Also, technology
enables teachers to improve lesson plans and the
language learning process. This demonstrates that a
new era has begun that gives contemporary teachers
difficult tasks to complete. Exceptional access to
technology has fundamentally altered the traditional
teaching approach. The use of technology has opened
up possibilities for more engaging and effective
teaching and learning sessions, particularly in the study
of languages.
Research Article
THE ROLE OF TECHNOLOGY IN TEACHING ENGLISH LANGUAGE SKILLS
Submission Date:
June 07, 2023,
Accepted Date:
June 12, 2023,
Published Date:
June 17, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue06-10
Ishonqulov Sherzod Usmonovich
An English Teacher Of The Department Of Foreign Languages Karshi Engineering-Economic Institute,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
67
American Journal Of Philological Sciences
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2771-2273)
VOLUME
03
ISSUE
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P
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66-72
SJIF
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(2022:
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(2023:
6.
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)
OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
Literature review. Technology, according to Shyamlee
and Phil2, has acted as important catalysts for both
language and social transformation. Due to English's
status as an international language and the growth of
the language globally, it is utilized as a second
language in nations like Malaysia and India. Some
people speak English as their mother tongue. In many
nations, English is now used for curriculum and
instruction. As the number of English language
learners grows, new teaching strategies have been put
into place to gauge how well they work.
Communication's most important component is
language. Students use a variety of English language
abilities, including speaking, reading, writing, and
listening, to improve their communication and fluency.
[1. pp. 150-156]
There are numerous hints that pupils are using
Information and Communication Technology (ICT),
according to research. According to Rosicka and
Mayerova, the goal of the new educational age is to
use technology to make the current and forthcoming
generation’s active members of society.
According to Harwati, the current generation is
referred to as "digital natives" because they are very
computer literate. It would be completely impossible
for the new educational model to not incorporate
technology as a means of communication and idea-
sharing. When students are actively creating new
knowledge, collaborating with one another, and
reflecting, using computers as learning tools can help
them learn more effectively.
ICT is increasingly being used in the sphere of
education. The promise of educational technology was
that it would permanently alter how students and
teachers learn. With the advent of a new era in
education and technology, the blank canvas of
language teaching and learning has undergone
significant inventiveness and changes during the past
ten years. English as a Second Language (ESL)
instruction has been greatly impacted by the way in
which technology has changed both lower and higher
education. Teachings changed along with the times.
"The process of determining which electronic tools and
which implementation approaches are the most
appropriate solutions to particular classroom settings
and challenges," is how the term "technology
implementation" is defined. The use of computer-
assisted language learning (CALL) in the classroom is
becoming commonplace. The competence of
instructors to organize, create, and carry out
successful educational activities is just as important as
having the right hardware or software for a given
teaching and learning session. Currently, English
language instruction and learners frequently use
educational multimedia. Social media is a further
frequently utilized component of technology in the
digital age. Social media improves learning by enabling
connections and interactions between students and
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VOLUME
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66-72
SJIF
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OCLC
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Publisher:
Oscar Publishing Services
Servi
teachers in more creative and engaging ways. Users
can communicate, share ideas, and find solutions
through collaboration and conversation on social
media platforms including Facebook, Twitter,
Instagram, Blog, and email. [2. pp. 414-422]
With the help of technology, students’ view on
learning has shifted. New
and more advanced technologies are not only
transforming the way the students’
view learning but also transforming the way
“educators think about education and
literacy”. These tools are also continuing to grow and
transform literacy
instruction” and they also helpin
g students to
“internalize lifelong skills needed for
success in this global society. Technology will not
substitute great teachers but
technology in the hands of great teachers can be
transformational.
Discussion and result. Educational technologies are
becoming increasingly important and promise to
change the way students learn and teachers teach.
However, technology has been around in language
teaching for decades. For example, the blackboard, as
a form of technology, has been used for centuries.
