Volume 02 Issue 11-2022
11
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
Pages:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article outlines to consider the causes of technophobia and suggested ways of overcoming it, to examine specific
teacher doubts about using technology in the classroom and suggested some solutions, to look at a variety of EFL
teaching contexts and teachers' access to computers, to discuss the types of computer-based activities you can do
with your learners and to conclude the basic skills and equipment that teachers need in order to start using technology
in their teaching.
KEYWORDS
Call, Internet, websites, TELL, Internet café, digital immigrants, technophobes or technogeek, key pal, blog,
concordance, web browser;
INTRODUCTION
Technology in language teaching is not new. Indeed,
technology has been around in language teaching for
decades
–
one might argue for centuries, if we classify
the blackboard as a form of technology. Tape
Research Article
TECHNOLOGY IN LANGUAGE TEACHLNG
Submission Date:
October 30, 2022,
Accepted Date:
November 05, 2022,
Published Date:
November 08, 2022
Crossref doi:
https://doi.org/10.37547/ajps/Volume02Issue11-02
Khalilova Olima Akhatovna
Senior Teacher Of The 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 02 Issue 11-2022
12
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
Pages:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
recorders, language laboratories and video have been
in use since the 1960s and 1970s, and are still used in
classrooms around the world.
LITERATURE REVIEW
Computer-based materials for language teaching,
often referred to as CALI (Computer Assisted
Language Learning), appeared in the early 1980s. Early
CALL programs typically required learners to respond
to stimuli on the computer screen and to carry out
tasks such as filling in gapped texts, matching sentence
halves and doing multiple-choice activities. Probably
one of the best-known early CALL activities is that of
text reconstruction, where an entire text is blanked
out and the learner recreates it by typing in words. For
all of these activities the computer then offers the
learner feedback, ranging from simply pointing out
whether the answer is correct or incorrect to providing
more sophisticated feedback, such as showing why the
learner is mistaken and offering remedial activities. The
CALL approach is one that is still found on many
published CD-ROMs for language teaching. As access
to Information and Communications Technology (ICT)
has become more widespread, so CALL has moved
beyond the use of computer programs to embrace the
use of the Internet and web-based tools. The term TELI
(Technology Enhanced Language Learning) appeared
in the 1990s, in response to the growing possibilities
offered by the Internet and communications
technology.
Although the use of ICT by language teachers is still not
widespread, the use of technology in the classroom is
becoming increasingly important, and it will become a
normal part of ELT practice in the coming years. There
are many reasons for this:
•
Internet access - either in private homes or at
Internet cafes- is becoming increasingly available
to learners.
•
Younger learners are growing up with technology,
and it is a natural and integrated part of their lives.
For these learners the use of technology is a way to
bring the outside world into the classroom. And
some of these younger learners will in turn become
teachers themselves.
•
English, as an international language, is being used
in technologically mediated contexts.
•
Technology, especially the Internet, presents us
with new opportunities for authentic tasks and
materials, as well as access to a wealth of ready-
made ELI materials.
•
The Internet offers excellent opportunities for
teamwork and communication between learners
who are geographically dispersed.
•
Technology is offered with published materials
such as course books and resource books for
teachers.
•
Learners increasingly expect language schools to
integrate technology into teaching.
Volume 02 Issue 11-2022
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American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
Pages:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
•
Technology offers new ways for practicing
language and assessing act.
•
Technology is becoming increasingly mobile. It can
be used not only in the classroom, lecture hall,
computer room or self-access centre; it can also be
used at home, on the way to school and in Internet
cafes.
•
Using a range of ICT tools can give learners
exposure to and practice in all of the four main
language skills: speaking, listening, writing and
reading.
DISCUSSION AND RESULT
The contexts in which teachers are working with
technology can vary widely and the access that
teachers have to computers - the so-called digital
divide - will affect what we can do with our classes in
terms of implementing technology. A general lack of
ICT training for teachers also means that we still have
some way to go until the normalisation of technology
in language teaching, where the use of technology in
teaching becomes as natural as the use of books or
pens and paper.
Attitudes to technology - Many people are afraid of
new technology and, with the increasing presence of
the Internet and computers, the term technophobe
has appeared to refer to those of us who might be wary
of these new developments. More recently, the term
digital native has been coined to refer to someone who
grows up using technology, and who thus feels
comfortable and confident with it - typic
ally today’s
children. Their parents, on the other hand, tend to be
digital immigrants, who have come late to the world of
technology, if at all. In many cases, teachers are the
digital immigrants and our younger students are the
digital natives.
Think about yourself. Where do you stand? How
confident do you feel about using the Internet and
computers? Although there is a tendency to call
computer users either technophobes or technogeeks
(a term for a technology enthusiast), the truth is that
most of us probably fall somewhere between the two
extremes.
A large part of the negative attitudes teacher shave
towards technology is usually the result of a lack of
confidence, a lack of facilities or a lack of training,
resulting in an inability to see the benefit of using
technologies in the classroom. It is also often the case
that teachers may not be fully in control of their work
situations. A teacher may want to use more technology
in their teaching, but the school may not have the
facilities, or, on the other hand, a teacher may be
instructed to start using technology for which they feel
unprepared or untrained.
