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2023
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«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 11 / UIF:8.2 / MODERNSCIENCE.UZ
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USING TECHNOLOGY IN ESL CLASSROOMS: HIGHLIGHTS AND
CHALLENGES
Fozila Ochilzoda Abduraxmon qizi
The lecturer of History and Philology Department
Asia International University
Bukhara, Uzbekistan
E-mail:
https://doi.org/10.5281/zenodo.10077084
Abstract.
All facets of life are already impacted by technology. The education sector in
particular has prospered greatly due to widespread use of technology. Additionally, technology
has demonstrated its usefulness in language instruction by serving as a source of inspiration and
creating opportunities for real-world instruction. Nevertheless, there are still drawbacks in
educating with technology. Learners could misuse technology and become easily distracted. Other
than that, using technology frequently can restrict students' capacity for thought. Thus, this paper
examines the highlights and difficulties in utilizing technology to teach languages. This paper
might be a resource used by educators who want to incorporate technology into ESL instruction.
Future studies can examine the impact of technology on students' attitudes.
Key words:
ESL classrooms, motivation, distraction, potential thinking, authentic learning.
ИСПОЛЬЗОВАНИЕ ТЕХНОЛОГИЙ В КЛАССАХ ESL: ОСНОВНЫЕ
МОМЕНТЫ И ПРОБЛЕМЫ
Аннотация.
Все аспекты жизни уже затронуты технологиями. Сектор
образования, в частности, значительно процветал благодаря широкому использованию
технологий. Кроме того, технологии продемонстрировали свою полезность в обучении
языку, служа источником вдохновения и создавая возможности для обучения в реальных
условиях. Тем не менее, в обучении с использованием технологий все еще существуют
недостатки. Учащиеся могут неправильно использовать технологии и легко отвлекаться.
Помимо этого, частое использование технологий может ограничить мыслительные
способности учащихся. Таким образом, в данной статье рассматриваются основные
моменты и трудности использования технологий для обучения языкам. Этот документ
может стать ресурсом для преподавателей, желающих внедрить технологии в обучение
ESL. Будущие исследования смогут изучить влияние технологий на отношение студентов.
Ключевые слова:
классы ESL, мотивация, отвлечение, потенциальное мышление,
подлинное обучение.
1.
Introduction
Technology is no longer unfamiliar to the people of the world. Technology has played an
important role in many spheres of work, particularly education. Over the last two decades, the use
of Information and Communication Technology (ICT) in language instruction has become a hot
topic (Ahmed & Naser, 2015). Technology has become increasingly important in the teaching and
learning process both in and out of the classroom.
Language learning benefits from technological advancements. This demonstrates that there
is a new period in which current teachers are given difficult obligations. With unprecedented access
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to technology, the traditional teaching style has been radically altered. The use of technology has
made it possible to have more fascinating and productive teaching and learning sessions,
particularly in language acquisition. Technology, according to Shyamlee and Phil (2012), has been
a crucial driver of both social and linguistic change.
With English being an international language and its global development, it is utilized as a
second language in countries such as India and Malaysia. Some people consider English to be their
first language. In many countries, English has become the language of instruction and curriculum.
As the number of English learners grows, different teaching approaches are being tested to
determine the efficacy of the teaching process (Shyamlee & Phil, 2012). Language is one of the
most important aspects of communication.
Students use several aspects of English language skills such as listening, speaking, reading,
and writing. There are, however, exceptions. According to Rosicka and Mayerova (2014), the goal
of the new educational era is to use technology to engage the present and future generations as
active members of society. According to Harwati (2018), the current generation is referred to as
"digital natives" due to their high degree of computer literacy.
If technology is not used in education as a means of communication and idea exchange, it
is absolutely inconceivable (Ahmed & Naser, 2015). When students are involved in knowledge
building, collaboration, and reflection, using computers as learning tools can support effective
learning (Rosicka & Mayerova, 2014). Using technology in the classroom can increase student
engagement and motivation, especially for the younger, tech-savvy generation.
2.
Technology in ESL classrooms
ICT is being used more and more in the realm of education (Rafiq & Hashim, 2018).
According to Abunowara (2016), educational technology has the potential to permanently alter
how teachers instruct and how students 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. The field of teaching English as a second
language (ESL) has been greatly impacted by the technological transformation of education, both
in lower and higher education (Mansor & Rahim, 2017).
Teachings evolved along with time. In Malaysia, the shifts start in the classroom with the
introduction of technologies like wireless internet, projectors, and laptops (Yunus, 2018). "The
process of determining which electronic tools and which methods from implementing them are the
most appropriate responses to give classroom situations and problems" is the definition of
technology implementation (Roblyer & Doering, 2010, p. 8). The use of computer-assisted
language learning (CALL) in the classroom is becoming commonplace (Bax, 2012). The ability
of teachers to organize, create, and carry out successful educational activities is just as important
to the effectiveness of using technology in the classroom as hardware or software (Abunowara,
2016).
Multimedia education is currently widely employed in English language instruction
(Yunus, Hashim, Embi, & Lubis, 2010). Social media is another widely used component of
technology in the digital age. Social media enhances the educational process by facilitating more
creative and engaging connections and interactions between instructors and students (Khan, 2015).
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Social media platforms like Twitter, Facebook, e-mail, Instagram, and blogs offer a forum for
people to communicate, share ideas, and work together to discover solutions (Mansor, 2016).