Tape recorders, language labs and videos have been in
use since the 1960s and 1970s, and are still used in
classrooms around the world. The use of technology in
the classroom is becoming increasingly important for
the presentation of authentic materials and hopefully
it will become a normal part of ELT practice in the
coming years. Yet teacher training programs often
ignore training in the use of ICT, and teachers are often
far less skilled than their own students when it comes
to using current technology.
It is a good time to consider the power of current
technological advances.
Increasingly,
communication
and
information
technologies have become part of
our everyday lives. The use of computers is increasing
day by day, because they
are used in many fields to make our lives easier.
Computers can present crucial
information and offer effective tutorial instruction.
Computers also connect us with
other people, store vast amounts of data, and provide
us with access and
entertainment. In the technology literature, learning
theories have offered different
views regarding the use of computer technology. For
instance, behaviorism
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Publisher:
Oscar Publishing Services
Servi
proposed that learning from technologies means using
computers for drill and
practice, because learning, according to this view, is a
matter of imitation and practice. Thus, the behavioral
view strongly advocated that the role of adults in
learning is important, as they provide a model by which
children learn through
imitation; the adults also encourage children to
continue using computer
technology by providing them with positive
reinforcement. In contrast to
behaviorism, the socioconstructivist theory suggests
that if the learner learns with
computer technology, the role of the computer is to
foster, scaffold, and enhance
learning in meaningful ways. When learning with
technology, a learner should be
given many opportunities to create, test, and reverse
their hypotheses. Therefore,
teachers have a responsibility to provide learners with
these experiences to
promote their development.
Technology in general is becoming increasingly
important in our personal
and professional lives. Dictionaries and scholars have
offered a variety of
definitions. The Merriam-Webster dictionary, for
example, defines technology as
"the practical application of knowledge especially in a
particular area". Technology
is also considered as a div of knowledge used to
create tools and develop skills,
and as the combination of scientific method and
material to meet an objective or
solve a problem. Most of these definitions broadly
define technology as the
knowledge, skills, methods, and techniques used to
accomplish specific practical
tasks. Educational technologies, in this sense, promise
to change forever the way
students learn and teachers teach. However,
technology in language teaching is not
new. It has been around in language teaching for
decades. For example, the
blackboard, as a form of technology, has been used for
centuries. Tape recorders,
language labs and videos have been in use since the
1960s and 1970s, and are still
Volume 03 Issue 06-2023
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American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
03
ISSUE
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P
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:
66-72
SJIF
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FACTOR
(2022:
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(2023:
6.
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
used in classrooms around the world. [3. pp. 125-134]
Almost all language teaching methods have been
supported by their own technologies. The majority of
the teaching was done on the chalkboard by language
instructors who used the Grammar-Translation
technique, in which professors explained grammatical
rules and pupils translated them. On the other hand,
the Audiolingual approach, which prioritized vocal
repetition as a form of learning, was ideal for the audio-
tape format. A trend toward communicative language
instruction, which places an emphasis on students
participating in real-world conversations, occurred in
the 1980s and 1990s. The adoption of the best
classroom technology integration strategies has
resulted from this.
Although the use of information and communication
technology (ICT) by language teachers is currently not
very common, it is becoming more and more crucial for
the presentation of authentic materials, and in the
future years, it is hoped that it will become a standard
component of ELT practice. Yet, ICT training is
frequently ignored in teacher training programs, and
teachers
frequently
possess
significantly
less
technological proficiency than their own students.
Apart from the benefits of using technology in class,
there should also be
mentioned the motivation that it gives to learners.
With the constant advancement
of technology, many ESL teachers have adopted a
more fun and interesting
teaching techniques to ensure exciting lessons.
Motivation is the key and has been
known as one of the factors that influence success in
second language learning.
According to Ng and Ng, motivation is known as s
stimulant to achieve a specific
target. Intrinsic and extrinsic motivation is the two
types of motivation. Intrinsic
motivation can be found within the individual and
related to the sense of wellbeing whereas extrinsic
motivation comes from outside the individual. [4. pp.
