Volume 02 Issue 11-2022
1
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The emergence computer technology has created new opportunities and challenges in the field of foreign language
learning. Teaching English as a foreign language could not be isolated or separated from implementing technology
tools such as blogs. As a result of conducting research on the use of technology tools for enhancing learners’ reading
and writing skills in English.
KEYWORDS
Technology, ICT, CALL, Grammar-translation method, Reading, writing, and technology, ESL;
INTRODUCTION
Technology is no longer foreign to the earth’s citizens.
Technology has played its role in multiple fields of
work, particularly in education. During the last two
decades, the implementation of Information and
Communication Technology (ICT) in language
education has become a real topic of interest. The use
of technology has become significant in the teaching
and learning process in and out of class. Technology
opens a window of improvement in language learning.
Not only that, technology allows teachers to enhance
classroom activities and language learning process.
This shows that there is a brand-new era which assigns
challenging responsibilities for modern teachers. The
traditional teaching method has been changed
drastically with extraordinary access to technology.
The implementation of technology has provided
Research Article
TECHNOLOGY AND ITS IMPORTANCE IN TEACHING ENGLISH LANGUAGE
SKILLS
Submission Date:
October 30, 2022,
Accepted Date:
November 05, 2022,
Published Date:
November 08, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-01
Suyarova Mavjuda Ergashevna
Senior Teacher Of The Karshi University Of Economics And Pedagogy, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
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
2
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
options for a more interesting and productive teaching
and learning sessions predominantly in language
learning.
LITERATURE REVIEW
According to Shyamlee and Phil, technology has
provided significant drivers for both social and
linguistic change. With English as an international
language and its development around the world,
English is used as a second language in a country such
as India and Malaysia. To some people, English acts as
their first language. English has become the language
for instruction and curriculum in many countries. As the
number of English learners increases, new teaching
methods have been implemented to test the
effectiveness of the teaching process. Language is one
of the most substantial elements in communication. [1]
The use of ICT in the education field has been
increasing. Educational technologies promised to
change the way teachers teach and students learn
forever the white canvas of language teaching and
learning has experienced major creativity and changes
over the decade with the emerging of a new era of
education
and
technology.
Technology
has
transformed the field of education, lower and higher
education, which has a great impact on the field of
English as a Second Language (ESL) teaching. As time
changed, teachings changed too.
The technology implementation is defined as “the
process of determining which electronic tools and
which methods from implementing them are the most
appropriate responses to give classroom situations
and problems”. Computer assisted language learning
(CALL) has become normalized in the educational
process. The key to a successful use of technology in
teaching and learning session not only lies in hardware
or software but also in our human ability as teachers
have to plan, design and implement effective
educational activities. Educational multimedia is
currently being used commonly in teaching and
learning of English language. Another commonly used
element in the digital era as part of technology would
be social media. Social media augments the learning
experience by allowing the learners and teachers to
connect and interact in a more innovative and
interesting way. Social media such as Facebook, Blog,
Instagram, e-mail and Twitter provide a platform
where users can interact and exchange ideas as well as
to
find
answers
through
collaboration
and
discussion.[2]
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 helping students to
“internalize lifelong skills nee
ded for success in this
global society. Technology will not substitute great
teachers but technology in the hands of great teachers
can be transformational.
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
Volume 02 Issue 11-2022
3
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
use of ICT, and teachers are often far less skilled than
their own students when it comes to using current
technology.
DISCUSSION
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
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. [3]
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
used in classrooms around the world. [4]
In spite of the fact that the use of Information and
communication Technology (ICT) by language teachers
is still not widespread, 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.
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.
Volume 02 Issue 11-2022
4
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
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. [5]
Porter stated that the three important aspects related
to motivation which is 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
perceived the teaching and learning session as
interesting.
