Innovative technologies in teaching english

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Сеитова , Г. (2023). Innovative technologies in teaching english. Ренессанс в парадигме новаций образования и технологий в XXI веке, 1(1), 43–47. https://doi.org/10.47689/XXIA-TTIPR-vol1-iss1-pp43-47
Г Сеитова , Общая средняя школа №19 имени Толе Би

Учитель английского языка, педагог-исследователь

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Аннотация

This article deals with the role and effective use of innovative technologies in teaching English, and also provides links to Internet resources that are effectively used in the classroom.

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INNOVATIVE TECHNOLOGIES IN TEACHING ENGLISH

Seitova G. M.

Turkistan, Kazakhstan

English language teacher, pedagogue-researcher of General Secondary School

№19 named after Tole Bi

e-mail: sgulnaz1981@mail.ru

Abstract:

This article deals with the role and effective use of innovative technologies in

teaching English, and also provides links to Internet resources that are effectively used in
the classroom.

Keywords:

innovative technologies, multimedia, Internet links, electronic resources,

learning environment, motivation


Today, our country dictates new tasks of social modernization, industrialization

and accelerated innovation challenges in the new global economic integration. The main
objective of the third decade of the XXI century of independent Kazakhstan is to move
forward to joining the top 30 developed countries of the world.

In this regard, there is a great responsibility on educated and highly qualified

young people of Kazakhstan, such as the development of national competitiveness in the
XXI century, providing prosperity and universal recognition of the country all over the
world.

The role of innovation in education is great. The effective use of Innovative

technologies, such as computers, the Internet, multimedia resources in the educational
process is the only way to show the quality of education. One of the innovative
technologies of improving the students’ communicative abilities is using multimedia in
the process of teaching and learning in the classroom. Proper use of multimedia in
classroom will provide the opportunity for interacting with diverse texts that give
students a solid background in the tasks and content of mainstream courses. Furthermore,
because educational technology is expected to become an integral part of the curriculum,
students must become proficient in accessing and using electronic resources.

In terms of providing educational institutions with multimedia products, there are

some problems to be solved so far:

the virtual absence of domestic electronic textbooks (ET) in official language at

educational institutions;

lack of effectiveness of using the existing electronic textbooks;

poor quality of teacher training in using electronic textbooks;

insufficient implementation of new educational technologies in the educational

process;

Low efficiency of automated assessment system in teaching.

The using of multimedia in classroom cannot be denied anymore. That will make

possible for teachers giving more opportunity to students being happier and more enjoy
during the learning course. Through their interactions with multimedia texts, students
become increasingly familiar with academic vocabulary and language structures. As they
pursue sustained study of one content area through focus discipline research, the students


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become actively engaged in the process of meaning construction within and across
different media. Learners obtain most of the information from electronic devices, which
has made such tools, a very essential component of their daily life.

Using innovative technologies in a classroom as a tool for language learning has

many benefits. It gives stimulus to undertake the tasks and could help in creating a long
lasting impact on the learners. The role of teacher will change from an instructor’s role to
a coordinator. Self-paced independent learning methodology is what is being propagated
with the help innovative technologies in English Language Teaching. Using multimedia
provides the students to gather information through media that encourages their
imaginations, interests.

Picture 1: The process of Innovation in teaching and learning


One of the main problems faced by the language teacher, especially newcomers to

the profession, is that methodology refuses to stand still. As McCarthy puts it:

The methodology of foreign language teaching has evolved dramatically over the

past half century, with emphasis at different times being placed on a remarkable array of
philosophies and approaches under banners such as grammar-translation, audio-lingual,
structuro-global audiovisual, inductive/deductive, functional, notional, situational,
communicative, immersion, learning/acquisition, suggestopedia, directivist/constructivist,
etc. Although each approach has seen its share of zealous purists, it would seem that,
viewed from a distance, the abiding lesson to teachers has been that no one approach is a
magic wand capable of transforming any class of foreign language learners into near-
native speakers of the target language, and that each approach brings to the fore a
previously neglected or forgotten facet [1].

As language teachers, we have a tradition of integrating new media into our

teaching. We have embraced any new technology, which was likely to improve learning.
Mindful of the need to bring native speaker voices into the classroom, teachers in the first
half of the 20th century took gramophones into their classrooms. These were replaced by
reel-to-reel tape recorders when the price was right and appropriate recordings became


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available. Brave souls acquired microphones and encouraged students to record their own
voices, to accustom them to hearing themselves speaking in another language. The next
innovation was the language laboratory, coming as it did at a time when the audio-lingual
method was to the fore and drills were considered central to successful language learning.
Those entrusted with the maintenance of language laboratories heaved a sigh of relief
when audiocassette recorders replaced reel-to-reel tape. Slide and filmstrip projectors,
film projectors and television sets also found their way into language classrooms,
followed by video players and video cameras. All of these innovations made their
entrance as «bolt-ons». It was only when their characteristics were fully understood and
their strengths identified in comparison with existing media that they become integrated
into the delivery strategy of the teachers concerned, and into published courses [2].

So, why do I use multimedia materials in the classroom? First, it helps to enhance

understanding. Valuable media materials boost student comprehension of complex topics,
especially dynamic processes that unfold over time. At second, it increases memorability
– rich media materials lead to better encoding and easier retrieval. The most important
advantage is that media helps to improve their four language skills like listening, reading,
speaking and writing. Moreover, information technology develops students’ critical
thinking. Furthermore, multimedia provides us with individualized learning, which
means that multimedia resources can help you meet needs of many different types of
learners. Like, Visual learners can watch a video, while auditory learners listen to
streaming audio hands-on learners play and interactive game. Students who need extra
practice can use online exercises to improve their grammar or vocabulary skills. In my
opinion, multimedia resources can help our students to experience today’s global
community. With multimedia students can learn about new cultures and countries in
immediate and authentic ways – and prepare to interact with that broader community. In
addition, the last three points show that multimedia is oriented towards the learner’s
cultural background and addressing students’ learning needs. Information and
communication technologies are the most important parameter of contemporary socio-
cultural system.