98-105] Porter stated that the three important aspects
related to motivation which are what energizes human
behavior, what directs or channels such behavior, and
how this behavior is maintained or sustained.
Nowadays, teachers are using technology to enrich
and enhance the comprehension of the course
content. Implementing multiple types of technology
equipment provides ESL learners a sense of freedom,
motivation, and encouragement they need for the
learning process. Technology equipment such as
videos provide the ability to present in both audio and
visual is probably the reason why it is so popular as it
can to increase the learners’ motivation in which they
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VOLUME
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OCLC
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Publisher:
Oscar Publishing Services
Servi
perceived the teaching and learning session as
interesting.
According to a research by Morat, Shaari, and Abidin
(2016),
using
technology
increased
students'
motivation to learn over time. a study carried out by
Blachowicz, Bates, Berne, Bridgman, Chaney, and
Perney to observe the technology used by the
students, to observe the dynamics and teacher-
centered decisions in technology use, to look at the
student learning, and to discover student and teacher
perceptions and beliefs on technology. The outcomes
demonstrated that the pupils worked diligently and
with motivation on their task. [5. pp. 244-259]
Global networking facilitates interactions between
students and professors not just within the university
but also draws students from other universities,
regions, and nations. Current information and
communication technologies (ICT) make it possible to
improve learning activities, foster communication, and
foster an environment where students can work
independently. The volume of material that must be
reviewed and processed during training is also a
contributing factor in the demand for ICT. Moreover,
the use of Technology in foreign language instruction
helps to optimize the teaching process and enables:
•
access and manipulate large amounts of
information;
•
form information culture;
•
use information sites and authentic modern
Internet resources;
•
make learning differentiated and individual;
•
bridge the gap between theoretical knowledge
and actual application of the studied material;
•
organize independent work;
•
enhance learners’ creative potential;
•
carry out distance education.[6. pp. 99- 107]
More psychologically orientated work around
technology and literacy has centered on the need to
demonstrate the educational impact and efficacy of
computer-mediated
approaches
to
reading
remediation. To examine this issue, studies have
moved towards randomized control trial formats to
ensure that the results presented are as unambiguous
as possible. The results from such work to date have
yielded intriguing results. For example, Wild conducted
a direct comparison of computer-based and paper-
based phonological awareness exercises.
Conclusion. The results showed that the use of the
computer as a presentation format did appear to
impact on the children’s attainment, albeit to a modest
extent. However, they also showed that this benefit
was greatest for the girls in the sample. Computers
have been used to examine claims about the efficacy
of analytic versus synthetic phonics approaches. The
advantage here is that computers, it can be argued,
offer a more standardized format for the delivery of
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VOLUME
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P
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Publisher:
Oscar Publishing Services
Servi
such content, thereby offering a more stringent
examination of such claims.
REFERENCES
1.
Shyamlee, S. D., & Phil, M. (2012). Use of
Technology in English Language Teaching and
Learning: An Analysis. In International Conference
on Language, Medias and Culture (Vol. 33, pp. 150-
156).
2.
Roy, A. (2019). Technology in Teaching and
Learning. International Journal of Innovation
Education and Research, 7, 414-422.
3.
Dudeny, G. and Hocky, N. (2008). How to Teach
English with Technology. London: Longman.
4.
Ng, C. F., & Ng, P. K. (2015). A Review of Intrinsic
and Extrinsic Motivations of ESL Learners.
International Journal of Languages, Literature and
Linguistics, 1, 98-105.
5.
Ayden, S. The use of blogs in learning English as a
foreign language. Mevlana International Journal of
Education (MIJE), 4(1), 2014. p 244-259.
6.
Halsey, S. Embracing emergent technologies and
envisioning new ways of using them for literacy
learning in the primary classroom. English
Teaching: Practice and Critique, 6, 2007, 99- 107
