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INTEGRATING TECHNOLOGY IN ENGLISH LANGUAGE TEACHING
Esbergenova Khurliman Makhsetovna
Nukus state Technical University
Assistant teacher
https://doi.org/10.5281/zenodo.15632762
Abstract
Drawing on pertinent theories and empirical research, this article examines how
technology can be integrated into English Language Teaching (ELT), emphasizing how it affects
language acquisition, learner engagement, and teacher practice. It also reviews current ELT
technological tools and platforms, talks about the pedagogical implications of digital
innovation, and highlights both opportunities and challenges. The article makes the case that,
when used effectively, technology improves communicative competence, supports autonomous
learning, and promotes intercultural understanding in a globalized world.
Global educational environments have changed due to the quick development of digital
technology, especially in the area of English language teaching (ELT). With its unparalleled
access to real-time communication, authentic content, and learner-centered tools, technology
has completely changed the way languages are taught, acquired, and utilized.Technology is
becoming an essential component of contemporary language teaching, not only an add-on to
language acquisition, as noted by Warschauer and Healey (1998). This article explores the use
of technology in ELT, looking at its advantages, teaching approaches, and integration issues.
The use of technology in language classes has evolved from an optional supplement to an
essential part of contemporary instruction as the globe grows more digitally connected. Real-
time communication with native speakers, access to authentic materials, and individualized
and self-directed learning pathways are all made possible by technology. In addition to
increasing learning opportunities, the use of computers and other digital tools in language
learning environments is consistent with communicative language teaching concepts, which
place a high value on meaningful interaction (Warschauer and Healey, 1998).
To improve
language instruction, a range of digital resources are employed. Assessments, feedback, and
content distribution are all supported by learning management systems (LMS), such Moodle
and Google Classroom. Videos, podcasts, and animations are examples of multimedia tools that
improve viewing and listening comprehension while accommodating various learning
preferences. Through adaptive algorithms, computer-aided language learning (CALL)
applications offer practice in vocabulary, grammar, and pronunciation (Beatty, 2010).
Duolingo, Quizlet, and Memrise are examples of mobile-assisted language learning (MALL)
applications that allow autonomy and gamification while facilitating language learning while
on the go (Kukulska-Hulme & Shield, 2008). Although less popular, virtual reality (VR) and
augmented reality (AR) are new technologies that provide immersive language encounters for
experiential and contextual learning (Godwin-Jones, 2016).
Teachers must adjust by
developing technological pedagogical content knowledge (TPACK) to successfully integrate
tools into language instruction. Technology also supports autonomous learning, allowing
students to study at their own pace and review materials as needed (Benson, 2011); it facilitates
blended and flipped classroom models, where students interact with content online prior to
class, allowing in-person sessions to focus on interaction and feedback (Tucker, 2012); and it
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encourages authentic language use, as students interact with native speakers and real-world
content, improving pragmatic competence (Mishra & Koehler, 2006).
Technology integration in ELT is not without its difficulties, despite its advantages.
Teachers may encounter reluctance to change, a lack of infrastructure, or inadequate training
(Hubbard, 2009). Additionally, students can have trouble with digital literacy or grow unduly
reliant on technology for translation and editing. A technocentric approach, which puts
technologies ahead of teaching, is another concern associated with technology use. As a result,
teachers need to make sure that technology use is inclusive, culturally relevant, and
pedagogically driven (Levy & Stockwell, 2006).
When carefully incorporated into English language instruction, technology improves
learners' motivation, engagement, and intercultural competency in addition to language
proficiency. It creates new opportunities for learning customisation, access, and collaboration.
However, pedagogical goals, institutional support, and teacher preparation are necessary for
successful integration. To ensure that technology supports the larger goal of communicative
and intercultural competence in ELT, educators must continue to be reflective and adaptable
as digital technologies continue to advance.
References:
Используемая литература:
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Hubbard, P. (2009). Computer assisted language learning: Critical concepts in linguistics.
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