Implementing ICT in the classroom - As we know
teachers have varying levels of access to computers
and technology, and teach in all sorts of contexts to all
Volume 02 Issue 11-2022
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American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
02
I
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11
Pages:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
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)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
sorts of learners. Here are some of the questions you
may be asking yourself about using technology in the
classroom.
How can I use ICT with my class if there is only one
computer in the school? Introducing a rota or booking
system for the computer with your colleagues will
ensure equal use for all the teachers in the school. You
will need to use the Internet mainly as a resource with
your learners, accessing the Internet to download and
print out materials to use offline with classes.
Technology-based activities you can do by printing off
materials include:
•
Using websites.
•
Internet-based project work - especially web
quests offline.
•
Email keypal projects using the teacher's email
account.
•
Using
online
reference
tools
such
as
concordancers on paper.
•
Electronically produced materials printed out for
learners.
What can I do if my learners have very low Information
Technology (IT) experience and skills? - You need to
first find out about your learners' IT skills and degrees
of experience, for example by means of a
questionnaire, and then start off by using the simplest
technologies in the classroom. For learners with zero
or very low IT skills, or literacy issues, a good place to
start is with simple word processing tasks. Once
learners are comfortable with this, basic email or
searching the Internet can be introduced. Try to pair up
more technically experienced learners with the
absolute novices for any ICT-based class work, so that
the more experienced users help the less experienced
ones.
I teach classes of 30 + students. How can I use
computers with such large groups? - You will need to
have access to a minimum number of computers, with
no more than four learners per computer doing small-
group work online. Large classes, with more than 30
students, can be divided into two groups - while one
group is doing online computer room work, the other
group is doing paper-based work. The two groups then
change over. You will be able to implement most of the
tools and activities described in this book.
Skills and equipment for getting started - What does a
teacher need to know to be able to use technology in
the classroom? Well, you don't need to have any
specialist technical knowledge or skills, much as you
don't need to be a mechanic to know how to drive a
car!
The basic skills you do need to have in place before you
start reading this book are how to use a simple word
processing program (e.g. Microsoft Word), how to use
email and how to access and use the Internet. By
reading this book, and trying out the activities
Volume 02 Issue 11-2022
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American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
Pages:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
suggested with your learners, you should be able to
greatly increase your ICT skills set, and to feel more
confident about using technology in the classroom.
You will also need some essential equipment in order
to get the most out of this book, and to start to
implement technology with your learners:
•
At least one computer (preferably one per two
students).
•
An Internet connection.
•
A Printer.
•
An audio card in the computer, and a headset
(audio and microphone) for every computer.
•
Basic software (a word processing program, a web
browser like Internet Explorer, Firefox, Safari or
Mozilla, and an email program).
As we saw above, teaching contexts and teachers'
access to computers and technology can vary widely.
While reading this book, you'll find plenty of activities
which can be done if only one computer is available in
class. However, access to a computer room to which
you can take your class will provide more opportunities
for implementing technology, for both you and your
learners.
It is worth bearing in mind that the layout of your
computer room will directly affect the types of
activities you are able to do with your learners, and
how they interact with one another and with you. A
layout which has computers at desks around the walls,
facing the walls, with a large table in the centre of the
room, allows the teacher to walk around and easily see
what the learners are working on and what they're
looking at on the computer monitors (screens). The
central area provides an easily accessible space where
learners can go when they don't need the computers,
and for when we might want to do more
communicative group work. If the central space is
reasonably large, more movement and activity is
possible in the centre of the room; this will offer up
more opportunities for kinaesthetic learners, and the
chance to use games and physical activities with
younger learners away from the computer monitors.
CONCLUSION
Of course, few of us are lucky enough to be able to
choose how our computer facilities look, but it may be
possible for you to make some small changes in the
work environment so that it's more comfortable to
work in the room, and easier to teaching. It's well
worth considering how your institution's computer
room could be made more user-friendly for you and
your classes.
REFERENCES
1.
Dudeney Gavin, Hockly Nicky How to teach English
with technology. Pearson Education Limited 2007,
pp 7-15.
2.
Thomas S. C. Farrell and George M. Jacobs
Essentials for Successful English Language
Volume 02 Issue 11-2022
16
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
Pages:
11-16
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
Teaching. Thomas S. C. Farrell and George M.
Jacobs 2010, pp 42-57.
3.
Brown, H. D. (2000). Principles of language
learning and teaching. White Plains, NY: Addison
Wesley Longman, pp121-131.
4.
Swaffar, J., S. Romano , R Marklev, and K. Arens,
eds. 1998. Language Learning Online: Theory and
Practice in the ESL and L2 Computer Classroom.
5.
Sh. U. Ishonkulov Communication as the basis of
communicative education. International Scientific
Journal Theoretical & Applied Science. 03 (107),
1012.
1.
Philadelphia, USA, pp 883-887
6.
Turaeva, D. D. Information and communication
technologies as a means of teaching a foreign
language.
International
Scientific
Journal
Theoretical & Applied Science. 03 (107), 1012.
Philadelphia, USA, pp 888-891.