Online Resources are familiar and convenient means of exploring the culture of

other countries and peoples, communication, information, inexhaustible source of
educational process [4]. That is why, based on a systematic approach to reforming the
methods of learning a foreign language using the new information technologies based on
the concept of information and learning environment, which is seen in close connection
with the system of developmental education. Information - learning environment is a set
of conditions that not only let us create and develop language skills, abilities and skills,
but also promote the development of the individual student.

Multimedia technology could significantly enhance student’s capability in

problem solving and in learning by doing. Computers increased students’ opportunities
for self-directed learning. In another study carried out by Vernadakis and colleague
[2008], they found that multimedia could help language learners’ motivation, support
their language skills, affect their learning attitude, and build their self-confidence through
various communicative and interactive activities. Their findings indicated that the
multimedia language courseware, by providing the test items, allows every individual to
assess their own learning components confidently [3].


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Picture 2: Flexible learning Methods



Participation in information - communication pedagogical activity promotes the

integrated development of all aspects of communicative competence: linguistic, socio-
cultural, cognitive, linguistic-country study; as well as related cognitive - communicative
abilities of pupils (search and selection of relevant information, its analysis, synthesis and
classification). Modeling of real authentic environment by attracting Internet - resources
is not only a successful development of the language, but also allows you to understand
the fundamental laws of the unity and diversity of culture.

In additionally, we want to share with useful teaching Internet links for ELT:

English Tutor Bournemouth The website provides free resources for

teachers and students on a range of GCSE and ‘A’ Level texts. Key quotations, annotated
poetry, character profiles, worksheets etc. The site has a second purpose, which is to offer
private tutoring services.

Book Box from Channel 4 Learning Features interviews with leading

children’s authors, poets, and illustrators. Suggestions for reading with reviews and
excerpts. Templates for pitching the film of the book.

BBEC ENG DEPT

An ever-growing collection of links for teachers of

English and their students.

Easy Read Shakespeare

It is a new version of Shakespeare’s plays

formatted in a way to make them easier to follow from the printed page. Character
portraits are used to help the reader follow the conversations and location drawings help


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set the scene. A great resource for anyone studying Shakespeare who can’t get to see the
plays.

Hope Education

Broad range of English teaching materials including

books, speaking and listening tools, phonics and story packs

Literary Connections links, books and resources for secondary English -

mainly but not exclusively for literature.

Teacher’s Pet Text Tool for Teachers is a free add-on for Microsoft Word

that can help you transform any text into a fun classroom activity. Developed by a
teacher, here are just some of the things the tool can do: Crosswords, Flashcards, Bingo
Cards, Jumbles, Gap-fill / Cloze tests.

Thus, the innovative technologies that we reviewed today significantly enrich and

diversify the teaching of foreign languages. In place of the monotonous work comes
intelligent creative search, during which formed a new type of personality, active and
purposeful, focused on constant self-education and development.

REFERENCES:

1.

McCarthy B.

(1999) «Integration: the sine qua non of CALL», CALL-EJ online 1,

2, September 1999.

2.

[Electronic resource]: “Information and communications technology for language

teaching”. URL: http://www.ict4lt.org/en/index.htm, date of the application/ (date of
access: 22.11.2016).

3.

Tsitskari, Giannousi, & Kioumourtzoglou, 2008New technologies in language

learning and teaching, Strasbourg: Council of Europe.

4.

Ashvini Joshi.

Multimedia: A Technique in Teaching Process in the Classrooms,

Current World Environment. Vol. 7 (1). P. 33-36, 2012.

5.

Mullamaa K.

(2010). ICT in language learning – benefits and methodological

implications. International Education Studies, № 3 (1). P. 38-44.

6.

Shayeshteh Hashemyolia, Ahmad Fauzi Mohd Ayub, Zahra Moharrer

. The

Effectiveness of Multimedia Language Courseware on Secondary School Students’
Motivation for learning English, Mediterranean Journal of Social Sciences. Vol 6. No 6
S. 4, 2015.

7.

Tsaturova I. A.

Computer technologies in foreign language teaching / training

manual for schools. M. Highest school, 2004.

Библиографические ссылки

McCarthy B. (1999) «Integration: the sine qua non of CALL», CALL-EJ online 1, 2, September 1999.

[Electronic resource]: “Information and communications technology for language teaching”. URL: http://www.ict4lt.org/en/index.htm, date of the application/ (date of access: 22.11.2016).

Tsitskari, Giannousi, & Kioumourtzoglou, 2008New technologies in language learning and teaching, Strasbourg: Council of Europe.

Ashvini Joshi. Multimedia: A Technique in Teaching Process in the Classrooms, Current World Environment. Vol. 7 (1). P. 33-36, 2012.

Mullamaa K. (2010). ICT in language learning – benefits and methodological implications. International Education Studies, № 3 (1). P. 38-44.

Shayeshteh Hashemyolia, Ahmad Fauzi Mohd Ayub, Zahra Moharrer. The Effectiveness of Multimedia Language Courseware on Secondary School Students’ Motivation for learning English, Mediterranean Journal of Social Sciences. Vol 6. No 6 S. 4, 2015.

Tsaturova I. A. Computer technologies in foreign language teaching / training manual for schools. M. Highest school, 2004.

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