Reading, writing, and technology - Over recent years,
relationships between reading, writing and technology
have played out in diverse and multiple ways. For
some, work has focused on using new technologies to
support the development of particular literacy skills
whilst others have responded to new technologies by
exploring the possibilities for new literacy practices. All
this has implications for how we see reading and
writing and consequently for literacy pedagogies. The
collection of articles in this virtual issue demonstrates
this diversity. Some provide precise insights into the
impact of particular approaches or tools; others raise
questions
about
possible
continuities
and
discontinuities between literacy as practised and
understood in educational establishments and in
spaces outside academia. Reports of research which
focuses on spaces and practices beyond educational
contexts help us see and understand uses of new
technologies for meaning making in informal contexts,
where learning often happens in less structured ways
than in schools, for example. Graham’s work explores
how
teachers’
school
-based
uses
of
digital
technologies are influenced by their biographies of
digital learning. She identifies different types of
learner, reflecting on how the varying contexts of
these teachers’ digital learning experiences have
impacted on their practices in the classroom. Her
reflections that teachers need time to consolidate their
learning and to feel relaxed about using digital
technologies would perhaps have benefited the
teachers that Honan describes in her research. Honan
finds that despite teachers’ intentions there of
ten
remain seemingly insurmountable barriers to their
employment of digital technologies in the classroom.
Further she argues that often even where the
technologies are used they are not used in ways which
make the best use of the affordances of the
technologies. Like Graham, she finds a link between
those teachers who do not use technologies in their
everyday lives, with this group encountering most
barriers for embedding digital tools into their
classroom practices. She argues that teachers need the
space to develop their ideas about the relationship
between new technologies and literacy learning; to see
the benefits that technologies can bring; and how they
represent a qualitative difference to the concept of
literacy and ‘being literate’.
In a report of a study following a group of learners and
a group of preservice teachers working in a virtual
environment, Gomez, Schieble, Curwood and Hassett
argue that there are many advantages to be gained in
terms of literacy development. They suggest students’
critical literacy develops when they work in
collaborative online contexts - and that this instigates
Volume 02 Issue 11-2022
5
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
a ‘distributed cognition’ where individual achievement
is less important than distributed cognition. They show
how in a virtual space where collaboration is key, that
learners are able to develop the skills to become more
critical. Kendall’s work gives us, as literacy educators
and researchers, insights into the reading lives of
young adults between the ages of 16 and 19. In
revealing to us the reading habits and interests of
these young people, whose tastes in reading are often
considered ‘low
-
brow’ or their choice of texts as
‘throw–away’. Kendall asks us to reflect on our own
positions and that we critically reflect on our values as
educators. In the same vein, Dowdall explores the
‘dissonance between the digitally created words of
home and school’. Dowdall traces the home
-based
activities of a young girl, Clare, using an online social
networking site and compares her text creation of
these home based texts in the site, to texts Clare
produces for school. While there are differences
between the ways Clare’s home and school texts are
structured and written, there are nevertheless
continuities across them. Dowdall concludes that
whilst we might see many differences between the
texts that we as readers might be placing undue
significance to these differences and that close reading
shows similarities across the texts. Here Dowdall’s
work echoes that of Kendall, that we as educators and
researchers, might suppose there are more differences
between home and school cultures, and that we need
to reflect on ourselves as readers more closely.
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.
RESULT
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 vs synthetic phonics approaches. The
advantage here is that computers, it can be argued,
offer a more standardized format for the delivery of
such content, thereby offering a more stringent
examination of such claims.
Research studies have emphasized the importance of
learners’ literacy achievements v
ital later academic
success. Teaching reading and writing should be an
exciting and meaningful experience that captures
learners’ interests and enriches their experiences.