Students' perspectives on learning have changed as a result of technology (Daniels &
Pethel, 2005). In addition to changing how students perceive learning, new and more sophisticated
technologies are also changing how "educators think about education and literacy" (Pilgrim,
Bledsoe, & Riley, 2012: p. 30).
3.
Highlights
Many ESL teachers have adapted more engaging and entertaining teaching methods in
response to the rapid advancements in technology, guaranteeing engaging lessons (Morat, Shaari,
& Abidin, 2016). The secret is motivation, which has been identified as a factor influencing second
language acquisition performance. Ng & Ng (2015) claim that motivation is recognized as a
stimulant for reaching a particular goal.
There are two sorts of motivation: extrinsic and intrinsic. While extrinsic motivation
originates from outside the individual, intrinsic motivation is present within the person and is
linked to feelings of wellbeing (Ng & Ng, 2015). According to Porter (1991, as referenced in
Morat, Shaari, & Abidin, 2016), there are three key components of motivation: the source of an
individual's energy, the channel or direction of that activity, and the means by which that behavior
is perpetuated. These days, educators use technology to improve student understanding and the
quality of the course material (Hicks, Reid, & George, 2001).
Using a variety of technological tools gives ESL students the independence, inspiration,
and support they require to succeed in their studies (Roy, 2019). Technology tools like videos,
which allow for presentation in both auditory and visual formats (Canning-Wilson & Wallace,
2000), are likely the reason they are so well-liked because they can boost students' enthusiasm by
making the material seem more exciting (Harmer, 2001).
The digital age of education has brought about the emergence of authentic learning.
Educational researchers have hypothesized that the benefits of authentic teaching and learning
activities can now be realized through the design of Web-based learning environments, rather than
being limited to learning in real-life settings and practice (Lombardi, 2007). Ideas come to life
through software visualizations, pictures, sounds, and tactile feedback (Lombardi, 2007).
Numerous academics have also identified a number of significant traits that have contributed to
the advancement and evolution of authentic learning.
According to Herrington and Kevin (2007), authentic learning is grounded in reality and
offers an authentic experience and increase the students' motivation in the areas where they thought
the instruction was fascinating (Harmer, 2001). Simultaneously, a lot of educators have worked
hard to provide realistic learning experiences for their pupils by utilizing technology like
computers and films (Herrington, Reeves, & Oliver, 2007). Many diverse teaching strategies have
been used in response to the growing number of English language learners in order to evaluate the
efficacy of the educational process. For a considerable amount of time, the education sector has
employed authentic resources in the form of TV, radio, and films. These technologies have shown
to be effective in language learning and teaching, eventually displacing the conventional approach
(Shyamlee & Phil, 2012).
4.
Challenges
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It goes without saying that technology has demonstrated its value in language learning.
Nevertheless, it still has drawbacks just like any other artificial teaching strategy. Although
teachers may not always need to walk students through different procedures to demonstrate
language acquisition, questions and answers between teachers and students help to create a tense
and structured environment (Shyamlee & Phil, 2012). In the prevalent conventional pedagogical
approach, educators would typically pose an open-ended question and provide guidance to pupils
on how to respond. But now that technology is being used, pupils would prefer to look up the
solution online.
ICT in education is defined by Yunus, Nordin, Salehi, Hun, and Embi (2013) as technology
that facilitates information gathering, management, manipulation, access, and communication in a
variety of ways. This demonstrates how knowledge is always at our fingertips and doesn't require
thought. It also downplays the significance and emphasis on instruction. It denigrates the way that
kids think, encourages them to think, and considers addressing difficulties. Shyamlee and Phil
(2012) go on to say that students ought to be free to think creatively and investigate issues and
potential solutions without the need for an authoritative figure. Students shouldn't be forced to
spend their thinking time on multimedia.
Simin and Heidari (2013) assert that the incorporation of technology may also have an
adverse effect on other abilities, such verbal communication. While technology can be a terrific
tool for online communication, it will lessen face-to-face interactions between students and
teachers. The introduction of technology may involve textual, visual, and aural effects that
completely satisfy the students' needs for sound and vision while also piqueing their attention. But
it also leads to inadequate teacher-student communication (Shyamlee & Phil, 2012).
People can use a plethora of resources when they are online. Particularly when it comes to
entertainment, technology can easily divert students. For students who are minors, using the
internet unsupervised by their parents might be hazardous. Digital native students typically spend
the bulk of their time on social media. Social media platforms like Facebook and Instagram have
the potential to divert pupils from their assigned tasks.
With all of the entertainment technology available on computers, students can quickly
become distracted when they are online. Apart from that, technology makes online plagiarism
simple.
According to Boudjadar (2015), pupils can use technology to get global information by
copying and pasting it from the internet. According to Gerard (2012), teachers are reasonably
concerned about the ease with which students can plagiarize, whether intentionally or not, even
though there is no evidence that web-derived plagiarism is any more common than other varieties
(Gerrard, 2012: p. 426).
5.
Conclusion
Overall, technology has shown how important it is to the subject of education. Students
can be inspired and become more engaged in their studies with the use of technology. Students are
drawn in and the classroom is made more exciting by technology. Nevertheless, there are
drawbacks to using technology in language instruction. The entertainment options provided by
technology may cause students to become sidetracked.
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Apart from that, they could utilize technology inappropriately. As a result, students should
use technology sparingly and be closely supervised when utilizing computers. This document
makes recommendations for all educators who want to use technology in their ESL classes.
I have intended to carry out future studies to examine the impact of technology on students'
attitudes.
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