Fisher stated that because early literacy is so
important, early childhood educators should discover
the best ways to help children achieve a high level of
literacy. These practices include creating a print-rich
classroom environment through the use of genuine
literature, establishing literacy centers, increasing
opportunities for social collaboration among children,
and providing extensive professional development for
teachers. In addition, researchers have emphasized
that
technology,
particularly
computer-related
technology, plays a fundamental role in improving
teachers’ instructional p
ractices and, therefore,
developing children’s literacy skills. For example,
Dodge et al. indicated that computer technology has a
number of valuable advantages in terms of supporting
learners reading and writing skills:
Volume 02 Issue 11-2022
6
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
•
expanding learners’ vocabulary an
d language
development by introducing them to software that
associates vocabulary with pictures, written
words, and spoken words;
•
helping learners develop phonological awareness
with interactive software that plays with language;
•
increasing learner’s u
nderstanding of books by
exposing them to electronic books;
•
enhancing learner’s knowledge of print by
recording their responses on a word processing /
reading program;
Computers enhance and develop young learner’s
emergent reading and writing skills. This can be
achieved when children are actively engaged in a range
of electronic symbol-making activities containing
conceptual processes, knowledge, and literacy
strategies while using classroom computers that are
equipped with multimedia word processing software.
Computer technology contributes to developing
children’s early writing through improving their ability
to use a word processor, organize their thoughts, and
make several drafts of their writing.
Various teaching methods, innovative technologies
and practice are necessary to master these skills. The
integration of Internet technology in the educational
process is a promising direction in education. The
Internet opens up tremendous opportunities for any
information, including authentic materials. In addition
to text information, Internet technologies allow the
use of audio files, videos and graphics, which greatly
stimulate the learners’ activity.
Global network helps to organize discussions between
learners and teachers not only within the university,
but also attracts learners of other universities, regions
and
countries.
Modern
information
and
communication technologies (ICT) enable to enhance
training activities, promote communication and
develop the culture of independent students’ work.
The need to use ICT is also due to the continual increase
in the volume of information that must be studied and
processed in the course of training. Moreover, the
practice of ICT in teaching foreign languages
contributes to the optimization of the teaching
process and allows to:
•
access and manipulate large amounts of
information;
•
form information culture;
•
use information sites and authentic modern
Internet resources;
•
make learning differentiated and individual;
•
provide training materials in print, graphic, charts,
audio, video and animated form;
•
Currently
existing
communication
Internet
technologies, which can be used in foreign
language teaching, are divided into two groups:
•
synchronous (enabling to communicate in real
time. e.g. chat, forum, video and audio conference,
etc);
•
asynchronous (communication with a time delay.
e.g. discussion forums, websites, blogs, etc.).
In light of the above discussion, it can be concluded
that a teacher plays a
major role in providing learners with computer
experience - or in excluding this tool from their
classroom environment. Teachers are more likely to
put their beliefs into actual instructional practice,
because the current study has confirmed the
congruence between t
he teachers’ beliefs and their
opinions of their instructional practices in teaching
reading and writing. In addition, teachers using
technology in teaching reading and writing in their EFL
classes were found to hold stronger beliefs and
Volume 02 Issue 11-2022
7
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
01-07
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
practices regarding the use of computer technology
and are more likely to practice accordingly.
Conclusion. Our experiences in using classroom blogs
have been overwhelmingly positive. While student
acceptance of technology in the classroom requires its
perceived usefulness and ease of use, students do tend
to learn best when they need information that they can
put to use immediately. Blogs are an effective and
efficient method of allowing students to access
information as it is needed and to make connections
between explicit knowledge from textbooks and tacit
knowledge gained as students see how others can and
are using the knowledge being shared.
Blogs also introduce students to online learning
communities so they can access and evaluate
information, and construct new learning paradigms for
themselves. Finally, effectively modeling ways to use
blogs as a teaching and learning tool is a useful skill for
our students to have as they embark on their journey
of life-long learning.
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.
Kennedy, K. Writing with Web Logs. Technology
and Learning, 23(7), 11-12.
Retrieved September 21, 2015, from HW Wilson /
Education Full Text Database,2003.
6.
Sh. U. Ishonkulov Communication as the basis of
communicative education. International Scientific
Journal Theoretical & Applied Science. 03 (107),
1012. Philadelphia, USA, pp 883-887
